Cambridge Center for Behavioral Studies

ABACLive Webinar with Dr. Catherine Williams
2025-10-17 12:00 - 15:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Catherine Williams, PhD, BCBA-D, presents “Applying the Science of Conceptual Learning to Teach Adults in Clinical and Academic Settings”
Friday, October 17, 2025
12:00 pm – 3:00 pm (Eastern/NY)
Recordings available until 11/02/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.3 IACET CEUs
3.0 BACB CEUs: Learning
3.0 QABA CEUs
3.0 IBAO CEUs: General
See more information below or brochure for ACE Provider Statements.

Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract

Conceptual 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.

Learning Objectives:
By the end of this event, participants should be able to:

Identify learning objectives related to class instruction and supervision that involve teaching concepts.
Select can-have and must-have features related to a given concept.
Identify a sequence of examples and nonexamples that can be used to teach a concept.
Identify what modifications they should make to a sequence based on the responses of those who were taught.

Presenter Bio:
Dr. 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.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

13th Annual ETHICS in Professional Practice Conference
2025-08-01 | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
Recording and presentation links were emailed on Thursday, August 7. If you did not receive or have questions, contact Rebekah at pa****@******or.org.

This 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.
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.
Our 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.

Invited Speakers

Judah B. Axe, PhD, BCBA-D, LABA: Ethical Considerations in Teaching Verbal Behavior
Judah B. Axe, PhD, BCBA-D, LABA
Professor of Behavior Analysis
Simmons University
Ethical Considerations in Teaching Verbal Behavior
Abstract:
In 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe ethical guidelines on targeting meaningful skills that maximize benefits and are likely to occur under naturalistic conditions.
Describe methods for conditioning attention as a reinforcer as a means of approaching the ethical guideline of promoting verbal behavior under naturalistic conditions.
Describe recent research on how antecedent variables found in natural environments affect tacting.

Presenter Bio:
Dr. 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.

Molly Benson, MS SpEd, BCBA, LABA, EdS: The Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis
Molly Benson, MS SpEd, BCBA, LABA, EdS
The Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis
Abstract:
As 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the ethical responsibilities of behavior analysts in addressing environmental sustainability.
Identify opportunities for collaboration and sustainability research.
Identify opportunities to apply behavior-analytic strategies at a systems level to promote sustainable practices.
Analyze the role of supportive and opposing contingencies in the success of sustainability interventions.

Presenter Bio:

Molly 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.
She 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.
At 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.

Corina Jimenez-Gomez, PhD, BCBA-D: Anchored in Ethics: Cultural Responsiveness Amid Shifting Tides
Corina Jimenez-Gomez, PhD, BCBA-D
Assistant Professor, Department of Psychology
University of Florida
Anchored in Ethics: Cultural Responsiveness Amid Shifting Tides
Abstract:
In 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify key components of the BACB Ethics Code that support culturally responsive practice.
Describe at least three strategies for engaging in ethical and culturally responsive practice.
Develop an individualized action plan or “ethical navigation map” to guide future professional conduct when faced with cultural or ethical turbulence.

Presenter Bio:
Dr. 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.

SungWoo Kahng, PhD, BCBA-D: Conducting Functional Analyses is the Ethical Choice
SungWoo Kahng, PhD, BCBA-D, LBA
Professor, Department of Applied Psychology
Director of Academic Programs in Autism and ABA
Co-Director of Research, Rutgers Center for Adult Autism Services
Rutgers University
Conducting Functional Analyses is the Ethical Choice
Abstract:
Conducting 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify commonly perceived barriers to conducting functional analyses.
Evaluate scientific evidence that supports or challenges these perceived barriers.
Explain why conducting functional analyses aligns with ethical standards in behavior analysis.

Presenter Bio:
Dr. 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.
Dr. 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.
A 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.
Dr. 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.

Daniel R. Unumb, Esq: Legal Essentials for Quality Ethical Practice
Daniel R. Unumb, Esq.
President, Autism Legal Resource Center LLC
Legal Essentials for Quality Ethical Practice
Abstract:
This 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.
At the conclusion of this presentation, participants will be able to:

Identify the three types of treatment limitations prohibited by federal mental health parity law.
Identify at least one type of state law relevant to your insurance funded practice.
Identify how long a provider has to return an identified overpayment to avoid a False Claims Act violation.

Presenter Bio:
Dan 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.
He 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.
Mr. 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.

Mary Jane Weiss, PhD, BCBA-D, LABA: Conversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward
Mary Jane Weiss, PhD, BCBA-D, LABA
Dean of the Institute for Applied Behavioral Science
Director, PhD Program in Applied Behavior Analysis
Endicott College
Conversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward
Abstract:
Ethical 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the current challenges within and outside of the profession that have impacted the profession of behavior analysis
Delineate how foundational commitments to science, collaboration, and humane care can still steer the field in positive directions
List individual and organizational strategies that can assist behavior analysist in discussing concerns, addressing conflicts, ensuring growth, and resolving concerns

Presenter Bio:
Mary Jane Weiss, PhD, BCBA-D, LABA, is the Dean of the Institute for Applied Behavioral Science and is Director of the Ph.D. Program in ABA at Endicott College, where she has been for 11 years. She also works with the research and training teams at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, integrating compassionate care and cultural responsiveness into ABA service delivery, exploring ways to enhance the ethical conduct of practitioners, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, is on the editorial board of Behavior Analysis in Practice, and is 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.

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® 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
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor

Psychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Location - Endicott College, Beverly, MA and online
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.
For In-Person:
Event Venue: Cleary Lecture Hall, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map
The 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.
Enter the Endicott College main entrance and follow the road up the Hill.
For virtual attendance:
The 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.

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsor

Sponsor this Conference

Schedule

Invited Speakers

Judah B. Axe, PhD, BCBA-D, LABASimmons University

Molly Benson, MS SpEd, BCBA, LABA, EdS

Dr. Corina Jimenez-Gomez, BCBA-DUniversity of Florida

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

Daniel Unumb, Esq.Autism Legal Resource Center

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

with Introduction by

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

ABACLive Webinar with Dr. Eduardo J. Fernandez
2025-07-10 19:00 - 21:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Eduardo J. Fernandez, PhD, presents “The Least Inhibitive, Functionally Effective (LIFE) Model: A New Framework for Ethical Animal Training Practices”
Thursday, July 10, 2025
7:00 pm – 9:00 pm (Eastern/NY)
Recordings available until 07/25/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.2 IACET CEUs
2.0 BACB CEUs: Ethics
2.0 IBAO CEUs: Ethics
See brochure for relevant Accreditation and ACE Provider/Sponsor statements

Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
The 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.
Learning Objectives:
By the end of this event, participants should be able to:

Identify some of the major events in the history of both animal ethics and animal training procedures.
Identify the core tenets of the Least Intrusive Minimally Aversive (LIMA) model and some of the problems with this approach.
Identify the core tenets of the Least Inhibitive Functionally Effective (LIFE) model and how this helps advance ethical animal training approaches.

Presenter Bio:
Dr. Eduardo J. Fernandez
Eduardo 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:
https://www.researchgate.net/profile/Eduardo_Fernandez18
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Dr. Tara Fahmie
2025-06-27 12:00 - 14:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Tara Fahmie, PhD, BCBA-D, presents “Ten Tips for Becoming a Productive Writer”
Friday, June 27, 2025
12:00 pm – 2:00 pm (Eastern/NY)
Recordings available until 07/13/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

2.0 BACB Learning CEUs
2.0 QABA CEUs
2.0 IBAO General CEUs
CEUs available to those that watch the live event or view the recording. See brochure for continuing education requirements.

Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
While often associated with treatment for individuals with autism spectrum disorder, the field of behavior analysis has a lot to offer all professionals in the self-management of productive writing schedules. This workshop is designed for students or professionals who find themselves writing assessments, reports, treatment plans, IEP goals, research protocols, manuscripts, reviews, and more. Writing constitutes a large portion of professional correspondence in psychology, and often its efficiency is not directly trained. In this workshop, you will be provided with ten strategies to improve your own writing efficiency. Join Dr. Fahmie in the exploration and transformation of habits that may lead to missed deadlines, missed opportunities for funding, and overall lack of productivity. Participants will complete a workbook to guide the initial self-management of a productive writing schedule, so whether you find yourself avoiding writing tasks altogether, or you simply want to use your time more efficiently, this workshop will get you back on track.
Learning Objectives:
By the end of this event, participants should be able to:

Participants will identify the behavioral characteristics of writing.
Participants will identify strategies for increasing their writing productivity.
Participants will identify habits that hinder the productivity of their writing.

Presenter Bio:

Dr. Tara Fahmie is a Professor and Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). Although her main area of research is in the assessment and treatment of severe problem behavior, she has dedicated considerable time to the improvement of scholarly writing through authorship, editorial board membership, and mentorship of students. She has authored chapters on the writing process, served on conference panels, and conducted several workshops for diverse audiences on writing habits and techniques. By infusing her personal journey of self-improvement in scholarly writing with evidence-based strategies and behavioral concepts, Dr. Fahmie hopes to teach attendees a few key writing skills that will set them up for personal and professional success.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Dr. Kathleen Dyer and Dr. Anna Linnehan
2025-06-06 11:00 - 14:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisors Kathleen Dyer, Ph.D., CCC-SLP, BCBA-D, LABA & Anna Linnehan, Ph.D, BCBA-D, LABA, present “Fostering Belonging for Autistic Individuals, Strategies for Behavior Analysts”
Friday, June 6, 2025
11:00 am – 2:00 pm (Eastern/NY)
Recordings available until 06/22/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.3 IACET CEUs
3.0 BACB CEUs: Learning
3 CE credit hours for Psychologists*

Content Area Level: Introductory

3.0 QABA CEUs
3.0 IBAO CEUs: General
See the Additional Information section online or Page 2 of the brochure for Applicable CE Provider Statements

Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract

With recent issues surrounding myths and misconceptions of ABA, it is timely to find ways to develop partnerships with the neurodiverse community. This workshop highlights areas of research from within and outside of behavior analysis to help foster a community where multiple voices are heard. Additionally, as a field of behavior analysis, we need to use our science to provide a contingency analytic framework for fostering belonging.
This workshop introduces a comprehensive framework to engage with and support autistic individuals and communities effectively. Participants will gain access to tools for conducting person-centered assessments, setting individualized goals, and implementing strength-based interventions to foster genuine community, social connection, and a sense of belonging among autistic populations. Strategies for promoting social inclusion and belonging will be presented, focusing on achieving genuine assent, tailoring interventions, and fostering collaborative approaches with families and communities. The tools and strategies discussed will be framed within a compassionate approach to clinical practice and will prioritize inclusive practices for all individuals within the autistic population.

Learning Objectives:
By the end of this event, participants should be able to:

Identify direct and indirect assessment methods for the assessment of autistic student’s belonging.
Identify collaborative approaches to person-centered support related to increasing the quantity and quality of social connections in autistic individuals.
Select tools and strategies for use in clinical practice which are framed within an assent-based compassionate approach to strength-based treatment for improving social connection and belonging with autistic individuals.Presenter Bios:

Dr. Kathleen Dyer is an Associate Professor and has served on the faculty of the Institute for Applied Behavioral Studies at Endicott College for the past 11 years. Previous to this position, she served as one of the founders and as Clinical Director of the River Street Autism Program for 25 years. She is a Doctoral level Board Certified Behavior Analyst, Speech Pathologist, and Certified School Administrator. Her research and training techniques have been disseminated widely through national and international presentations, as well as through books, encyclopedias, and articles in peer-reviewed scientific journals. Her research findings in treating core deficits in autism are documented as evidenced-based practices by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project. She has also served as a member of review boards for numerous behavioral journals and serves as an Advisor of the Cambridge Center for Behavioral Studies. Her research and professional interests include the development of effective procedures for improving communication and learning in persons with ASD, choice and preference, treatment of challenging behaviors, staff training and organizational systems change.

Anna M. Linnehan is an Assistant Professor of Behavioral Science for the Institute for Applied Behavior Analysis and a professor at Endicott College. Dr. Linnehan earned her Masters and Doctoral degrees in applied behavior analysis from Endicott College, MA. She began her career as a professional chemist and has a passion for improving the lives of others through science. Her research utilizes the Goldiamond-Layng Theory, a behavioral contingency analytic account of emotions, paired with instructional design to teach emotional concepts to develop programs to help individuals identify and problem solve their own emotions and emotional behavior. Additionally, she is passionate in the dissemination of nonlinear contingency analysis and programming based on Israel Goldiamond’s constructional approach toward the application of assent based procedures. Dr. Linnehan is also interested in the application of signal detection theory to analyze decisions and decision-making behavior. She recently co-authored a book, Decisions and Judgments in Ambiguous Situations: A Conceptual Introduction to Signal Detection Theory, with Dr. T. V. Joe Layng. She was also an editor as well as contributing author on the book Perspectives on Neurodiveristy and Belonging: Reflections for Behavior Analysts. She has also served as a member of review boards for a variety of behavioral journals and serves as an Advisor of the Cambridge Center for Behavioral Studies. As a professor, Dr. Linnehan enjoys teaching behavioral science at the undergraduate, masters and doctoral levels.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

2025 Annual Meeting of the Trustees
2025-05-23 13:00 - 17:00 (America/New_York) | MA
Our 2025 Annual Meeting of the Trustees is planned for Friday, May 23, 2025.
Our in-person attendees will be meeting at The Chicago School, Washington, DC, campus, thanks to CCBS Trustee T.V. Joe Layng. Our virtual attendees will be logging in through Zoom.
Doors open at 12:45 pm and the meeting opens at 1:00 pm with adjournment scheduled at 4:00 pm (Eastern). Immediately afterward, an informal get-together with light fare is scheduled until 5:00 pm for our in-person attendees.
Brief Schedule:
Dr. Thomas Zane, H.S. Pennypacker Chair of the Board, will call to order at 1:00 pm (Eastern/NY) with Trustees voting for acceptance of the 2024 minutes and for nominated incoming Trustees and Advisors. The financials and past, present, and future projects will be reviewed by Dr. Rob Holdsambeck, Executive Director, with updates from our volunteers who have championed projects. Presentations may be made both in-person and streaming in virtually. The meeting is to adjourn at 4:00 pm (Eastern/NY).
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Center.

Location
In Person on the campus of The Chicago School, Washington DC Campus, or virtually (Zoom link to be sent the week before conference.)
Address:
The Chicago School – 1015 Building1015 15th Street NW, Floor 4 – ROOM 403ABCWashington, D.C. 20005
Marker: The building is adjacent the Starbucks, which is located on the corner of K and 15th Street.
Google Map:
https://maps.app.goo.gl/Z7d2HjVfG9wJq7UR8

Transportation Options:
The easiest way to get to campus is by Metro. The closest stop is the Blue and Orange line’s McPherson Square; both exits are only a block from campus. Farragut North is the closest stop on the Red Line.

Buses are also a convenient commuting option. There are several stops in McPherson Square, Franklin Square, and along K Street NW.

THERE IS NO PRIVATE PARKING for The Chicago School. Street parking is $2.35 per hour, and most of the meters around campus are 2 hours maximum. Many areas are also designated “No Parking” after 4 p.m. for rush hour traffic. Various parking garages are close to campus but have flat all-day fees. The garages beneath the North and South campuses range between $20 to $25 per day. Look out for other garages around campus; some have early bird specials.

Some public parking options include:

15th Parking: 1015 15th St NW, Washington, DC 20005
Colonial Parking: 1133 15th St NW, Washington, DC 20005
Colonial Parking: 1425 K St NW, Washington, DC 20001
Colonial Parking: 1575 I St NW, Washington, DC 20005

REGISTER

Held at The Chicago School of Professional Psychology1015 Building
Washington DC

REGISTER

ABACLive Webinar with Dr. Mary Jane Weiss
2025-04-24 18:00 - 20:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Mary Jane Weiss, PhD, BCBA-D, LABA presents “Compassionate Care in Behavior Analytic Work: Progress in Defining, Measuring, Teaching, and Training this Skillset”
Thursday, April 24, 2025
6:00 pm – 8:00 pm (Eastern/NY)
Recordings available until 05/09/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.2 IACET CEUs
2.0 BACB CEUs: Learning
2.0 QABA CEUs
2.0 Credit Hours for Psychologists* (Intermediate)
2.0 IBAO CEUs: General
CEUs available for watching live or viewing the recording. See brochure for more information about our continuing education requirements.

*ABAC is an APA Approved Continuing Education Sponsor. APA has requested that Sponsors not use the phrase “APA credit Hours” as this implies that APA is awarding credit. CE credit is awarded by ABAC, which is approved by APA to offer CE to psychologists. APA approval to award CE credit is also accepted by other professional organizations.
Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
Compassionate care has received a great deal of attention within the field of behavior analysis since the publication of the Taylor et al. (2019) call to action; there is a great deal of consensus about the need to incorporate more training in interpersonal skills to ensure that our clients and stakeholders feel maximally respected and supported. Progress has been made in recent years in several areas that are relevant to this goal; clarity in definitional elements of compassionate care has improved and component skills have been posited. In addition, qualitative research has broadened our understanding of the skill set, tools to measure the demonstration of component skills have been developed, and pilot studies have used evidence-based interventions to teach this clinical repertoire. In this presentation, research in these areas will be highlighted. Additionally, clinical issues such as social validity, generality, and authenticity will be discussed, as well as priorities for future research.
Learning Objectives:
By the end of this event, participants should be able to:

Learners will identify definitional elements of compassionate care and component skills associated with practice.
Learners will identify tools to assess components of compassionate care in behavior analytic practice contexts.
Learners will identify interventions that have been used to train behavior analysts to engage in behaviors associated with compassionate care.
Learners will identify research priorities, including the assessment of generalization and authenticity in the demonstration of compassionate care.

Presenter Bio:

Mary Jane Weiss, Ph.D., BCBA-D, LABA is the Dean of Institute for Applied Behavioral Science and Director of the Ph.D. Program in ABA at Endicott College, where she has been for 14 years. She previously served as Director of Research and Training at the Douglass Developmental Disabilities Center at Rutgers University for 16 years. Her research interests center on defining best practice and humane ABA approaches, integrating compassionate care and cultural responsiveness into behavior analytic service delivery, enhancing the ethical conduct of practitioners, training clinicians to be effective at collaboration, and identifying effective instructional strategies for graduate education in behavior analysis. Mary Jane is also a long-standing member of the research team at Melmark. Mary Jane serves on the Scientific Council of the Organization for Autism Research, is Vice President of the board of Association for Science in Autism Treatment, is on the editorial board of Behavior Analysis in Practice, is on the ABA Ethics Hotline, and serves as a Trustee of the Cambridge Center for Behavioral Studies.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

18th Annual Conference on Autism: Research-Based Solutions
2025-04-04 | MA
NOTE: Presentation recording links were emailed to those registered on 4/7/2 at 5:45 pm. IF you did not receive, contact Rebekah Pavlik at pa****@******or.org.

A one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.
Friday, April 4, 2025 – 9:00 am – 5:15 pm (Eastern Timezone)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)
Of benefit to Behavior Analysts, Psychologists, Teachers, Speech-Language Pathologists, Special Education Providers, School Administrators, Students and Parents & Caregivers
Recordings will be available for 14-days post-conference for home-study.
Groups of five (5) or more coming in-person from one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more for in-person or virtual, please contact pa****@******or.org.

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Invited Speakers & Moderators

Bridget A. Taylor, PsyD, BCBA-D, Moderator with Panel: Caring for Caregivers: Discussing the Role of Compassionate Practices in Applied Behavior Analysis
Bridget A. Taylor, PsyD, BCBA-DCo-founder and CEO, Alpine Learning GroupSenior Clinical Advisor, Rethink
with
Nancy Marchese, PhD, CPsych, RBA (Ont), BCBA-DCEO and FounderBreakthrough Autism
Britany Melton, MEd, BCBADirector of Research and Training,Journeys Autism Center
Mary Jane Weiss, PhD, BCBA-D, LABADean, Institute for Applied Behavioral ScienceDirector, PhD Program in Applied Behavior Analysis, Endicott College
Caring for Caregivers: Discussing the Role of Compassionate Practices in Applied Behavior Analysis
Abstract:
Taylor et al (2019) issued a call to action to the field of ABA to evaluate the integration of compassionate care into service delivery. Compassionate care is a foundational value within the science of ABA, but more attention is needed to define, measure, and teach these skills to practitioners. In this panel, various approaches to studying compassionate care will be reviewed, including qualitative interviews with caregivers, the identification of component skills important to supporting parents of children with autism, and the measurement of behaviors that convey compassion in direct service interactions with clients. The panel will address challenges in definition, measurement, training, and generalization.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify at least 2 component skills relating to supporting children with autism and their family.
Identify at least 2 ways to measure compassionate behaviors in direct service contexts.
Identify at least 3 themes from qualitative interviews with caregivers that are important during service delivery.

Presenter Bios:

Dr. Bridget A. Taylor is the co-founder and CEO of Alpine Learning Group and serves as the Senior Clinical Advisor for Rethink Behavioral Health. She co-hosts Our Next Guest, a popular interview-style webinar series featuring live discussions with renowned behavior analysts on topics relevant to both clinicians and families. A Board Certified Behavior Analyst and Licensed Psychologist, Dr. Taylor has played a pivotal role in the field of applied behavior analysis and autism intervention for over 35 years. She is a past president of the Behavior Analyst Certification Board and a former Associate Editor of the Journal of Applied Behavior Analysis. Currently, she serves on the board of the Society for the Experimental Analysis of Behavior (SEAB). Dr. Taylor’s recent work explores compassionate relationship-building with families when providing clinical services to individuals with autism. In recognition of her outstanding contributions, she has been honored by the Association for Applied Behavior Analysis International (ABAI) and awarded the prestigious ABAI Fellow designation.

Britany Melton, MEd, BCBA, is the Director of Research and Training and has been in the field of ABA for over 10 years. She received her master’s degree from Endicott College in Special Education and Applied Behavior Analysis. Britany has worked in a variety of settings including educational, residential, and clinical and is currently the Director of Research and Staff Training at Journeys. Britany has extensive experience managing ABA clinics and organizational behavior management. Her research and practice interests include compassionate care, functional long-term outcomes, and the treatment of severe problem behavior. Britany’s passion for ABA and science has led her to pursue her PhD in Applied Behavior Analysis at Endicott College where she is currently enrolled.

Nancy Marchese discovered her passion for the field of Applied Behavior Analysis (ABA) in 1998 when she first started working with children and adolescents with autism. Since then, she’s had the privilege of working with hundreds of children and adolescents with autism and their families across Ontario, Canada. Nancy is the CEO and Founder of Breakthrough Autism.
A Board Certified Behavior Analyst – Doctoral Level (BCBA-D) and Clinical Psychologist, Nancy completed on her PhD in Behavior Analysis through Endicott College. She takes pride in the fact that she stays connected with the latest research, which she incorporates into her client’s programming. Nancy has published research in the Journal of Applied Behavior Analysis (JABA) and Behavior Analysis in Practice (BAP). She has also presented at both local and international conferences. She is the 2020 recipient of the Patrick Judge Clinical Dissemination Award presented by Endicott College. She is also the 2019 recipient of the “President’s Award for Service Excellence” award and the 2015 recipient of the “Excellence in the Contribution to Behavior Analysis” award both presented by the Ontario Association of Behavior Analysts (ONTABA). Nancy is the Past President of ONTABA. Finally, based on her extensive expertise and clinical experience, Nancy was appointed to serve on the ASD-Clinical Expert Committee (CEC) for what was formerly known as the Ministry of Children and Youth Services in Ontario, Canada.

Mary Jane Weiss, PhD, BCBA-D, LABA, is the Dean of the Institute for Applied Behavioral Science and is Director of the Ph.D. Program in ABA at Endicott College, where she has been for 11 years. She also works with the research and training teams at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, integrating compassionate care and cultural responsiveness into ABA service delivery, exploring ways to enhance the ethical conduct of practitioners, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, is on the editorial board of Behavior Analysis in practice, and is 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.

Pamela Peterson (She/Her) PhD, BCBA-D, LABA: Early Intensive Behavioral Intervention: Considerations for Service Delivery
Pamela Peterson (She/Her) PhD, BCBA-D, LABADirector of Early Intervention, Melmark New England
Early Intensive Behavioral Intervention: Considerations for Service Delivery
Abstract:
Early Intensive Behavioral Intervention (EIBI) is the implementation of behavioral intervention with young children during the first several years of life. EIBI is often provided for children with autism ranging in age from 1 to 5 years of age in home-based or community (i.e., childcare) settings. Several factors present unique considerations related to service delivery for children receiving EIBI. For example, families with children entering EIBI have often received fairly recent news of their child’s diagnosis. As a result, EIBI is often the family’s first exposure to autism and behavior analytic intervention, placing clinicians in the position of both building rapport with and educating families who are in the initial stages of processing a diagnosis, are managing stressors related to having a child with autism, and who may enter intervention with misconceptions related to ABA and autism. Additionally, behavior analysts working with young children are also often responsible for establishing foundational “learning-to-learn” skills that facilitate learning and set the occasion for more complex repertoires. Direct care staff are often asked to teach these skills in the context of play and to utilize natural environment teaching (NET) techniques during daily routines, both of which require a level of fluency with these strategies in order to take advantage of multiple learning opportunities while maintaining the child’s interest and attention. Lastly, behavior analysts delivering EIBI are tasked with collaborating with families on the identification of skills that may decrease or prevent the development of severe topographies of challenging behavior while acknowledging that young children often engage in developmentally- and socially-appropriate forms of challenging behavior. This presentation will discuss these and other considerations related to the delivery of EIBI in naturalistic settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe three considerations related to the implementation of EIBI with families with a young child with autism.
Identify considerations for promoting caregiver implementation of and participation in behavioral intervention.
Describe the benefits of natural environment teaching (NET) strategies in the implementation of EIBI and the challenges of effectively training direct care staff to implement NET.
Identify foundational learning-to-learn skills that are targeted in EIBI and how they relate to more complex behavioral repertoires.

Presenter Bio:
Dr. Pamela Peterson is a Board Certified Behavior Analyst and licensed applied behavior analyst specializing in early intensive behavioral intervention (EIBI) for young children with autism. Dr. Peterson has been working in the field of ABA with a focus on EIBI for over 12 years and is currently the director of early intervention at Melmark New England. She received her undergraduate degree from Stanford University and her masters and doctorate degrees in Behavior Analysis through Western New England University. Dr. Peterson has co-authored book chapters on common components of EIBI as well as a peer-reviewed article on the establishment of social referencing in young children with autism in the presence of safe and dangerous stimuli. She currently services as an adjunct lecturer for Regis College and Western New England University. Her current research interests include the emergence and maintenance of complex social repertoires such as imitation, joint attention, social referencing, and observational learning; the implementation of incidental teaching strategies by providers and caregivers; and the evaluation of outcomes of early intensive behavioral intervention for children and their families.

Kimberly A. Schreck, PhD, BCBA-D: The War on Science II: Avoiding Disaster and Protecting the Vulnerable
Kimberly A. Schreck, PhD, BCBA-DProfessor of Psychology, Penn State Harrisburg
The War on Science II: Avoiding Disaster and Protecting the Vulnerable
Abstract:
The war on science has invaded many areas of our lives. Conspiracy theorists and main stream Americans attack scientific results on many battle fronts (e.g., the shape of the earth, vaccines causing autism, climate change, safe health practices). Although during behavior analysis training we must learn the scientific foundations and applications of science, research supports that the war on science has invaded Applied Behavior Analysis. This presentation will protest the war on science by providing (a) continuing evidence on how the war on science has invaded our discipline, (b) strategies for identifying the battles and the variables contributing to their continuation, (c) examples of the ethical implications for avoiding disaster and protecting the vulnerable through science, and (d) battle strategies as you stand on the clinical front lines.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify how behavior analysis has been invaded by the war on science particularly in choices and use of evidence-based practice.
Identify the important battles and variables influencing behavior analysts’ support of non-scientifically based practices and use of treatment practices.
Identify the ethical implications of using non-scientifically based practices in behavior analysis practices.
Provide strategies for evaluating evidence for practices and ethically persuading others to use them.

Presenter Bio:
Kimberly Anne Schreck, Ph.D., BCBA-D® is a Professor at Penn State Harrisburg, where she assisted in creating the Master’s in Applied Behavior Analysis program. She directed the ABA Master’s for the majority of the program’s existence. Dr. Schreck has worked in the field of Psychology and ABA for over 30 years, with 25 years as a faculty member (teaching psychology, ABA, and special education courses). She received her Ph.D. in Psychology (specializing in Intellectual and Developmental Disabilities) from the Ohio State University. Dr. Schreck completed a post-doctoral fellowship in Pediatric Psychology at Columbus Children’s Hospital (now Nationwide Children’s Hospital) with co-appointments with the Heinzerling Memorial Foundation, the Heinzerling Developmental Center, and the Ohio State University. She continues her clinical experience working with individuals with intellectual and developmental disabilities, autism, and neurodegenerative diseases from early intervention to adulthood, with families, and with educational organizations.
Dr. Schreck’s clinical and research interests include ethical practices and evidence-based practices, autism and related issues (e.g., sleep), intellectual and developmental disabilities (e.g., MPS-IIIA), interventions for skill acquisition, and behavior issues. She has published numerous publications classics related to sleep and feeding issues. Dr. Schreck also publishes and presents nationally and internationally on ethical practice. She is a regular reviewer of scientific manuscripts, a member of journal editorial boards, reviewer for national and international dissertations, and a grant reviewer. She has served in a variety of professional service positions including Associate Editor of Behavioral Interventions, member of the Penn ABA Executive Council, grant consultant, member of human research review and human rights committees for various organizations, and a senior research mentor for multiple professionals across disciplines.

Helena Maguire, MS, LABA, BCBA, CDE®, Moderator with Panel: From Risks to Results: Applying Organizational Behavior Management to Workplace Safety in Human Services Organizations
Helena Maguire, MS, LABA, BCBA, CDE®Vice President and Chief Clinical OfficerMelmark New England at Melmark Inc.
with Panel
Jill Harper, PhD, BCBA-D, LABA, CDE®Senior Director of Professional Development, Clinical Training, and ResearchMelmark New England
Katie Salvatore, MEd, BCBA, LABAExecutive Director Melmark New England
Freddie Scibelli, MEd, BCBA, LABAClinical Services Compliance Analyst, Melmark
From Risks to Results: Applying Organizational Behavior Management to Workplace Safety in Human Services Organizations
Abstract:
Organizational Behavior Management (OBM) is a subspecialty of Applied Behavior Analysis (ABA) focused on applying learning principles to enhance employee performance in business, industry, manufacturing, and similar sectors. OBM also has strong evidence-based support within human service organizations, particularly for individuals with intellectual and developmental disabilities. A critical aspect of OBM is implementing evidence-based safety practices that promote a culture of safety, reduce serious incidents, and enhance employee well-being. This presentation/workshop will introduce a behavioral approach within the OBM framework to improve workplace safety in human service organizations. It will address common areas of risk, identify where injuries are most likely to occur, and demonstrate how to design and implement effective systems to enhance safety and ensure system integrity. The discussion will focus on key OBM strategies to address priority safety objectives, specifically (a) behavioral safety practices (b) performance diagnostics (c) staff training and supervision and (d) data collection and analysis relevant to safety in the workplace. Critical components of each area will be presented, supported by case studies and research examples. These case studies will illustrate practical strategies for overcoming barriers, ensuring intervention integrity, and achieving sustainable practices. Emphasis will be placed on navigating real-world challenges and assessing the social validity of interventions within the workforce.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify fundamental OBM principles and design strategies aimed at improving workplace safety.
Describe key features of assessment and intervention design for effective safety management.
Identify measurement procedures and performance metrics necessary for evaluating and enhancing systems intervention success.
Analyze case examples to determine and propose appropriate solutions.

Presenter Bios:

Helena Maguire, MS, LABA, BCBA, CDE®: Helena Maguire serves as the Vice President and Chief Clinical Officer of Melmark. She oversees the development and implementation of programs and services, as well as the daily operations for Melmark New England. She develops strategic objectives for the Massachusetts division, and provides leadership to direct reports in order to assure the achievement of these objectives. Mrs. Maguire supports the CEO through various committees and activities, and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all services.
Mrs. Maguire has worked extensively in the field of community based human service delivery systems in Massachusetts. She has served as a Program Director at Vinfen Corporation and as the Director of Adult Services at the May Institute. In both of these positions, Mrs. Maguire was responsible for the development and implementation of the staff orientation training curriculum, training for supervisory personnel and in-service training for all staff. Mrs. Maguire has presented numerous papers on staff management and staff training techniques, both at the local level and at the national level.
Mrs. Maguire is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston and is an instructor for a five-course graduate series on Applied Behavior Analysis.
She earned her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston. She earned her Board Certification in Behavior Analysis (BCBA) in May 2002.

Dr. Harper serves as the Senior Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper received her PhD. in Psychology with a concentration in Behavior Analysis from the University of Florida. She is a Board Certified Behavior Analyst, Licensed Behavior Analyst with the State of Massachusetts, and a Certified Diversity Executive®. Dr. Harper received the 2013 Jerry Shook Practitioner Award from BABAT, Massachusetts’ professional organization for behavior analysts, for excellence in clinical practice. In addition to direct service, she has been actively involved in the field of behavior analysis through academic instruction, training and supervision of staff, as well as the design and dissemination of applied research. Dr. Harper holds an adjunct faculty position teaching and mentoring masters and doctorate level students through Endicott College. Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and maintenance and generalization of treatment effects. Dr. Harper has published her work in several peer-reviewed journals and regularly presents as regional and national conferences.
Katherine “Katie” Salvatore is a Masters level, Board Certified Behavior Analyst currently pursuing her a Ph.D. in Psychology with a specialization in behavior analysis at Capella University. Katie has over 20 years of experience working in the field of children’s day, adult residential, public special education, and multi-state insurance-based autism services.
In her role as Executive Director of Melmark New England, Katie supports Melmark’s CEO, CCO and COO through committees and activities, and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all programmatic services throughout Melmark New England.
She earned her Master of Education at the University of Massachusetts Boston, has been a Board Certified Behavior Analyst since 2011 and is licensed as both a behavior analyst and special education administrator in Massachusetts.

Frederick Scibelli serves as the Clinical Services Compliance Analyst at Melmark New England. He obtained his Master’s degree in severe Special Education from Simmons College in 2011 and completed the University of Massachusetts Applied Behavior Analysis Series, obtaining his Board Certification as an Associate Behavior Analyst in 2014. Joining Melmark New England in 2007, he has held a variety of roles within the organization including ABA counselor, lead special educational teacher, educational coordinator, afterschool program coordinator, and clinical coordinator. In his current role, Freddie supports the Department of Professional Development, Training and Research, assisting with the design and implementation of new hire training and advanced professional trainings, clinical quality assurances, restraint regulation and monitoring compliance training.

Robert H. LaRue, PhD, BCBA-D: Improving Employment Outcomes for Individuals Diagnosed with ASD
Robert H. LaRue, PhD, BCBA-DClinical Professor, Graduate School of Applied and Professional Psychology (GSAPP)Director of Behavioral Services, Douglass Developmental Disabilities Center (DDDC)Rutgers Center for Adult Autism Services (RCAAS)Rutgers, The State University of New Jersey
Improving Employment Outcomes for Individuals Diagnosed with ASD
Abstract:
The transition from the public school system to adulthood represents a challenging and stressful period for individuals with ASD and their families. Supports and services that were entitlements during their school-age years are no longer available, and families often struggle to identify needed resources. The ability to obtain and maintain employment represents a critical developmental step in the lives of most people. While the public school system does well in this regard for individuals who are neurotypical, less favorable outcomes are observed for adolescents and adults with an ASD diagnosis (Friedman et al., 2013; Taylor et al., 2015). In fact, estimates indicate that approximately 50% to 75% of adults with ASD are unemployed after graduation (Bush & Tassé, 2017; Howlin et al., 2004). Despite the importance of employment, the existing research regarding assessment, intervention, and outcomes for individuals with ASD remains relatively sparse. While there have been several studies documenting that people with ASD tend to be employed less, there have been few studies outlining what constitutes best practice to improve employment outcomes. The purpose of the current workshop is to explore some of the barriers that contribute to these poor outcomes and discuss strategies that can be used to overcome them. We will review useful vocational assessment models and to suggest intervention strategies to improve outcomes for this population. The primary goal of the workshop will be to discuss empirically-supported assessment and intervention strategies that can lead to more supportive work environments, better job matching, and improved long-term outcomes.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe common employment outcomes for older individuals diagnosed with ASD.
Articulate common barriers to employment for people diagnosed with autism.
Describe evidence-based models of vocational assessment.
Describe intervention strategies to improve employment outcomes.

Presenter Bio:
Robert H. LaRue, Ph.D., BCBA-D is a Clinical Professor at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned a dual doctorate in biological and school psychology from Louisiana State University in 2002. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute (now the Marcus Autism Center) at Emory University. He currently serves as the Director of Behavioral Services at the Douglass Developmental Disabilities Center (DDDC) and the Rutgers Center for Adult Autism Services (RCAAS), where he provides consultative support for students and staff providing intensive behavioral services to students and adults within the Centers. His research interests include the assessment and treatment of maladaptive behavior, improving transitional outcomes for adolescents and adults with ASD, the use of behavioral economics in intervention, and the evaluation of psychotropic medications used with at-risk populations. He has authored articles in peer-reviewed journals, written several book chapters, and presented at national and international conferences.

Paul J. Waga, MPP, MEd, BCBA with Co-Presenter: Quality of Life Indicators for Adults Living with Autism and Intellectual Disabilities
Paul J. Waga, MPP, MEd, BCBASenior Director of Adult Services, Melmark
with
Ashley Benedetto, MS Ed, BCBASenior Director of Educational Services, Melmark PA
Quality of Life Indicators for Adults Living with Autism and Intellectual Disabilities
Abstract:
Quality of Life (QoL) is defined by the World Health Organization as an individual’s perception of their life position within cultural and personal contexts, influenced by relationships, health, safety, autonomy, community inclusion, and meaningful engagement.
The presentation will focus on the QoL of adults living with autism and intellectual disabilities, emphasizing its importance in service provision. The presenters will discuss why QoL is crucial for individuals diagnosed with autism and other disabilities and the direct impact to the individual’s well-being, independence, and overall fulfillment.
The presentation will examine QoL through ethical principles such as compassion, dignity, and respect, aligning with professional values like beneficence and integrity. The presenters will also discuss how to integrate contemporary care models at it relates to; compassionate care, cultural responsiveness, trauma-informed care, and assent to illustrate how these variables shape service delivery.
Throughout the presentation, the presenters will offer practical, evidence-based strategies for enhancing QoL through individualized support and advocacy, promoting autonomy and self-direction for a more fulfilling life.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify strategies to support individuals with autism and other disabilities in ways that upholds humanity, dignity and compassion.

Identify strategies to support assertiveness and choice making to empower others.

Describe how to incorporate various quality of life indicators into an individualized service delivery model.

Presenter Bios:

Paul J. Waga, MPP, MEd, BCBA, is the Senior Director at Melmark Pennsylvania and oversees delivery of quality support and services to all the Melmark Adult Facilities in PA. He has extensive experience working in licensed facilities both on campus-based and in community-based settings. Paul earned a bachelors’ degree in psychology from Rowan University, NJ and a master’s degree in public policy from Drexel University, PA. Since joining Melmark, Paul received his master’s degree in Education in Applied Behavior Analysis from Endicott College and is a Board Certified Behavior Analyst. Paul brings more than 22 years of experience in the field of intellectual disabilities and Autism. When Paul is not focused on service delivery to the individuals entrusted to his care, you will find him with his significant other in Chestertown, Maryland enjoying gardening and the Sassafras River. Paul also enjoys traveling to Kenya, Africa where he as a large extended family.

Ashley Benedetto, MEd, BCBA, is an accomplished leader in the field of special education and applied behavior analysis, with a career spanning over a decade in diverse roles across educational, residential, vocational, and community-based programs. She has a strong background in program development, staff training, and the implementation of evidence-based instructional and behavioral strategies.
Ashley’s career began in direct support roles, where she developed a deep understanding of individualized care and behavioral interventions. She has since progressed through various leadership positions, including Program Manager, Behavior Specialist, Assistant Director, and Director roles, each providing her with valuable experience in managing diverse programs and teams. Currently, Ashley serves as the Senior Director of Educational Services at Melmark PA, where she oversees comprehensive educational programs, ensuring alignment with regulatory standards and best practices in special education. In this role, she is responsible for strategic planning, program evaluation, and fostering inclusive learning environments that empower students to reach their full potential.
Ashley holds a bachelor’s degree in Elementary Education from West Chester University and a master’s degree in Applied Behavior Analysis from Temple University. As a Board Certified Behavior Analyst (BCBA), utilizes a data-informed approach to educational leadership, focusing on personalized instruction, evidence-based behavioral supports, and the effective supervision and development of staff.
Ashley is committed to ongoing professional development and collaboration to enhance educational programming and improve outcomes for individuals with special needs.

Student Research Posters

Schedule

Presentations - Bios/Abstracts/Continuing Education

Student Poster Submission Instructions

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

Location
In-Person on the campus of Melmark in Berwyn, Pennsylvania or online, virtually through Zoom.
Melmark2600 Wayland RoadBerwyn, PA 19312
Campus Map and Parking (PDF)

Recommended nearby hotels:
Hilton Garden Inn Newtown Square Radnor
Teca Newtown Square

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Thank you to our Conference Hostand Platinum Sponsor

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Student Research Posters

Schedule

Presentations - Bios/Abstracts/Continuing Education

Invited Speakers & Moderators

Bridget A. Taylor, PsyD, BCBA-DCo-founder and CEO
Alpine Learning Group
Senior Clinical Advisor
Rethink

Pamela Peterson, PhD, BCBA-D, LABADirector of Early Intervention
Melmark New England

Kimberly A. Schreck, PhDProfessor of Psychology
School of Behavioral Sciences and Education Penn State Harrisburg

Helena Maguire, MS, LABA, BCBA, CDE®Vice President & Chief Clinical Officer
Melmark New England at Melmark Inc.

Robert H. LaRue, PhD, BCBA-DClinical Professor
Director of Behavioral Services
Graduate School of Applied and Professional Psychology
Rutgers University

Paul Waga, MPP, MEd, BCBASenior Director of Adult Services
Melmark PA

Opening remarks by:

Rob Holdsambeck, EdD, LCP, BCBA-DCambridge Center for Behavioral Studies™

ABACLive Webinar with Dr. Alison M. Betz
2024-11-15 12:00 - 15:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Alison M. Betz, PhD, BCBA-D presents “Enhancing Safety Through Behavioral Approaches”
Friday, November 15, 2024
12:00 am – 3:00 pm (Eastern/NY)
Recordings available until 12/01/2024
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.3 IACET CEUs
3.0 BACB CEUs
3.0 QABA CEUs
3.0 Credit Hours for Psychologists* (Introductory)
3.0 IBAO CEUs (APA)
See Page 2 in brochure for Applicable CE Provider Statement

*ABAC is an APA Approved Continuing Education Sponsor. APA has requested that Sponsors not use the phrase “APA credit Hours” as this implies that APA is awarding credit. CE credit is awarded by ABAC, which is approved by APA to offer CE to psychologists. APA approval to award CE credit is also accepted by other professional organizations.
Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
In this comprehensive webinar, Dr. Betz will delve into the application of the evidence-based safety practices Terry McSween presents in his Values-Based Safety approach and discuss practical insights aimed at fostering a culture of safety, reducing incidents, and promoting well-being. Throughout the presentation we will explore how a behavioral approach can be implemented to improve workplace safety across different industries. Dr. Betz will spend time describing how to use assessment to identify the most common areas of risk and where injury is most likely to occur. Next, Dr. Betz will describe how she uses the information gathered during the assessment to design and implement the most effective solutions. Case studies will be presented from two very different industries, healthcare and fleet management, to highlight how to navigate the practical issues, barriers, and overcome obstacles to achieve desired results. Throughout this 3-hour presentation, Dr. Betz will provide foundational knowledge that a participant can use to determine how this approach may be effective within their workplace and additional resources to get started.
Learning Objectives:
By the end of this event, participants should be able to:

Identify critical steps within the behavioral approach to improving workplace safety.
Learners will be able to identify critical features of the assessment procedures described.
Learners will be able to identify appropriate solutions when given case example assessment data.

Presenter Bio:

Dr. Alison Betz, VP of Clinical Product Development and Senior Consultant, is a distinguished scholar and practitioner in the field of behavior analysis. Holding a Ph.D. from Utah State University and having completed a postdoctoral fellowship at the esteemed Munroe-Meyer Institute, University of Nebraska Medical Center, Dr. Betz brings a wealth of academic rigor and practical expertise to her work.
With a background in academia, including faculty positions at Florida Institute of Technology, Dr. Betz has cultivated a versatile skill set, teaching a range of subjects from verbal behavior to organizational behavior management (OBM). Her commitment to advancing the field is evident in her primary research and clinical interests, which span the behavior-based safety, supervision and leadership, and evidence-based treatment for individuals with autism and other intellectual disabilities. Dr. Betz’s contributions extend beyond the classroom and clinic, with numerous publications in prestigious behavioral journals and co-authored book chapters. Recognized for her expertise, she has served on the editorial boards of prominent publications.
Through her work at ABA Technologies, Dr. Betz continues to drive innovation and excellence in behavior analysis, providing cutting-edge solutions to individuals and organizations seeking to effect positive behavioral change.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

6th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2024-11-08 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
Thank you for attending! If you completed the attendance verification process, continuing education certificates were sent from cc*************@******or.org on December 4. If you did not receive, contact Rebekah Pavlik at pa****@******or.org.
Recordings links were emailed to registered attendees on Thursday, November 14 at 4:30 pm. Recordings will be available until Monday, December 2, for home-study. Certificates will be processed on that date. If you did not receive, contact Rebekah Pavlik at pa****@******or.org.
Friday, November 8 – In-Person in Lawrence, Kansas, OR Online Virtually
A one-day conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.
The conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). Get PDF of Schedule.

Schedule

REGISTER

Claire St. Peter, PhD, BCBA-D: Using Procedural Fidelity Data to Support Supervisees and Improve Practice
Affiliation:
Department Chair and Eberly Family Professor for Outstanding Public Service, Behavior AnalysisDepartment of Psychology, West Virginia University
Using Procedural Fidelity Data to Support Supervisees and Improve Practice
Abstract:
Procedural fidelity, or ensuring interventions are implemented as designed, is essential for effective behavior-analytic practice. This presentation explores how supervisors can use procedural fidelity data to provide targeted support for supervisees and enhance overall intervention success. By closely monitoring fidelity data, supervisors can identify training needs, provide constructive feedback, and make data-driven decisions to improve practitioner performance. This session will offer practical strategies for integrating fidelity data into supervision processes, highlighting its role in refining skills, promoting consistency, and ensuring the successful application of behavior-analytic procedures. Attendees will learn actionable methods for utilizing fidelity data to elevate both individual performance and client outcomes in applied settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify key components of procedural fidelity and explain how fidelity data can be used to assess the accuracy of intervention implementation.
Differentiate between various forms of fidelity errors and their potential impacts on intervention outcomes.
Describe data-driven methods to enhance supervisee performance.

Presenter Bio:
Claire St. Peter, Ph.D., BCBA-D is an Eberly Family Professor for Outstanding Public Service at West Virginia University and the Chairperson of the Department of Psychology. With over 20 years of experience in behavior analysis, Dr. St. Peter is a recognized expert in the areas of procedural fidelity, treatment integrity, and behavior-analytic supervision. Her research focuses on the effects of fidelity errors on behavioral interventions and developing practical strategies for improving supervision and leadership. Dr. St. Peter has published extensively and has received numerous awards for her contributions to both research and education. She is an active member of several professional organizations, including serving as a Trustee for the Cambridge Center for Behavioral Studies, and regularly presents at national and international conferences.

Dennis H. Reid, PhD, BCBA-D: The Evolving Technology of Staff Training: Advances and Re-Emerging Concerns
Affiliation:
Founder and DirectorCarolina Behavior Analysis and Support Center
The Evolving Technology of Staff Training: Advances and Re-Emerging Concerns
Abstract:
This presentation will review the research foundation, recent advances, and existing concerns with evidence-based training of staff in human service agencies. Initially, the basic criteria for quality training will be described in terms of effectiveness, efficiency, and trainee acceptance. Next, a brief overview will be presented on the research development of performance- and competency-based training with respect to the basic criteria, and how behavioral skills training (BST) subsequently evolved as the current gold standard of training. Recent advances to enhance the efficiency of BST will then be summarized, with a focus on technology-based training that includes video modeling, computer-based training, and training from a distance via telehealth. Concerns with the advances will likewise be described with regard to practical and effective applications within typical human service agencies. Subsequently, the likelihood of a new gold standard of training will be presented, focusing on a hybrid combination of in-person BST and technology-based training components.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Name the three criteria for successful, high-quality staff training programs.
Describe the steps of the current gold standard of training: in-person behavioral skills training
Based on research to date, identify which type of technology-based training has the most evidence to support its effectiveness for training performance skills to staff (i.e., video modeling, computer-based training, or training via telehealth).

Presenter Bio:
Dr. Dennis Reid has over 50 years of experience as a clinician, supervisor, and trainer in educational, residential, and community support settings for people with neurodevelopmental disabilities including autism, and has consulted with human service agencies in the majority of states of the United States as well as Canada, Australia, and New Zealand. He has published over 140 refereed journal articles and book chapters focusing on applied behavior analysis and authored or co-authored 17 books as well as three staff training curricula. In 2007 he was awarded Fellowship status in the Association for Behavior Analysis International and in 2006 received the American Association on Intellectual and Developmental Disabilities International Research Award. Dennis is the founder and current director of the Carolina Behavior Analysis and Support Center in Morganton, North Carolina. His company has employed people with severe disabilities in a supported work capacity for more than 25 years.

Ramona A. Houmanfar, PhD: Supervision in Value-Based Governance
Affiliation:
Professor of Psychology and Director of Behavior Analysis ProgramUniversity of Nevada, Reno
Supervision in Value-Based Governance
Abstract:
A human service organization is said to practice value-based governance when the members are granted the opportunity to change the organizational environment in ways that improve it and are reinforced for doing so. By adoption of this approach, supervision is provided in the context of positive reinforcement contingencies for others, and it minimizes aversive or coercive contingencies of others. Moreover, organizational leaders’ actions and supervision practices in this context not only affect the wellbeing of organizational members (e.g., their safety, health, financial security, etc.) but also bear positive or negative impact on consumer practices and community well-being (e.g., education, obesity, cancer, safe or green driving, energy conservation, diversity based health care, etc.). This presentation will provide an overview of ways behavior analysis can contribute to the design of healthy environments that promote well-being of service providers and clients. In addition, an overview of values-based governance, as a means of developing and maintaining well-being and resilience in organized groups will be provided.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the foundation (concepts, principles, methodology) underlying value-based governance.
Discuss the behavior analytic account of well-being as related to emerging socio-cultural issues.
List environmental conditions in organizations that align with a behavior analytic discussion of wellbeing.

Presenter Bio:
Ramona Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada, Reno (UNR). She currently serves as a trustee of the Cambridge Center for Behavioral Studies, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, editorial board members of the Journal of Organizational Behavior Management, and Behavior & Social Issues, and Coordinator of the Publication Board at the Association for Behavior Analysis International. Dr. Houmanfar has served as the editor of Journal of Organizational Behavior Management, senior co-chair of the ABAI convention, Director of the Organizational Behavior Management Network, President of the Nevada Association for Behavior Analysis, and Co-Coordinator of the Diversity, Equity, and Inclusion Board at ABAI.
Dr. Houmanfar’s expertise and interests in behavioral systems analysis, cultural behavior analysis, and contextual behavioral science have guided her research associated with the analysis of verbal behavior (e.g., symbolic language, leadership communication, team communication), rule governance, value- based governance, and wellbeing in cultural groups including organizations. She has published over 80 peer reviewed publications, and four co-edited books titled “Organizational Change” (Context Press), “Understanding Complexity in Organizations”, “Leadership & Cultural Change (Taylor & Francis Group), and “Applied Behavior Science in Organization” (Taylor & Francis Group) sponsored by ABAI. Other accomplishments include being awarded Association or Behavior Analysis International, and Association for Contextual Behavioral Science Fellow designations.

E. Scott Geller, PhD: The Psychological Science of Effective Leadership: Managing Behavior vs. Leading People
Affiliation:
Alumni Distinguished ProfessorDepartment of PsychologyVirginia Tech
The Psychological Science of Effective Leadership: Managing Behavior vs. Leading People
Abstract:
For optimal organizational performance, it is beneficial to distinguish between management and leadership—managing behavior vs. leading people. This presentation will reveal evidence-based leadership lessons that can bring the best out of a talented and committed workforce. Managers are assigned their position and influence productivity by holding people accountable for their behaviors and performance outcomes. On the other hand, any employee can be a leader, including managers, by inspiring others to be self-accountable and to go beyond the call of duty for human welfare and well-being. These employees enjoy their work, as do the members of their work team, and they try to do their very best for the organization that employs them. They work in an empowering and enriching culture that activates and supports the best qualities of themselves and others. How can such a work culture be cultivated? The answer: self-motivated leadership from everyone in the work culture, as this presentation will elucidate.
Human dynamics relevant to optimizing teaching/learning and the performance of individuals or work teams will be explained, including psychological safety, empowerment, intrapersonal/interpersonal gratitude, self-motivation, and self-transcendence or actively caring for people (AC4P). Applications of behavioral science, especially the appropriate delivery of behavior-based feedback, can benefit each of these human qualities, but some psychological science beyond behavioral science is relevant and will be explicated.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain how certain principles from humanistic psychology can benefit applications of behavioral science.
Define “psychological safety” and specify leadership qualities that enhance psychological safety.
Illustrate techniques for enhancing self-motivation within oneself and among others.

Presenter Bio:
Scott Geller, Ph.D., an Alumni Distinguished Professor at Virginia Tech (VT), has started his 55th year as a faculty member and Director of the Center for Applied Behavior Systems in the Department of Psychology at VT. He has authored, edited or co-authored 52 books, 91 book chapters, 41 training manuals, 277 magazine articles, and more than 300 research articles addressing the development and evaluation of behavioral science interventions to improve quality of life on a large scale. His dedication, talent, and energy helped him earn a teaching award in 1982 from the American Psychological Association and every university-wide teaching award offered at VT. In 2005, he was awarded the statewide Virginia Outstanding Faculty Award by the State Council of Higher Education, and VT honored him with the title of Alumni Distinguished Professor.
Dr. Geller is a Fellow of the American Psychological Association, the Association for Psychological Science, the Association of Behavior Analysis International, and the World Academy of Productivity and Quality Sciences. He is past Editor of the Journal of Applied Behavior Analysis (1989-1992) and Associate Editor of Environment and Behavior (1982-2017), and current Consulting Editor for Behavior and Social Issues, the Journal of Organizational Behavior Management, and the Journal of Safety Research.
Dr. Geller has received lifetime achievement awards from the International Organizational Behavior Management Network (in 2008) and the American Psychological Foundation (in 2009). In 2019, the American Psychological Association honored Scott Geller with the Nathan H. Azrin Distinguished Contributions to Applied Behavior Analysis Award. In 2024, the Virginia Association for Behavior Analysis (VABA) initiated the annual “E. Scott Geller Award for Distinguished Service to Applied Behavioral Science.”

Pamela L. Neidert, PhD, BCBA-D: Cultivating Teaching, Scholarship, and Service Repertoires: The Learning Environment at the Edna A. Hill Child Development Center
Affiliation:
Associate Professor, Department of Applied Behavioral ScienceUniversity of KansasDirector, Edna A. Hill Child Development Center
Cultivating Teaching, Scholarship, and Service Repertoires: The Learning Environment at the Edna A. Hill Child Development Center
Abstract:
The field of applied behavior analysis and demand for behavior-analytic services have grown substantially in recent years (BACB, 2024; Pastrana et al., 2018). As a result, there is a continued (perhaps, increased) need for effective education, training, and mentorship of students in behavior analysis (Falcomata, 2018). The mission of the Department of Applied Behavioral Science (ABS) at KU is to promote individual, family, and community development through the integration of teaching, research, and public service. The ABS department provides training to behavior analysis students at both the undergraduate and graduate level. Undergraduate training enhances students’ abilities to understand, analyze, and develop solutions to socially relevant problems. Graduate training prepares researchers and scientist practitioners in the discovery, translation, application, and communication of knowledge for solving socially relevant problems. This presentation describes the Edna A. Hill Child Development Center, one of the department’s research and training centers, and the ways in which opportunities are arranged for undergraduate and graduate students to learn and refine effective teaching, research, and service repertoires.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain why there is an increased need to ensure effective education and training of students in behavior analysis.
Describe several similarities and differences between undergraduate and graduate training in behavior analysis.
Identify at least one arranged learning opportunity at Edna A. Hill Child Development Center for each critical skill repertoire (teaching, research/scholarship, and service).

Presenter Bio:
Dr. Pamela Neidert received her M.S. in Special Education from the Johns Hopkins University in 1999 and her Ph.D. in Psychology (Behavior Analysis) from the University of Florida in 2007. Currently, she is an associate professor in the Applied Behavioral Science department and director of the Edna A. Hill Child Development Center at the University of Kansas. Dr. Neidert has been a BCBA since 2004 and an LBA Kansas since 2016. She has over 25 years of experience working with children and adults with various intellectual and developmental disabilities in several different settings (hospitals, schools, residential placements, and vocational programs). Dr. Neidert and her graduate students conduct research on the assessment, treatment, and prevention of behavior disorders. They also conduct research on strategies to facilitate the acquisition of critical skills by children with and without intellectual and developmental disabilities. Specific areas of interest include strategies for the development of language, social skills, self-help skills (e.g., toileting, feeding), and the maintenance and generalization of treatment effects in new environments. Dr. Neidert has served on the editorial boards of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. She has published over 35 empirical articles and conducted over 60 presentations of her work at local, state, and national conferences.

Panel with Moderator Thomas Zane, PhD, BCBA-D: A Behavioral Approach to Leadership and Supervision: The Speakers Weigh In
Affiliation:
Professor of Practice and the Director of Online Programs in Behavior AnalysisDepartment of Applied Behavioral ScienceUniversity of KansasandH.S. Pennypacker Chair of the BoardCambridge Center for Behavioral Studies
A Behavioral Approach to Leadership and Supervision: The Speakers Weigh In
Abstract:
The behavioral repertoire of supervision (such as in BACB supervision) are relatively straightforward and have been studied for years. Continuing research brings forth new dimensions, areas, and issues to explore within supervision, such as assent, compassion, and all of the other ‘soft skills.” Leadership, however, is vaguer. Behavioral science hasn’t dove as deep into this nebulous area, due to a lack of an operational definition that has social validity. The panel of speakers at the Kansas Conference will be asked to comment and speculate as to how our field can conceptualize leadership, both at the macro and micro levels. Furthermore, the speakers will field questions from audience members about organizations systems designed to promote effective and efficient supervision, and how to involve administrators and other upper-management personnel on how to establish a leadership style based on behavioral science, and how to set up conditions to maintain such systems over time.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Provide an operational definition of leadership from a behavioral science perspective.
Orally state 3 statements made by one or more of the speakers with regards to their thoughts/conclusions/recommendations about behavioral supervision and leadership.
Orally describe at least one actionable step s/he could take to promote a supervision model based on behavioral research.

Panel Moderator Bio:
Dr. Thomas Zane is a Professor of Practice and the Director of Online Programs in Behavior Analysis in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his doctorate in Applied Behavior Analysis at West Virginia University. He has served as a Post-Doctorate Research Associate at the University of Massachusetts and as a Research Scientist at Johns Hopkins University Department of Psychiatry. Dr. Zane serves as the HS Pennypacker Chair of the Board of the Cambridge Center for Behavioral Studies, the international organization that represents the field of behavior analysis. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include online learning, evidenced-based practice in autism, and the philosophy of science and radical behaviorism. He is particularly interested in why some behavior analysts drift from the code and the importance of adhering to choosing scientifically- supported treatments in clinical and educational work.

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® SUPERVISION Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor

Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.

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

Schedule

LOCATION
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering.
IN-PERSON:
University of Kansas – Lawrence campus
WOODRUFF AUDITORIUM
University of Kansas
KU Memorial Unions (Building)
1301 Jayhawk Boulevard
Lawrence, KS 66045

Parking: Attendees may park in the Mississippi Parking Garage (circled in red) – it is right off of Oread Ave. Attendees can then walk through the breezeway (circled in blue) to get to the conference at the KU Student Union (circled in green). The conference is held on the 5th floor in the Woodruff Auditorium. Link to Visual PDF
VIRTUAL:
Instructions with Zoom link & password to be emailed to registered attendees the week of the conference.
University of Kansas campus area in Lawrence, Kansas – Google Map:

Sponsor this Conference

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsors

REGISTER

REGISTER

Schedule

Invited Speakers:

Claire St. Peter, PhDWest Virginia University

Dennis H. Reid, PhD, BCBA-DCarolina Behavior Analysis and Support Center

Ramona A. Houmanfar, PhDUniversity of Nevada, Reno

E. Scott Geller, PhDAlumni Distinguished Professor, Virginia Tech
Center for Applied Behavior Systems

Pamela L. Neidert, PhD, BCBA-DUniversity of Kansas

Panel Moderator

Thomas Zane, PhD, BCBA-DH.S. Pennypacker Chair of the Board
University of Kansas

with Introduction by

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

From Home to Habitat: A CCBS Conference on Understanding Animal Behavior
2024-10-05 | West Virginia University
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.
Recording 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.
Post-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.

A 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.
Offered both for in-person or virtual attendance with recordings available for 14 days post-conference.
Schedule

Presenter Bios/Abstracts/Learning

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Tim Hackenberg, PhD: Choosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs
Affiliation
Emeritus Professor of PsychologyReed College
Choosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs
Abstract:
As 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define and give an example of social enrichment.
Describe some of the tradeoffs between animal welfare and research demands.
Describe the training methods used to give pigeons choices to participate in the work sessions.

Presenter Bio:
Tim 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.

Christy Alligood, PhD, BCBA-D: Behavior Analysis as an Animal Care Tool in Zoos and Aquariums
Affiliation:
Associate Professor of the PracticeDepartment of Applied Behavioral ScienceThe University of Kansas
Behavior Analysis as an Animal Care Tool in Zoos and Aquariums
Abstract:
In 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe at least three components of animal care at zoos and aquariums, and explain how behavior interacts with each.
Identify at least two key questions for the application of behavior analysis in zoological settings.
Identify at least two important areas for future development in the application of behavior analysis to animal care in zoos and aquariums.

Presenter Bio:
Dr. 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.
Dr. 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.
Dr. 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.

Erica Feuerbacher, PhD, CAAB, BCBA-D: Behavior Analysis and Dog Training: From the Lab to the Field
Affiliation:
Associate Professor of Applied Animal Behavior & WelfareCoordinator of the Applied Animal Behavior & Welfare ConcentrationSchool of Animal Sciences, Virginia Polytechnic Institute and State University
Behavior Analysis and Dog Training: From the Lab to the Field
Abstract:
Dog 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the relative value of different potential reinforcers.
Describe the impact that quantity and delivery method have on reinforcer value.
Describe how behavioral principles can be applied to solve behavioral issues.
Describe how dog training can help us solve local environmental issues.

Presenter Bio:
Dr. 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.

Alexandra Kurland: Going Micro: A Shared Journey Between Horse Training and Behavior Analysis
AuthorFounder, The Clicker Center
Going Micro: A Shared Journey Between Horse Training and Behavior Analysis
Abstract
Horses benefit when trainers and behavior analysts collaborate.
Working 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.
In 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.
Going 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Highlight the value of animal trainers and behavior analysts collaborating together.
Define loopy training, shaping on a point of contact, and the microshaping teaching strategies.
Consider if these teaching strategies should prompt changes in the terms used when referring to them.

Presenter Bio:

Alexandra 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.
In 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”.
Together with Dominique Day, one of the co-founders of Cavalia, Alexandra hosts the weekly Equiosity podcast. Equiosity began in 2018
Prior 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.
Websites: theclickercenter.com; theclickercenterblog.com; equiosity.com

Susan G. Friedman, PhD: The Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos
Afffiliation:
Professor Emeritus, Department of Psychology, Utah State UniversityFounder, Behavior Works
The Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos
Abstract:
Discrete 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.
After 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.
Recently 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.
Both 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Discriminate between discrete trial training and free operant environments in zoos.
Name 1 pro and 1 con of discrete trial training in zoos.
Describe the relevance to zoo animals of the free operant.
State two dimensions that appear to improve the effects of zoo enrichment.
Name the four operant freedoms described by Lindsay (1996).

Presenter Bio:
Susan 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

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
Department Chair and Eberly Family Professor for Outstanding Public Service, Behavior AnalysisDepartment of Psychology, West Virginia University
Navigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session
Abstract:
This 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify key ethical considerations in the transition from controlled environments to natural habitats in animal behavior research.
Discuss how choice and free-operant responding are incorporated in animal training.
Evaluate the practical applications of recent findings in animal behavior research for improving animal welfare in both domestic and wild settings.

Moderator Bio:
Dr. 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.

Schedule

REGISTER

Location - West Virginia University, Morgantown, WV, and online
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.
For In-Person:
Room G21Life Sciences BuildingWest Virginia University, Downtown Campus (Get Map)
For virtual attendance:
The 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.

Continuing Education Opportunities
Attendance verification instructions found below. Questions? Contact Rebekah Pavlik.
Continuing Education Opportunity:
BACB® Learning CEs
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days.

BACB® 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
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) For attendance verification, an evaluation and code submission quiz with a 100% score needs to be completed for issuance of continuing education.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google 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.)
The link to start the process is below. An email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions.
Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Thursday, October 10 (earlier if possible). The deadline for completing the online evaluation and code quiz is Friday, October 25.
Start the process with your evaluation of our conference: https://forms.gle/QmELBq6ZrkB5epKDA
Certificates 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.
Post-conference instructions/information is also found on our Event Listing on behavior.org.

Thank You to Our Platinum Sponsor

Hank and Susanne Pennypacker & Family

Thank You to Our Bronze Sponsor

Michelle “Misha” Holdsambeck

REGISTER

Presenter Bios/Abstracts/Learning

REGISTER

Presenter Bios/Abstracts/Learning

Schedule

Invited Speakers

Tim Hackenberg, PhDReed College

Christy Alligood, PhD, BCBA-DThe University of Kansas

Erica Feuerbacher, PhD, CAAB, BCBA-DVirginia Polytechnic Institute and State University

Alexandra KurlandThe Clicker Center

Susan G. Friedman, PhDUtah State University
Behavior Works

Panel Moderator

Claire St. Peter, PhDWest Virginia University

with Introduction by

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

REGISTER

Presenter Bios/Abstracts/Learning

12th Annual ETHICS in Professional Practice Conference
2024-08-02 | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
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.

This 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.
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.
Our 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.

Darlene E. Crone-Todd, PhD: Witching it Weren’t So: Viewing the Salem Witch Trials through Interlocking Behavioral Contingencies
Affiliation:
Full ProfessorProgram Coordinator, Behavior Analysis Graduate ProgramSalem State University
Witching it Weren’t So: Viewing the Salem Witch Trials through Interlocking Behavioral Contingencies
Abstract:
The 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Provide examples of operant and respondent behaviors on the part of both the accusers and the accused in historical examples from the Salem Witch Trials.
Identify examples of form versus function of behaviors involved in the presentation.
Identify examples of individual versus interlocking behavioral contingencies.
Identify examples of respondent versus operant behavior involved in interlocking behavioral contingencies.

Presenter Bio:
Dr. 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.

Robyn Catagnus, EdD, LBS, BCBA-D: Breaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong’s Ethical Contributions to Culturally Sensitive ABA
Affiliation:
Professor, ABA ProgramNational University
Breaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong’s Ethical Contributions to Culturally Sensitive ABA
Abstract:
Learn 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Apply Dr. Elizabeth Hughes-Fong’s scholarly work on cultural awareness guidelines and culturally sensitive practice to their work within field of ABA.
Practice three ‘calling in’ strategies as ethical alternatives to social media shaming and ‘cancel culture,’ fostering open dialogue and growth within their practice.
Identify 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.

Presenter Bio:
Dr. 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).

Robert Pennington PhD BCBA-D: Teaching Beyond the Box: Inclusion-Oriented Educational Practice for Students with Extensive Support Needs
Affiliation:
William T. Bryan Endowed Chair in Special Education Technology, University of KentuckyDirector, OCALI Center of Excellence on Inclusive Practice
Teaching Beyond the Box: Inclusion-Oriented Educational Practice for Students with Extensive Support Needs
Abstract:
Students 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe several instructional strategies for supporting students with extensive support needs in general education settings.

Describe the roles of behavior analysts as interdisciplinary team members in public schools.

Provide a rationale for the inclusion of students with extensive support needs in settings comprised of peers with and without disabilities.

Presenter Bio:
Robert 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.

Malika Pritchett, PhD, BCBA: From Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis
Affiliation:
Assistant Professor of PracticeDepartment of Applied Behavioral Science, University of KansasDirector, Tidepools Ecobehavioral Laboratory
From Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis
Abstract:
At 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define basic terms and concepts related to human rights and human rights violations in scientific research.

Describe institutional guidelines, policies, and safeguards that protect human rights and well-being for people who are research participants.

Identify ways behavior analysts can foster and advance an ethical research culture that fosters collaboration between researchers and participants.

Presenter Bio:
Dr. 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.
Dr. 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.
Dr. 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.
Dr. 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.
Dr. 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.

Steve Woolf, PhD, BCBA-D: The Business of Behavior: Navigating the Opportunities and Challenges of the Modern-Day ABA Business
Affiliation:
President, Butterfly Effects
The Business of Behavior: Navigating the Opportunities and Challenges of the Modern-Day ABA Business
Abstract:
The “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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify three variables that explain why large investment group want to acquire ABA companies.

Identify three characteristics of an ethical organizational culture.

Name three specific situations where clinical efficacy clashes with business goals in an ABA provider business.

Presenter Bio:
Dr. 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.

Rocío Rosales, PhD, BCBA-D, LABA: Building Bridges: Adapting ABA Services to Leverage the Strengths of Culturally and Linguistically Diverse Families
Affiliation:
Associate Professor, Department of Psychology University of Massachusetts, Lowell
Building Bridges: Adapting ABA Services to Leverage the Strengths of Culturally and Linguistically Diverse Families
Abstract:
All 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Use an asset-based approach to describe cultural and linguistic differences that may impact the delivery of behavior analysis services.

Identify ethical implications of adapting behavior analysis services for culturally and linguistically diverse families.

Describe at least three ways to adapt behavior analysis services to be culturally responsive to each family’s background and needs.

Presenter Bio:
Rocío 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.

Continuing Education Opportunities
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.
Continuing Education opportunities:
BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® 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
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor

Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Location - Endicott College, Beverly, MA and online
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.
For In-Person:
Event Venue: Cleary Lecture Hall, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map
The 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.
Enter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you.
For virtual attendance:
The 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.

Schedule

Presenter Biographies/Abstracts/CE Instructions

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Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

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Schedule

Presenter Biographies/Abstracts/CE Instructions

Invited Speakers

Darlene Crone-Todd, PhDSalem State University

Robyn Catagnus, EdD, LBS, BCBA-DNational University

Robert C. Pennington, PhD, BCBA-DUniversity of Kentucky
OCALI Center of Excellence on Inclusive Practice

Malika Pritchett, PhD, BCBAUniversity of Kansas
Tidepools Ecobehavioral Laboratory

Steve Woolf, PhD, BCBA-DButterfly Effects

Rocío Rosales, PhD, BCBA-D, LABAApplied Behavior Analysis and Autism Studies
University of Massachusetts Lowell

with Introduction by

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

ABACLive Webinar with Terry McSween, PhD
2024-07-19 12:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Board of Director Dr. Terry McSween presents “Designing a Behavior-Based Safety Improvement Process”
Friday, July 19, 2024
12:00 am – 2:00 pm (Eastern/NY)
Recordings available until 08/04/2024
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

Safety Professionals: 0.2 IACET CEUs
2.0 BACB CEUs
2.0 Credit Hours for Psychologists, Nurses, and other professionals*
See Additional Information Section or Page 2 of the Brochure for Applicable CE Provider Statements

*ABAC is an APA Approved Continuing Education Sponsor. APA has requested that Sponsors not use the phrase “APA credit Hours” as this implies that APA is awarding credit. CE credit is awarded by ABAC, which is approved by APA to offer CE to psychologists. APA approval to award CE credit is also accepted by other professional organizations.
Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
In 2022 the rate of average lost workday case rate for organizations in the US was 1.3 per 200,000 work hours. This means that an average of 1.3 workers out of 100 will experience an injury severe enough to prevent them from returning to their normal job, or put another way, an average of one in three employees in American industry can expect to experience one lost-workday injury in approximately 33 years of work. Studies by DuPont and others suggest that more than 90 percent of those injuries could have been prevented through improved safety practices. Behavior-Based Safety (BBS) remains the most effective intervention for reducing injuries through improved safety practices on the job yet many safety professionals and others consider it ineffective.
In his book, The New-Values Based Safety, Dr. McSween describes an organization’s safety culture as a function of an organization’s vision, its values, its leadership, its processes, and the results it creates. During the first part of this 2-hour webinar, Dr. McSween will make the case for the importance of discussions that clarify an organization’s value for safety and improving accountability in weekly leadership activities that demonstrate leadership’s support for safety.
The remainder of the workshop will then describe the results of a recent study on BBS conducted by Cambridge University using data provided from DEKRA clients that showed (1) that BBS produces statistically significant reductions in injuries, and (2) BBS produces significant improvements in safety culture as measured by traditional culture surveys, and Dr. McSween will discuss how the findings challenge some of the traditional assumptions about BBS initiatives. Finally, Dr. McSween will discuss several approaches to integrating serious injury prevention into behavior-based safety.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the five elements of McSween’s culture model Identify the single most important thing that managers must do to have a successful safety improvement effort.
Identify design consideration to maximizing the effectiveness of behavior-based safety.
Identify the special considerations to ensure that behavior-based safety adequately address the potential for serious injuries and fatalities.

Presenter Bio:

Dr. McSween is a nationally recognized expert in the field of behavioral safety. He is CEO and cofounder of Quality Safety Edge, a company that helps organizations improve safety and leadership through behavioral psychology. Dr. McSween is author of the book, The Values-Based Safety Process, and numerous publications and research articles on behavioral safety. He has received numerous awards, including the ASSE’s 1993 Scrivener Award, the OBM Network’s 2001 Outstanding Contribution Award and its 2010 Lifetime Achievement Award, Western Michigan University Distinguished Alumni in 2007, and in 2017 the Texas Association for Behavior Analysis recognized him for his Career Contributions to Behavior Analysis in Texas, all for his work in behavioral safety. He is also the founder of the Behavioral Safety NOW conference.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

2024 Annual Meeting of the Trustees
2024-05-24 13:00 - 17:00 (America/New_York) | MA
Instructoins for registered attendees were sent Wednesday evening, May 22. If you did not receive, contact Rebekah Pavlik and Tara Kasey. See LOCATION information below.
Our 2024 Annual Meeting of the Trustees is planned for Friday, May 24, 2024.
Our in-person attendees will be meeting at Temple University thanks to CCBS Advisor Matthew Tincani. Our virtual attendees will be logging in through Zoom.
Doors open at 12:45 and the meeting opens at 1:00 pm with adjournment scheduled at 4:00 pm with a social gathering immediately following.
Brief Schedule:
Dr. Thomas Zane, H.S. Pennypacker Chair of the Board, will call to order at 1:00 pm (Eastern/NY) with Trustees voting for acceptance of the 2023 minutes and for nominated incoming Trustees and Advisors. The financials and past, present, and future projects will be reviewed by Dr. Rob Holdsambeck, Executive Director, with updates from our volunteers who have championed projects. Presentations may be made both in-person and streaming in virtually. The meeting is to adjourn between 4:00-4:30 pm (Eastern/NY).
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Center.

Location
In Person on the campus of Temple University, Philadelphia, PA, or virtually through Zoom.
Temple University CampusHOWARD GITTIS STUDENT CENTER (Room 200C)1755 N 13th St, Philadelphia, PA 19122Philadelphia, PA 19122 USA
Temple University Maps & Directions
Campus Map and Parking (PDF)
Interactive Map to Howard Gittis Student Center

REGISTER

Held at Howard Gittis CenterTemple UniversityPhiladelphia, Pennsylvania

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ABACLive Webinar with Faris R. Kronfli, PhD, BCBA-D
2024-04-19 11:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Dr. Faris Kronfli presents “Comprehensive Interventions Among Adolescents and Adults on the Autism Spectrum: Addressing Social Skills, Ethical Research Practices, Job Interview Techniques, and Beyond”
Friday, April 19, 2024
11:00 am – 2:00 pm (Eastern/NY)
Recordings available until 05/06/2024
This event is FREE for the general public. Or available for a discounted price with:

0.3 IACET CEUs
3.0 BACB CEUs
3.0 QABA CEUs
3.0 Credit Hours for Psychologists, Nurses, and other professionals*
Not eligible for AOTA, NBCC Credit See Page 3 of Brochure for Event Applicable CE Provider Statements
There is a NoCE credit version of this event available for FREE. Learn more here.

*ABAC is an APA Approved Continuing Education Sponsor. APA has requested that Sponsors not use the phrase “APA credit Hours” as this implies that APA is awarding credit. CE credit is awarded by ABAC, which is approved by APA to offer CE to psychologists. APA approval to award CE credit is also accepted by other professional organizations. Please see page 3 of the Brochure for detailed Event Applicable CE provider/sponsor statements.
See Brochure for Event Applicable CE Provider Statements.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
There is a growing need for identifying the right interventions for adolescents and adults diagnosed with ASD and to obtain resources and guidance on choosing age-appropriate and ethical interventions given their clients’ needs. The purpose of this 3-hour webinar is to inform attendees of current research that might guide their research and practice when working with adolescents and adults diagnosed with ASD.In this 3-hour workshop, Dr. Faris Kronfli will provide instruction in design and implementation of interventions guided by client preferences which are focused on independent living and age-appropriate social skills, prioritizing client consent and assent throughout.
Learning Objectives:
By the end of this event, participants should be able to:

Determine if an intervention is guided by client preferences.
Select interventions that focus on independent living when presented with case studies.
Identify age-appropriate social skills in case studies.
Discriminate between consent and assent.

Presenter Bio:
University of Florida
Faris R. Kronfli received his master’s degree in Behavior Analysis from the University of Maryland Baltimore County in 2014 and his Ph.D. in Psychology from the University of Florida in 2019. His research has included the assessment and treatment of problem behavior among at-risk youth and individuals diagnosed with autism spectrum disorder (ASD). While at the University of Florida, Dr. Kronfli helped establish a social skills clinic for adolescents and adults on the spectrum and has continued to focus on developing programs to support individuals as they transition to adulthood. He was the recipient of the 2018 B.F. Skinner Foundation Florida Graduate Student Research Award and the 2019 Christopher Rubow Memorial Award. He is currently the program coordinator for the Behavior Analysis Research Clinic’s school-based consultation program and an Assistant Instructional Professor at the University of Florida.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

17th Annual Conference on Autism: Research-Based Solutions
2024-04-05 | MA
FOR REGISTERED ATTENDEES: Recording and presentation PDF links will be emailed within one week of the conference for those missing any presentations on Friday, April 5. (NOTE: If you are seeking Psychology CE Credits through home-study of recordings after April 8, the attendance process changes. See Continuing Education below.)
Questions or concerns, contact Rebekah Pavlik.

A one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.
Friday, April 5, 2024 – 9:00 am – 5:15 pm (Eastern Timezone) – Get Schedule
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)
Of benefit to Behavior Analysts, Psychologists, Teachers, Speech-Language Pathologists, Special Education Providers, School Administrators, Students and Parents & Caregivers
Recordings will be available for 14-days post-conference for home-study.
Groups of five (5) or more coming in-person rom one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more for in-person or virtual, please contact pa****@******or.org.

Andy Bondy, PhD: Pyramid Approach to Education: Creating Effective Learning Environments Around the Globe
Andy Bondy, PhDPresident & Co-Founder, Pyramid Educational Consultants (PECS)Cambridge Center for Behavioral Studies Board of Directors
Pyramid Approach to Education: Creating Effective Learning Environments Around the Globe
Abstract:
The Pyramid Approach to Education (PAE) is a time-tested approach based on the science of learning. In this presentation, elements of the PAE will be highlighted across countries and cultures. Through multiple video examples, presenters will illustrate the application of the elements of the Pyramid around the globe. Participants will explore how small changes in their teaching will result in more meaningful outcomes for all.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Apply the elements of the Pyramid Approach across countries and cultures.
Identify and overcome barriers to collaboration with all members of the learning team (teacher, paraprofessional, SLP, OT, PT, BCBA, administrators, caregivers/guardians) for application of the Pyramid elements.
Identify a minimum of three changes that can be applied to your current learning environment to improve learner outcomes, increase cultural awareness and strengthen collaboration.

Presenter Bio:
Andy Bondy is president and co-founder of Pyramid Educational Consultants. Dr. Bondy is an innovative leader in the field of autism and applied behavior analysis. He directed a statewide public school system for students with autism for fourteen years. He is co-author of the PECS Training Manual. He also wrote the Pyramid Approach to Education, a training manual that offers an integrated orientation to developing effective educational environments blending applied behavior analysis with functional activities and creative communication strategies. Dr. Bondy received his MA and Ph.D. from the UNC Greensboro, and completed his clinical internship in 1976 at the University of Kansas Medical Center. Dr. Bondy has presented numerous papers, lectures and workshops in regional, national and international conferences and conventions on behavior analysis, PECS and the Pyramid Approach to Education. He has remained active in research and writing, and continues to develop new and innovative methods of helping children with autism and related developmental disorders. He was the recipient of the 2012 Society for the Advancement of Behavior Analysis (SABA) Award for International Dissemination of Behavior Analysis.

Noor Y. Syed, PhD, BCBA-D, LBA/LBS: Cultural Shifts Towards an Autistic Supportive University: Collaboration, Learning, and Progress
Noor Y. Syed, PhD, BCBA-D, LBA/LBSAssistant Professor & Program Coordinator of Applied Behavior AnalysisTurben Director of Autism Advocacy: Center for Autism Advocacy: Research, Education, & Supports (CAARES)Empire State UniversityDirector, Anderson Center International
Cultural Shifts Towards an Autistic Supportive University: Collaboration, Learning, and Progress
Abstract:
As discussed in previous Cambridge Center presentations, the need to support a diverse student body within higher education institutions is critical, including diversity in neurotype. Although the call to acknowledge disability rights as civil rights has historically been acknowledged and continues to grow globally (United Nations Convention on the Rights of Persons with Disabilities, 2006, Mégret, 2017), resources for individuals with disabilities in higher education are often lacking, including for autistic and neurodivergent students (Cox et al., 2018; Toutain, 2019). To increase inclusivity and accessibility of resources, the Center for Autism Advocacy, Research, Education, and Supports (CAARES), founded in 2020 with SUNY Empire State University, is implementing universal and tiered behavioral supports across its statewide campuses and online programs through a multi-tiered systems of support (MTSS) framework. Oversight and implementation of this initiative is collaborative, guided by advisory teams that include behavior analysts, autistic students, alumni, and advocates, caregivers in the autism community, and employees of the university. Of significant importance, CAARES was founded and is currently directed by doctoral level behavior analysts who collaborate with colleagues in the Neurodiversity Movement, including those who have been described as “anti-ABA,” to conceptualize and implement affirming, evidenced-based practices. In this presentation, we will discuss CAARES’ history and development, current projects, and share data collected towards a sustainable, cultural shift in universal supports for autistic, neurodivergent, and disabled students within the university. We will also explore the ethical contingencies and importance surrounding collaboration with colleagues who are “anti-ABA,” an area that has recently come under fire, and discuss how these partnerships serve to inform CAARES, our work as behavior analysts, and a graduate ABA program focused on ethical, affirming, and compassionate practices.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify at least three challenges described by the neurodiverse community in attending postsecondary institutions.
Describe at least three evidenced-based universal supports for neurodivergent students in higher education that promotes ethical and compassionate practice.
Describe ethical considerations, importance of, and ways to engage in partnership and collaboration with “anti-ABA” groups towards community-based and participatory-informed affirming practices.

Presenter Bio:
Dr. Noor Syed (she/her) is an Assistant Professor and Program Coordinator of Applied Behavior Analysis, as well as the founding Director of the Center for Autism Advocacy: Research, Education, and Supports (CAARES) with SUNY Empire State University. She has also been named the Turben Director of Autism Advocacy. CAARES’ primary initiative is to help SUNY Empire become a fully inclusive and supportive college for those who identify as neurodiverse through a multi-tiered system of support framework; the university was recently designated an Autistic Supportive institution. In addition, Dr. Syed is director of Anderson Center International, an organization dedicated to providing training in evidenced-based strategies for scholars from under-resourced areas globally, an Adjunct Doctoral Advisor in ABA with Endicott College, and a certified general and special education teacher. She serves on the ABA Ethics Hotline, is President-elect of the New York State Association for Behavior Analysis, serves on the Scientific Council with the Organization for Autism Research, and co-facilitates the AUCD ABA Workgroup.

Jill Harper, PhD, BCBA-D, LABA, CDE® with Co-Presenter: Treatment of Severe and Complex Behavioral Profiles
Jill Harper, PhD, BCBA-D, LABA, CDE®Senior DirectorProfessional Development, Clinical Training, and ResearchMelmark New England
Sheila Klick, PhD, BCBA-DSenior Director of Clinical ServicesMelmark
Treatment of Severe and Complex Behavioral Profiles
Abstract:
Achieving best outcomes in the treatment of severe and complex behavioral profiles necessitates an integrated framework. This presentation will outline key components in building support plans when working with individuals with severe and complex behavioral profiles. Collaboration as a cornerstone, emphasizes coordination of diverse expertise within multidisciplinary teams to tailor interventions to the unique needs of the individual. Informed by functional behavior assessments (FBA), support plans balance reactive strategies with proactive measures. Reactive strategies, including restrictive procedures, are considered to address immediate behavioral and safety concerns. Restrictive procedures are employed cautiously, with awareness of ethical considerations and commitment to least-restrictive alternatives whenever possible. Proactive strategies take a forward-looking approach, featuring constructional approaches and assent-based practices. Constructional approaches emphasize the importance of teaching new repertoires through shaping and reinforcing positive behaviors, creating an environment conducive to the individual’s success. Assent-based practices prioritize the individual’s willing and active participation in their treatment plan, fostering a sense of agency and autonomy. Recognizing the multifaceted nature of severe and complex behavioral profiles, this comprehensive model advocates for a balanced and ethical approach to behavior intervention. Throughout the presentation, case studies will illustrate the application of the integrated treatment model across diverse examples.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify three key components of support plans when working with severe and complex behavioral profiles.
Discuss two alternative reactive strategies to reduce the use of restrictive procedures in the treatment of severe and complex behavior profiles.
List and provide examples of the guiding question of the constructional approach.
Describe two proactive strategies that embed assessment-informed practices.

Presenter Bios:
Jill Harper, PhD, BCBA-D, LABA, CDE®
Jill Harper, PhD, BCBA-D, LABA, CDE®
Dr. Harper serves as the Senior Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper received her PhD. in Psychology with a concentration in Behavior Analysis from the University of Florida. She is a Board Certified Behavior Analyst, Licensed Behavior Analyst with the State of Massachusetts, and a Certified Diversity Executive®. Dr. Harper received the 2013 Jerry Shook Practitioner Award from BABAT, Massachusetts’ professional organization for behavior analysts, for excellence in clinical practice. In addition to direct service, she has been actively involved in the field of behavior analysis through academic instruction, training and supervision of staff, as well as the design and dissemination of applied research. Dr. Harper holds an adjunct faculty position teaching and mentoring masters and doctorate level students through Endicott College. Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and maintenance and generalization of treatment effects. Dr. Harper has published her work in several peer-reviewed journals and regularly presents as regional and national conferences.
Sheila Klick, PhD, BCBA-D
Sheila Klick, PhD, BCBA-D
Sheila serves as the Senior Director of Clinical Services where she coordinates clinical services based in applied behavior analysis at the Melmark school and residential programs. Sheila is also an adjunct faculty at Endicott College. Sheila has experience among a continuum of services, practicing with early intervention through geriatric ages and in school, residential, clinic, and home settings. Sheila formerly served as the Director of Adult Clinical Services at Melmark from 2019-2021, where she coordinated clinical services across the day, residential, and community programs. Sheila worked for Devereux CARES from 2013-2019. Sheila served in the consultation program as Clinical Coordinator, where she consulted with school districts on the implementation of a systems-based model to deliver treatment based in applied behavior analysis to students diagnosed with autism and intellectual disabilities and emotional and behavioral disorders. Sheila formerly served as Autism Project Coordinator and was a Behavior Analyst at Devereux CARES school. Sheila worked at Melmark from 2008-2013. She worked in the Education Department as a Teacher Assistant, Lead Teacher Assistant, and Behavior Support Specialist. She later worked in the Residential Department including the Residential Treatment Facility as an Assistant Program Manager, Program Manager, and Senior Program Manager. Sheila received her bachelor’s degree from LaSalle University with a major in Communication and minor in Education. She completed a graduate certificate in Applied Behavior Analysis and masters in Education through the University of Massachusetts-Boston. Sheila recently earned her PhD in Applied Behavior Analysis at Endicott College and obtained her Board Certified Behavior Analyst-Doctoral credential. Sheila’s research interests include the evaluation of single-subject research design and optimizing degrees of freedom in clinical programming. She is currently conducting research in standardizing the evaluation of single-subject research design, programmed instruction to teach assent-based procedures, and a constructional approach to medical procedures.

Helena Maguire, MS, LABA, BCBA, CDE® with Co-Presenters: Infusing OBM into ABA Clinical Service Delivery and Staff Training
Helena Maguire, MS, LABA, BCBA, CDE®Vice President and Chief Clinical OfficerMelmark New England at Melmark Inc.
withJennifer Ruane, MS, BCBA, LPCDirector of Professional Development and Clinical TrainingMelmark, Inc.
Keri Bethune, PhD, BCBA-DDirector of Educational ServicesMelmark Carolinas
Infusing OBM into ABA Clinical Service Delivery and Staff Training
Abstract:
Organizational behavior management (OBM) is a subspecialty of applied behavior analysis (ABA) concerned with the application of learning principles and methods to the performance of employees. OBM has substantive evidence-support within human services organizations for persons who have intellectual and developmental disabilities. In this presentation we will discuss the effectiveness of behavioral systems, such as the design and implementation of clinical/behavioral interventions, and how it relies not only on the sophistication of the system itself but also on the ability of staff to accurately and consistently implement the system. Through the use of several case examples, attendees will gain knowledge of how behavioral systems could be designed, implemented, and maintained to have the greatest impact on the individuals we support.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify fundamental OBM principles and operations.

Describe critical behaviors systems within human services organizations.

Apply behavior systems engineering to design clinical systems with fidelity and components of effective staff training systems.

Presenter Bios:
Helena Maguire, MS, LABA, BCBA, CDE
Helena Maguire, MS, LABA, BCBA, CDE®: Helena Maguire serves as the Vice President and Chief Clinical Officer of Melmark. She oversees the development and implementation of programs and services, as well as the daily operations for Melmark New England. She develops strategic objectives for the Massachusetts division, and provides leadership to direct reports in order to assure the achievement of these objectives. Mrs. Maguire supports the CEO through various committees and activities, and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all services.
Mrs. Maguire has worked extensively in the field of community based human service delivery systems in Massachusetts. She has served as a Program Director at Vinfen Corporation and as the Director of Adult Services at the May Institute. In both of these positions, Mrs. Maguire was responsible for the development and implementation of the staff orientation training curriculum, training for supervisory personnel and in-service training for all staff. Mrs. Maguire has presented numerous papers on staff management and staff training techniques, both at the local level and at the national level.
Mrs. Maguire is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston and is an instructor for a five-course graduate series on Applied Behavior Analysis.
She earned her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston. She earned her Board Certification in Behavior Analysis (BCBA) in May 2002.
Jennifer Ruane, MS, BCBA, LPC
Jennifer Ruane, MS, BCBA, LPC: Jennifer Ruane leads the Melmark Pennsylvania division of Professional Development and Clinical Training and is a doctoral student in Endicott’s Applied Behavior Analysis Program. She has her Master’s in Clinical Counseling Health Psychology and has been a Board Certified Behavior Analyst and Licensed Professional Counselor for over seven years. Her past career experiences include providing behavioral services in a variety of setting including, education, residential and family homes. Her current passion lies in supporting employees through training and professional development. She believes in having a highly skilled workforce which in turn supports the growth of the individuals we serve.
Keri Bethune, PhD, BCBA-D
Keri Bethune, PhD, BCBA-D: Keri joined Melmark New England in 2002, in special education and applied behavior analysis (ABA). She advanced from an ABA Counselor to a Lead Classroom Teacher and eventually became an Educational Coordinator.
She became a Board Certified Behavior Analyst in 2004 and completed her Master of Education Degree in Special Education from Fitchburg State College in 2006. Keri completed her Ph.D. in Special Education at the University of North Carolina Charlotte in 2012. Her dissertation’s primary focus was using coaching to improve teachers’ ability to implement function-based interventions.
After completing her Ph.D., Keri moved to Harrisonburg, Virginia, where she continued her work as an educational and behavior analytic school consultant, as well as taking on a new role as a professor at James Madison University. While at the university, she developed the K-12 Special Education: Adapted Curriculum MAT Program. This program led to an Adapted Curriculum Special Education teaching license in Virginia, as well as the Behavior Specialist M.Ed. program, which was a Behavior Analyst Certification Board’s Verified Course Sequence. Additionally, Keri served as the chair of the Virginia Behavior Analysis Advisory Board from 2014 to 2017. She rejoined Melmark in August 2018, as Director of Educational Services at Melmark Carolinas.
Keri is presently affiliated with the Association for Behavior Analysis International (ABAI), Council for Exceptional Children (CEC), CEC Division on Autism and Developmental Disabilities, Virginia Association for Behavior Analysis, and the North Carolina Association for Behavior Analysis.
Keri has published articles on using coaching to improve teachers’ use of evidence-based practices (include ABA techniques), improving students with severe disabilities’ academic performance, and the legal procedures surrounding school discipline. She has also presented over 35 research presentations, workshops and posters on a variety of educational and clinical topics, both locally and nationally.

SungWoo Kahng, PhD, BCBA-D: Building a Bridge at the Cliff: Research Supporting Adults with Autism Spectrum Disorder (ASD)
SungWoo Kahng, PhD, BCBA-DGraduate School of Applied and Professional Psychology ProfessorChair, Department of Applied PsychologyDirector, Academic Programs in Autism and ABACo-Director of Research, The Rutgers Center for Adult Autism Services
Building a Bridge at the Cliff: Research Supporting Adults with Autism Spectrum Disorder (ASD)
Abstract:
When young adults w/ASD complete secondary education, they are faced with the service “cliff” in which they lose access to a multitude of supports. This loss of support is reflected in the lack of research addressing the unique support needs of adults w/ASD. Decades of research has supported the efficacy of ABA-based interventions to treat the symptoms related to ASD (e.g., language, social skills, problem behaviors). Despite the wide-scale recognition, questions remain about the efficacy of ABA-based interventions with adults with ASD because most of the research has been conducted with younger learners. Adults with ASD present unique challenges given their physical size, different treatment goals, and long reinforcement history. Research focused on adults will provide additional evidenced-based interventions, which may provide data to provide more support for this population. This presentation will include examples of clinical research with adults with ASD in employment and college settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the need for additional research on supports for adults w/ASD.
Identify research supporting adults in acquiring employment.
Identify research supporting adults in maintaining employment.

Presenter Bio:
Dr. SungWoo Kahng is Chair of the Department of Applied Psychology, Director of Academic Programs in Autism and ABA, and Professor at Rutgers University. Prior to his current position, he was an associate professor at the University of Missouri (MU) where he was also the chair of the Department of Health Psychology, the Founding Director the MU Graduate Programs in Applied Behavior Analysis, and Director of the Applied Behavioral Intervention Service of the MU Thompson Center for Autism and Neurodevelopmental Disorders. He was also a faculty member in the Department of Behavioral Psychology and a senior behavior analyst on the Neurobehavioral Unit at the Kennedy Krieger Institute as well as an associate professor in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. Dr. Kahng graduated from Kalamazoo College with a Bachelor of Arts in psychology and received his Ph.D. in behavior analysis from the University of Florida. He was an Associate Editor for the Journal of Applied Behavior Analysis where he also served on the Board of Editors. Additionally, he is on the Board of Editors for Behavioral Intervention and Review Journal of Autism and Developmental Disorders. He is a Board Certified Behavior Analyst. Dr. Kahng is the President of the Board of Directors of the Behavior Analyst Certification Board; a Fellow of the Association for Behavior Analysis, International; a member of the Scientific Council of the Organization for Autism Research; Past President of the New Jersey Association for Behavior Analysis; and a member of several advisory boards including the AutismMVP Foundation. He is the recipient of the 2003 B.F. Skinner New Researcher Award given by Division 25 of the American Psychological Association. Dr. Kahng has co-authored over 100 peer reviewed articles and chapters. The focus of his research and clinical work has been on assessing and treating severe problem behaviors exhibited by individuals with developmental disabilities. He is also interested in a broader research agenda, which includes topics related to employment and college supports for adults with autism spectrum disorder as well as obesity and aging. Finally, he has mentored numerous undergraduate, master’s level, and predoctoral students as well as post-doctoral fellows.

Moderator Silva Orchanian, MEd, BCBA, LABA with Panel: Collaborative Practice across Disciplines: Meeting the Comprehensive Needs of Learners with Autism
Silva Orchanian, MEd, BCBA, LABASenior Director of Day ServicesMelmark New EnglandwithEmily Chin, PT, DPTPhysical Therapy and Occupational Therapy Supervisor
Kristy Gasiewski, MEd, MORT/L, BCBABehavior Analyst/QIDP Adult Clinical Services
Kerianne Natale, MS, CCC-SLPSpeech and Language Therapy Supervisor
Katie Kovalic, MS, BCBAAssistant Director of Educational Services
Collaborative Practice across Disciplines: Meeting the Comprehensive Needs of Learners with Autism
Abstract:
Collaboration can be defined as two or more professionals from multiple disciplines working together in order to support a student on complimentary goals. This can be broken down even further, and defined as a shared practice. This is when collaboration occurs to support the student on overlapping goals. This would involve both disciplines targeting the same performance domain in order to improve student outcomes (Gerenser & Koenig, 2019). Interdisciplinary collaboration is necessary in order to meet the needs of individuals with autism, but can be challenging. A third outcome to collaboration involves encroachment. This can occur when there is ambiguity about professional boundaries and overlapping scope of practice (Gerenser & Koenig, 2019). In this presentation, a behavior analyst, occupational therapist, physical therapist, and speech therapist discuss their roles on a treatment team for students with autism. The history of the development of each profession will be described as well as the education and training of each profession. Each profession’s scope of practice and approach to intervention will also be discussed.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Compare similarities and unique differences between professional team members and potential overlapping scopes of practice of an interdisciplinary team treating students with autism.
Identify similarities in values and use this information to facilitate enhanced decision making processes for professionals across disciplines.
Provide strategies to increase interdisciplinary collaboration in order to best support students with autism.

Panel Bios:
Silva Orchanian, MEd, BCBA, LABA
Silva Orchanian, MEd, BCBA, LABA: Silva began her exciting and extensive Melmark career in November of 2000 as a direct care ABA counselor. Twenty-four years later, Silva now holds the position of Senior Director of School Services and oversees the school in Andover and Stoughton, Massachusetts. During her extensive employment, Silva has committed her talents to create an educational and clinical setting that enables students to succeed and develop an ability to successfully navigate their school experience. Silva has an innate ability to develop supportive and trusting relationships with students, which in turn provides them a level of confidence to take on new challenges. During the summer of 2023, Silva and her senior colleagues opened a new school in Stoughton. Silva took on this challenge with great enthusiasm and her commitment for excellence has resulted in a thriving educational setting for children who have historically failed multiple settings. With her broad experience and unbridled enthusiasm, Silva continues to enjoy building relationships with students, implementing and overseeing academic and clinical programs and both training, working closely with classroom staff and the residential department as well as other senior administrators to ensure student progress.
Statement of Purpose: “I have experienced amazing success of many of our students and I am so proud of their accomplishments. Their success and increased independence is the result of the staff and their commitment to teaching! I am so proud of this organization and the ongoing support we have received. Melmark provides the students the opportunity to succeed within a setting that is supportive, respectful and committed to education.”
Emily Chin, PT, DPT
Emily Chin, PT, DPT: Dr. Emily Chin received her Bachelor of Science in natural science from Saint Anselm College in Manchester New Hampshire. She went on to receive her doctorate of physical therapy degree at Sacred Heart University in Fairfield Connecticut. She works at Melmark New England (Andover/Stoughton locations) as a clinical physical therapist and holds the role of physical therapy and occupational therapy supervisor. Previously she worked as a physical therapist in a skilled nursing facility. Dr. Chin is a member of the American Physical Therapy Association (APTA). Her interests are incorporating physical therapy and function into the daily lives of both individuals and their families. She has disseminated her work through regional conferences such as BABAT. Dr. Chin contributes to the interdisciplinary framework through conference presentations and publications.
Kristy Gasiewski, MEd, MORT/L, BCBA
Kristina Gasiewski, MEd, MOTR/L, BCBA: Kristina received her Bachelor of Science in psychology and her Master of Occupational Therapy from University of the Sciences in Philadelphia. She went on to receive her Master of Education in autism and applied behavior analysis from Endicott College. Kristina works at Melmark PA, and recently has transitioned into her new role as the behavior analyst/QIDP in adult clinical services. Previously she worked as a school-based occupational therapist. Being dually credentialed, her research interests include collaboration between occupational therapists and behavior analysts and bridging the gap in order to best serve individuals with autism and developmental disabilities. Kristina is a member of the American Occupational Therapy Association (AOTA) as well as the Association for Behavior Analysis International (ABAI), and has had the opportunity to present at both organizations’ annual conferences. Additionally, Kristina is a Board member of the Association for Science in Autism Treatment (ASAT).
Kerianne Natale, MS, CCC-SLP
Kerianne Natale, MS, CCC-SLP: Kerianne received her Bachelor of Science in Communication Sciences and Disorders and her Master of Science in Communication Sciences and Disorders from the University of New Hampshire. She works at Melmark New England as a speech language pathologist and holds the role of speech and language therapy supervisor. She is a member of the American Speech Language Hearing Association (ASHA). Kerianne’s interests include improving the quality of life for individuals by increasing access to communication with a multi-modal approach across the life span. Her passion is in providing training and support to Augmentative Alternative Communication (AAC) users and their communication partners. She has published work in peer review journals such as, Journal of Intellectual Disabilities.
Katie Kovalic, MS, BCBA
Katie Kovalic, MS, BCBA: Katie received her Bachelor of Science in psychology at West Virginia University, and her Master of Science in behavior analysis at Simmons University in Boston. Katie works at Melmark PA as an assistant director of educational services. She previously worked at the New England Center for Children before working as a behavior analyst at Melmark New England and then Melmark PA. Katie’s interests include increasing independence and skill building through instructional design and collaborating with an interdisciplinary team to do so.

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor

Psychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
Questions or concerns? Contact Rebekah Pavlik pa****@******or.org

IMPORTANT POST-CONFERENCE ATTENDEE VERIFICATION INSTRUCTIONS:
If you paid for and are seeking to earn continuing education, you must follow instructions to complete an evaluation and code-submission quiz online for all six presentations.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. An email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed within a week of the conference. The final deadline for completing the online evaluation and code quiz will be 14 days from the date recording links are emailed. (If you are seeking Psychology CE Credits through home-study of recordings, the attendance verification process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
Start the process with your evaluation of our conference:
https://forms.gle/33oAAnXnJMZSbjgA9
Those who complete the process immediately post-conference by Monday, April 8, will receive their certificates within two week. Certificates for BACB® Learning CEUs will be emailed from be**********@***il.com.
Those completing the process later than April 8th through home-study of recordings will receive certificates within 30 days of the final completion deadline. (If you are seeking Psychology CE Credits through home-study of recordings, the attendance verification process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
Questions or concerns? Contact Rebekah Pavlik pa****@******or.org
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

Location
In-Person on the campus of Melmark in Berwyn, Pennsylvania or online, virtually through Zoom.
Melmark2600 Wayland RoadBerwyn, PA 19312
Campus Map and Parking (PDF)

Recommended nearby hotels:
Hilton Garden Inn Newtown Square Radnor
Teca Newtown Square

Schedule

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Presenter Biographies/Abstracts/CE Instructions

Our Conference Host

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

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Schedule

Presenter Biographies/Abstracts/CE Instructions

Invited Speakers

Andy Bondy, PhDPyramid Educational Consultants (PECS)

Noor Y. Syed, PhD, BCBA-D, LBA/LBSCenter for Autism Advocacy: Research, Education, & Supports (CAARES), SUNY Empire State College
Anderson Center International

Jill Harper PhD, BCBA-D, LABA, CDE®Senior Director of Professional Development, Clinical Training, and Research
Melmark New England

Helena Maguire, MS, LABA, BCBA, CDE®Vice President & Chief Clinical Officer
Melmark New England at Melmark Inc.

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

Silva Orchanian, MEd, BCBA, LABAEducation Coordinator
Melmark New England

With opening remarks
“Understanding the Cambridge Center for Behavioral Studies™” by:

Rob Holdsambeck, EdD, LCP, BCBA-DCambridge Center for Behavioral Studies™
REGISTER

Schedule

ABACLive Webinar with Tara Fahmie, PhD, BCBA-D
2024-02-29 13:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Dr. Tara Fahmie presents “Ten Tips for Becoming a Productive Writer”
Thursday, February 29, 2024
1:00 am – 3:00 pm (Eastern/NY)
Recordings available until 03/15/2024
This event is FREE for the general public. Or available for a discounted price with:

2.0.BACB CEUs
There is a NoCE credit version of this event available for FREE. Learn more here.

QABA, IACET, NBCC, AOTA, ASWB, APA credit hours not offered for this program. See Brochure for Event Applicable CE Provider Statements.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
While often associated with treatment for individuals with autism spectrum disorder, the field of behavior analysis has a lot to offer all professionals in the self-management of productive writing schedules. This workshop is designed for students or professionals who find themselves writing assessments, reports, treatment plans, IEP goals, research protocols, manuscripts, reviews, and more. Writing constitutes a large portion of professional correspondence in psychology, and often its efficiency is not directly trained. In this workshop, you will be provided with ten strategies to improve your own writing efficiency. Join Dr. Fahmie in the exploration and transformation of habits that may lead to missed deadlines, missed opportunities for funding, and overall lack of productivity. Participants will complete a workbook to guide the initial self-management of a productive writing schedule, so whether you find yourself avoiding writing tasks altogether, or you simply want to use your time more efficiently, this workshop will get you back on track.
“The template and exercises to practice the strategies introduced were very helpful. I think this was one of the best webinars in regard to length of time and practicality of strategies. I know exactly the strategies I will incorporate into my work. This should be a required course for students. The course would proactively help many students and prevent failure.”
Learning Objectives:
By the end of this event, participants should be able to:

Identify the behavioral characteristics of writing.
Identify strategies for increasing their writing productivity.
Identify habits that hinder the productivity of their writing.

Presenter Bio:
Tara Fahmie, PhD, BCBA-D
Dr. Tara Fahmie is currently the Associate Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). She earned her master’s degree from the University of Kansas, 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 15 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Her main area of expertise is in the assessment and treatment of severe problem behavior; she has conducted research, authored chapters, and received grants for her work in this area. Her initial interests in the functional analysis of problem behavior and acquisition of social skills in young children led to her emerging passion for research on the prevention of problem behavior.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Peter Gerhardt, EdD
2023-12-15 11:00 - 13:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Dr. Peter Gerhardt presents “Emotions and Emotional Behavior; Analysis and Practical Applications”
Friday, December 15, 2023
11:00 am – 1:00 pm (Eastern/NY)
Recordings available until 12/29/2023
This event is FREE for the general public.* Or available for a discounted price with:

2.0.0 BACB CEUs (Supervision)
2.0 QABA CEUs
There is a NoCE credit version of this event available for FREE. Learn more here.

IACET, NBCC, AOTA, ASWB, APA credit hours not offered for this program. See Brochure for Event Applicable CE Provider Statements.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
A leader is someone who provides direction and inspiration to the people with whom they work. For better or for worse, the development of leadership competencies (e.g. rational decision making or the ability to listen) in the context of behavior-analytic autism services is not all that different from being thrown into the deep end of the pool and being told to swim. While that might look effective, it is also potentially traumatizing for potential young leaders and runs the risk of having the least effective or efficient behaviors reinforced. Effective leadership entails the application of research-based practices to direct decision-making, communication, and management practices in support of the mission of the organization (in behavior analytic autism services- improved student and adult outcomes). This workshop will provide an overview of research-based practices in effective leadership and how they might best be merged into effective practice on a day-to-day basis.
Learning Objectives:
By the end of this event, participants should be able to:

Select the definitions of a minimum of three basic components of effective leadership.
Identify at least three barriers to effective leadership relevant to the delivery of behavior-analytic autism services.
Identify leadership’s short-term pros and long-term cons as a “cult of personality.”

Presenter Bio:
Peter F. Gerhardt, EdD
Peter Gerhardt, Ed.D., is the Executive Director of the EPIC School in Paramus, NJ. Dr. Gerhardt has over 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential and community-based settings. He is the author or co-author on a number of articles and book chapters on the needs of adolescents and adults with ASD and has presented nationally and internationally on this topic. Dr. Gerhardt serves as Co-Chairman of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards including the Cambridge Center for Behavioral Studies. He currently serves as adjunct faculty in the Institute for Behavioral Studies at Endicott College. Dr. Gerhardt received his doctorate from Rutgers, The State University of New Jersey’s Graduate School of Education.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

5th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2023-11-10 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
Friday, November 10 – In-Person in Lawrence, Kansas, OR Online Virtually
For those registered, recording links were sent on Tuesday, November 14 (5:30 pm EST) from ConstantContact (ce****@******or.org). IF you did not receive, please contact Rebekah Pavlik at pa****@******or.org. Recordings will be available for 14 days. Deadline for attendance verification completion is Wednesday, November 29 (Midnight EST).
IF you completed the attendance verification process before November 15 (noon/EST), your BACB Learning CEU certificate was sent from be**********@***il.com by 6:00 pm November 15, 2023.
For those completing the attendance verification process by the deadline of November 29, 2023, certificates have been processed and sent on December 6, 2023. If you did not receive, contact Rebekah Pavlik at pa****@******or.org.

A one-day conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.
The conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). Get Schedule.

Schedule

Presenter Bios, Abstracts & CE Info

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Rob Holdsambeck, EdD, LCP, BCBA-D: Circling Back and Zooming Out: Leadership’s Irritating but Useful Cliches
Rob Holdsambeck, EdD, LCP, BCBA-DExecutive Director, Cambridge Center for Behavioral Studies™
Circling Back and Zooming Out: Leadership’s Irritating but Useful Cliches
Abstract:
Among other things, leadership involves sharing a vision. For some leaders the inspiration for that vision comes from exposure to a life situation that was powerfully sad. Families in the mid-20th century rearing children with special needs, found the options were limited. The predominant medical model of the time had some of these folks committed to “state hospitals.” Many professionals felt that these children were sick, and they needed to be treated in a place that kept them safe. Many of us who visited or worked in such places saw a problem that needed solving. Some fortunate ones saw a science that could help. The cliches of “circling back” and zooming out” may be tiresome in everyday conversation, in this talk, they will be used to emphasize both the “big picture” and our “historical lessons.”
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

List two reasons why some children with severe behavioral issues were committed to state hospitals in the mid-20th century.

List one advantage and one disadvantage of reliance on binary data for complex decision making in organizations.

Write a paragraph discussing the pros and potential cons strict adherence to only using “evidence-based practices.”

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

Patrick C. Friman, PhD, ABPP: Leadership: Turning Personal Verbal Behavior into Preferred Actions by Followers
Patrick C. Friman, PhD, ABPPDirectorBoys Town Center for Behavioral Health
Leadership: Turning Personal Verbal Behavior into Preferred Actions by Followers
Abstract:
Leadership is an expansive, amorphous concept with an extremely diverse literature. Each portion of literature puts forth a definition, often in peremptory fashion, yet also usually at odds with the other available definitions. One book on my shelf identifies vulnerability as the central attribute of a good leader. Another identifies virtue as the central attribute. And yet another identifies characteristics that are, if not antonyms, are at odds with emphasis on vulnerability and virtue (e.g., ruthlessness, strategic cruelty). In this talk I will supply my own perspective which simply stated is the ability to turn one’s verbal behavior into preferred action by followers. Obviously, this definition is simple, and it was also easy to compose. The hard part is how to make that happen. This talk will supply several suggestions whose purpose is to accomplish that goal.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

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

Kendra Thomson, PhD, BCBA-D: Behavior Analytic Trainees and Interdisciplinary Research: A Case for Operant Variability
Kendra Thomson, PhD, BCBA-DAssociate Professor, Department of Applied Disability StudiesBrock University
Behavior Analytic Trainees and Interdisciplinary Research: A Case for Operant Variability
Abstract:
“…when variations are desired, societies might reward individuals for varying, not simply permit it.” (Neuringer, 2002, p. 700).
Behavior analysis as a discipline values interprofessional collaboration (e.g., Slim & Reuter-Yuill, 2021; LaFrance et al., 2019), although it is unknown how many trainees receive supervision in interdisciplinary research and practice settings. I will discuss how research supervisors can set the occasion for behavior analytic trainees to become involved in interdisciplinary research, and how the resulting operant variability may promote effective practice and progress in research. I will share three examples of my collaborative research experiences within a large mental health teaching hospital: (1) an application of behavior skills training with facilitators of acceptance and commitment therapy; (2) a randomized controlled trial of behavior skills training to teach staff safety skills to mental health hospital staff; and (3) an ongoing evaluation of ProjectECHO for adults with intellectual disabilities. The reinforcing value of these relationships will be discussed in terms of trainee development and progress of the field.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

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

Peter Sturmey, PhD: Behavioral Skills Training to Teach Staff in Human Services: An Evidence-Based Practice, But What Good Is It?
Peter Sturmey, PhDProfessor, Department of PsychologyCUNY Graduate Center, Queens College
Behavioral Skills Training to Teach Staff in Human Services: An Evidence-Based Practice, But What Good Is It?
Abstract:
Behavioral skills training (BST) is an intervention package to teach skills in a wide range of contexts. Over 100 experiments and multiple systematic reviews confirm that it is a robustly effective evidence-based practice (EBP). So, why do human services not rush to implement it? This presentation reviews the evidence for the effectiveness of BST. It then reviews the evidence that BST is not used too much, except in islands of excellence. The presentation goes on to explore the reasons for human services’ failure to adopt this EBP in terms of lack of knowledge, lack of skill, competing contingencies, lack of clinical and administrative persistence. Finally, it explores one or two models used to disseminate EBPs that might be models for the dissemination of EBPs such as BST.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe and understand the key features of BST.

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

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

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

Mary Jane Weiss, PhD, BCBA-D, LABA: Elusive Targets of Behavior Analytic Supervision: Building Compassionate Care, Cultural Responsiveness and Interprofessional Collaboration Skillsets in Practitioners
Mary Jane Weiss, PhD, BCBA-D, LABADean of the Institute for Applied Behavioral ScienceDirector, PhD Program in Applied Behavior AnalysisEndicott College
Elusive Targets of Behavior Analytic Supervision: Building Compassionate Care, Cultural Responsiveness and Interprofessional Collaboration Skillsets in Practitioners
Abstract:
Treating others with compassion, providing culturally responsive intervention, and collaborating respectfully with colleagues form allied professions are foundational values within ABA. Recent conversations in the field have highlighted deficits in these skills among practitioners. There have been calls to action for behavior analysts to develop skills in compassionate care and in cultural responsiveness, in particular. This presentation will focus on how these skills can be emphasized and taught in supervision and training. Effective methods for instructing trainees in components of these skillsets will be shared. Tools that can be used to assess trainee performance will also be shared, as well as data on the reliability, validity, and social validity of those tools. Issues related to the generalization and authenticity of trained skills will also be highlighted. The integration of soft skill training into supervision is important for the improvement of these skill sets in behavior analytic practitioners; this presentation will provide an array of methods that can be used for this purpose, along with data on their effectiveness.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Learn multiple approaches to integrating compassionate care into teaching, training and supervision, including: conceptual analysis, the use of tools to evaluate the quality of interactions with stakeholders and direct service recipients, and the use of tools to guide more individualized and more humane, compassionate treatment.
Learn about resources that can be used to guide trainees in understanding the expertise and contribution of allied professionals to multidisciplinary teams and to expand the repertoire of trainees to translate interventions suggested by other members of those teams.
Be introduced to resources that focus on teaching trainees to provide services to diverse populations, to consider cultural variables in assessment and treatment, and to embed cultural responsiveness into all professional roles including supervision.

Presenter Bio:
Mary Jane Weiss, PhD, BCBA-D, LABA is the Dean of the Institute for Applied Behavioral Science and is Director of the Ph.D. Program in ABA at Endicott College, where she has been for 11 years. She also works with the research and training teams at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, integrating compassionate care and cultural responsiveness into ABA service delivery, exploring ways to enhance the ethical conduct of practitioners, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, is on the editorial board of Behavior Analysis in practice, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular presenter at national and international conferences and is a frequent member of service committees for a variety of organizations.

Panel Discussion – Complexity of Supervision and Leadership: The Speakers Weigh In
Moderator: Thomas Zane, PhD, BCBA-DDirector of Online Behavior Analysis ProgramsDepartment of Applied Behavioral Science, University of Kansas
Vice Chair/Clerk, CCCBS Board of Directors
Complexity of Supervision and Leadership: The Speakers Weigh In
Abstract:
The behavioral repertoire of supervision (such as in BACB supervision) are relatively straightforward and have been studied for years. Continuing research brings forth new dimensions, areas, and issues to explore within supervision, such as assent, compassion, and all of the other ‘soft skills.” Leadership, however, is more vague. Behavioral science hasn’t dove as deep into this nebulous area, due to a lack of an operational definition that has social validity. The panel of speakers at the Kansas Conference will be asked to comment and speculate as to how our field can conceptualize leadership, both at the macro and micro levels. Furthermore, the speakers will field questions from audience members about organizations systems designed to promote effective and efficient supervision, and how to involve administrators and other upper-management personnel on how to establish a leadership style based on behavioral science, and how to set up conditions to maintain such systems over time.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Provide an operational definition of leadership from a behavioral science perspective.
Orally state 3 statements made by one or more of the speakers with regards to their thoughts/conclusions/recommendations about behavioral supervision and leadership.
Orally describe at least one actionable step s/he could take to promote a supervision model based on behavioral research.

Moderator Bio:
Dr. Thomas Zane is a Professor of Practice and the Director of Online Programs in Behavior Analysis in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his doctorate in Applied Behavior Analysis at West Virginia University. He has served as a Post-Doctorate Research Associate at the University of Massachusetts and as a Research Scientist at Johns Hopkins University Department of Psychiatry. Dr. Zane serves on the Executive Board of the Cambridge Center for Behavioral Studies, the international organization that represents the field of behavior analysis. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include online learning, evidenced-based practice in autism, and the philosophy of science and radical behaviorism. He is particularly interested in why some behavior analysts drift from the code and the importance of adhering to choosing scientifically- supported treatments in clinical and educational work.

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® SUPERVISION Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
IMPORTANT NOTES:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
Recording links will be emailed from be**********@***il.com the week after the conference.
The deadline for completing the online evaluation and code quiz will be 14 days from the recordings being distributed*. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

LOCATION
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering.
IN-PERSON:
University of Kansas – Lawrence campus
WOODRUFF AUDITORIUM
University of Kansas
KU Memorial Unions (Building)
1301 Jayhawk Boulevard
Lawrence, KS 66045

Parking: Attendees may park in the Mississippi Parking Garage (circled in red) – it is right off of Oread Ave. Attendees can then walk through the breezeway (circled in blue) to get to the conference at the KU Student Union (circled in green). The conference is held on the 5th floor in the Woodruff Auditorium. Link to Visual PDF
VIRTUAL:
Instructions with Zoom link & password to be emailed from be**********@***il.com the by Wednesday, November 8. If you do not receive, contact Rebekah Pavlik by end of day Thursday, November 9.
University of Kansas campus area in Lawrence, Kansas – Google Map:

Schedule

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Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsors

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Schedule

Presenter Bios, Abstracts & CE Info

Invited Speakers

Rob Holdsambeck, EdD, LCP, BCBA-DExecutive Director, Cambridge Center for Behavioral Studies

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

Kendra Thomson, PhD, BCBA-DAssociate Professor, Faculty of Social Sciences, Brock University

Peter Sturmey, PhDProfessor,
Department of Psychology, Queens College CUNY

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

STUDENT POSTER & VIDEO INTRODUCTION

Evaluating the Effects of Individual versus Group Video-Based Behavioral Skills Training on Teaching Supervisors to Pinpoint

Submitted by Dr. Sara R. Lalani, Dr. Tyler C. Ré, Dr. Laura A. Kruse, and Dr. John Autsin

ABACLive Webinar with Anna Linnehan, PhD, BCBA-D, LABA
2023-11-03 11:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Dr. Anna Linnehan presents “Emotions and Emotional Behavior; Analysis and Practical Applications”
Friday, November 3, 2023
11:00 am – 2:00 pm (Eastern/NY)
Recordings available until 11/17/2023
This event is FREE for the general public.* Or available for a discounted price with:

0.3 IACET CEUs
3.0 BACB CEUs
3.0 QABA Learning Units
There is a NoCE credit version of this event available for FREE. Learn more here.

NBCC, QABA, AOTA, ASWB, APA credit hours not offered for this program. See Brochure for Event Applicable CE Provider Statements.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
Many common theories of emotions describe emotions as resulting from a mediating, internal process. Additionally, many scientific studies as well as teaching procedures for children rely on facial expression as the primary indications of emotions. However, these misconceptions have been recently updated or refuted by neuroscience. Additionally, while facial expression is part of the context of a description of emotions, facial expressions are not good indicators of specific emotions. The purpose of the 3-hour webinar is to provide a parsimonious analysis of emotions as described by Skinner and updated by the Goldiamond-Layng theory which states emotions not internal states but rather descriptions of changes in contingencies, or contingency descriptors. A formal definition of contingency, the distinction between emotions and emotional behavior, how we learn the words for emotions will be discussed. Additionally, preliminary research in teaching children with autism to label the emotion words “fear” and “anger” and their corresponding contingencies will be presented.
Learning Objectives:
By the end of this event, participants should be able to:

Distinguish between emotions and emotional behavior.
Identify the contingencies associated with the emotion words “fear” and “anger”.
Distinguish the Goldiamond-Layng theory of emotions from other theories of emotions.

Presenter Bio:
Anna Linnehan, PhD, BCBA-D, LABA
Anna M. Linnehan is the Director of Academic Operations for the Institute of Applied Behavior Analysis at Endicott College. Anna earned her masters and doctoral degrees in Applied Behavior Analysis from Endicott College. She began her career as a professional chemist and has a passion for improving the lives of others through science. Her doctoral dissertation, Variables in Tacting Emotions, A Programming Contingency Analysis, utilized the Goldiamond-Layng Theory to teach emotional concepts using a contingency analytic framework. Her research interests include using contingency analysis paired with instructional design to develop programs to help individuals identify and problem solve their own emotions and emotional behavior. Anna is also interested in the application of signal detection theory to analyze decisions and decision-making behavior. Additionally, she is passionate in the dissemination of nonlinear contingency analysis and programming based on Israel Goldiamond’s constructional approach. She recently co-authored a book, Decisions and Judgments in Ambiguous Situations: A Conceptual Introduction to Signal Detection Theory, with Dr. T. V. Joe Layng. She has also served as a member of review boards for a variety of behavioral journals and serves as an Advisor of the Cambridge Center for Behavioral Studies.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Kerri Milyko, PhD, BCBA-D, LBA
2023-10-26 18:00 - 20:30 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Dr. Kerri Milyko presents “Inclusive and Equitable Leadership Practices”
Thursday, October 26, 2023
6:00 pm – 8:30 pm (Eastern/NY)
Recordings available until 11/09/2023
This event is FREE for the general public.* Or available for a discounted price with:

2.5 BACB CEUs
2.5 QABA CEUs
There is a NoCE credit version of this event available for FREE. Learn more here.

IACET, NBCC, AOTA, ASWB, APA credit hours not offered for this program. See Brochure for Event Applicable CE Provider Statements.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
The purpose of this 2.5-hr webinar workshop is to inform the audience on the current state of the workforce, both within ABA and across industry at large. It is to also create a wanting to change traditional practices to make the workplace more equitable for their employees, identifying not only the personal benefits but the business benefits from a diverse leadership. Finally, it is to illustrate actionable steps both leaders and employees can take as they move towards creating systems and practices that are more equitable and promoting diversity and inclusion.
Learning Objectives:
By the end of this event, participants should be able to:

Identify 2-3 practices that result in inequitable leadership practices.
Identify 2-3 strategies that mitigate inequity in leadership that position individuals of marginalized communities better for leadership opportunities.
Identify 2 ways in which current systems are disproportionately benefiting white men in comparison to women, BIPOC, or LGBTQ+ individuals based on industry data.

Presenter Bio:
Kerri Milyko, PhD, BCBA-D, LBA
Dr. Kerri Milyko joined CentralReach as the Director of Curriculum Programming in October, 2019. In this role, she and her team create a fully-digital, integrated, evidenced-based curriculum to service the needs of autistic learners and those with IDD, CR Elements. Prior to this role, she served as Director of Research and Development of The Learning Consultants, and Director of Development and Outreach of Agile Learning Solutions (Precision Teaching Learning Center). Dr. Kerri is also adjunct faculty at the University of West Florida where she created and teaches their VCS, masters-level Instructional-Design class. Finally, Dr. Kerri is a prolific volunteer. In 2019, she was elected to serve 3 years on the Board of Directors for the Standard Celeration Society. In the same year, she was appointed by the governor of Nevada to serve on the first-ever Board of Applied Behavior Analysis to create ABA practice regulations for the licensure of state behavior analysts where she served as Chair of the Board for 2019. She currently serves as a trustee for the Cambridge Center for Behavioral Studies, member for the Professional Standards Committee for the California Association for Behavior Analysis, and serves as the Teaching Behavior Analysis Program Area Coordinator for the Association for Behavior Analysis, International.
*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)
This 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: 2.5 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Abigail Blackman, PhD, BCBA
2023-09-14 17:30 - 20:30 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Abigail Blackman presents “Refining your supervisory repertoire: Procedural integrity data collection, tracking, and analysis”
Thursday, September 14, 2023
5:30 pm – 8:30 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with:

0.3 IACET CEUs
3.0 BACB CEUs (Supervision)
3.0 QABA Learning Units
There is a NoCE credit version of this event availble for FREE. Learn more here.

NBCC, AOTA, ASWB, APA credit hours not offered for this program. See Page 3 of the Brochure for Event Applicable CE Provider Statements.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
Procedural integrity data, when collected correctly, provides supervisors with information about the quality of services an organization is providing and how to best support their staff. A recent, unpublished survey revealed that supervisors working within ABA organizations (e.g., clinics, schools, in home services) are not collecting integrity data or in instances when supervisors were collecting data, there was still wide variability and inconsistency in the quality of services delivered to consumers of ABA service. The purpose of this 3-hour webinar, designed for everyone from behavior analysts in training to clinical directors, is to provide a strong rationale as to why procedural integrity data should be collected, tracked, and analyzed in ABA clinics, schools, and home service agencies. Dr. Blackman will also provide practical strategies for how to collect, track and analyze procedural integrity data efficiently and effectively.
Learning Objectives:
By the end of this event, participants should be able to:

Identify what procedural integrity is and it’s benefits for a ABA organizations.
Identify how to observe, track, and analyze integrity data.
Identify how supervisors can embed this process into their practice.

Presenter Bio:
Abigail Blackman, PhD, BCBA
Dr. Abigail Blackman, a Board Certified Behavior Analyst, is the Director of Customer Success at Behavior Science Technology. She earned her Ph.D. in Behavioral Psychology at the University of Kansas, under the supervision of Dr. Florence DiGennaro Reed, PhD, BCBA-D. Her training is in Applied Behavior Analysis and Organizational Behavior Management. Her passion lies in improving clients’ lives by equipping staff and supervisors with the tools to carry out their job responsibilities successfully. She has five years of experience consulting with human-service organizations to assist with their training and systems-level initiatives. Abigail enjoys conducting research to evaluate effective procedures to improve the repertoires of staff and supervisors and the influence of staff integrity on consumer outcomes.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

11th Annual ETHICS in Professional Practice Conference
2023-08-04 | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
Recording links/presentations have been emailed from be**********@***il.com on Wednesday, August 9 at 2:40 pm.
If you did not receive the email, contact Rebekah Pavlik at pa****@******or.org.
If 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.

This 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)
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.

REGISTER

Invited Presenters

Jomella Watson-Thompson, PhD: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action
Jomella Watson-Thompson, PhDAssociate ProfessorDepartment of Applied Behavioral ScienceUniversity of Kansas
Presentation Title: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action
Abstract:
There 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Understand the importance of multisector and cross-disciplinary collaboration to address large-scale problems of social significance.
Understand the influence of social determinants of health and the importance of addressing disparities in communities.
Identify examples of the application of behavioral-community approaches to address social issues through multi-sector collaboration.

Presenter Bio:
Dr. 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.

Videsha Marya, PhD, BCBA-D: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors
Videsha Marya, PhD, BCBA-DDirector of Practicum and Immersion ExperiencesInstitute for Applied Behavioral ScienceEndicott College
Presentation: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors
Abstract:
In 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify essential component skills required for ethical decision-making.
Identify core skills/competencies/outcomes that are relevant for aspiring behavior analysts.
Identify instructional methods that are likely to lead to acquisition of core competencies and outcomes.

Presenter Bio:
Videsha 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.

Paul "Paulie" Gavoni, EdD, BCBA: Positional Authority Ain't Leadership
Paul “Paulie” Gavoni, EdD, BCBADirector, Professional Crisis Management AssociationAdjunct Professor, Institute for Applied Behavioral Science, Endicott College
Presentation: Positional Authority Ain’t Leadership
Abstract:
Supporting 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe a systems approach to behavior change.
State at least two examples and non-examples of leading.
List five key strategies for positively improving performance..

Presenter Bio:
Dr. 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.
A 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.
Beyond 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.

Jessica Cauchi, PhD, BCBA-D, CPBA-AP: The Ethics of Sex Education
Jessica Cauchi, PhD, BCBA-D, CPBA-APClinical DirectorAtlas Behaviour Consultation
Presentation: The Ethics of Sex Education
Abstract:
Sexuality 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe common ethical challenges faced when teaching sexuality education to people with disabilities.
Engage in decision making strategies to make the best ethical decision under a variety of conditions.
Describe common challenges with research within sex education in terms of ethical integrity.

Presenter Bio:
Jessica 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.

David J. Cox, PhD, MSB, BCBA-D: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research, Education, and Practice
David J. Cox, PhD, MSB, BCBA-DPrincipal InvestigatorBehavioral Data Science Research LabInstitute for Applied Behavioral Science
Presentation: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research, Education, and Practice
Abstract:
Artificial 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Develop a working understanding of what artificial intelligence is and how it is developed.
Identify how clinical ethics approaches common the applied behavior analysis are relevant for AI in ABA.
Identify how ethical approaches common to data ethics, AI ethics, and technology ethics are relevant for AI in ABA.

Presenter Bio:
Dr. 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.

Yulema Cruz, PhD, BCBA-D: Ethical Visions: Navigating the Supervisory Compass
Yulema Cruz, PhD, BCBA-DAssistant Teaching ProfessorDepartment of Applied PsychologyGraduate School of Applied and Professional Psychology (GSAPP)Rutgers University
Presentation: Ethical Visions: Navigating the Supervisory Compass
Abstract
In 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.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Analyze potential ethical dilemmas in the supervisory context.
Develop strategies for the effective resolution of ethical dilemmas.
Gain insight into strategies for fostering ethical decision-making skills among supervisees.

Presenter Bio:
Dr. 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.

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Presenter Bios/Abstracts/CE Opportunities

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® 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
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Location - Endicott College, Beverly, MA and online
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.
For In-Person:
Event Venue: Cleary Lecture Hall, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map
The 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.
Enter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you.
For virtual attendance:
The 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.

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Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

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Presenter Bios/Abstracts/CE Opportunities

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Invited Speakers

Jomella Watson-Thompson, PhDUniversity of Kansas

Videsha Marya, PhD, BCBA-DEndicott College &
Village Autism Center

Paul Gavoni, EdD, BCBAProfessional Crisis Management Association
Endicott College

Jessica Cauchi, PhD, BCBA-D, CPBA-APAtlas Behaviour Consultation

David J. Cox, PhD, MSB, BCBA-DBehavioral Data Science Research Lab
Institute for Applied Behavioral Science

Yulema Cruz, PhD, BCBA-DRutgers University
SCHEDULE

Presenter Bios/Abstracts/CE Opportunities

ABACLive Webinar with Andressa A. Sleiman, PhD, BCBA-D
2023-07-20 18:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Andressa A. Sleiman presents “Increasing Adherence to Best Practice Initiatives in Healthcare”
Thursday, July 20, 2023
6:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with:

0.2 IACET CEUs (Who recognizes IACET Accreditation)
2.0 BACB CEUs (Learning)
2.0 APA Credit Hours Content Area Level: Introductory

NBCC, AOTA, ASWB credit hours not offered for this program.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
Currently, the USA has the highest cost of medical care worldwide, with 40% more spent on healthcare than the second highest country (Germany) and almost 50% more than the average Organization for Economic Cooperation and Development (OECD) countries. Yet, despite the high cost of medical care, the US lags behind comparable wealthy and sizable countries in quality metrics (e.g., USA has the lowest life expectancy compared to similar countries). Given the high costs of medical care and low quality of care, the medical field has established several best-practices to increase patient adherence, outcomes, and satisfaction (e.g., teach-back, standardized bedside rounding, post-patient discharge calls). Despite the efficacy of these best practices, adherence to these practices remains low. Behavioral science offers strategies to increase adherence to these best practices. During this 3-hour webinar, Dr. Sleiman will describe the current state of the medical field, describe the metrics that healthcare systems care about, and present behavior-based strategies to increase adherence to best-practices in the healthcare setting.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the current state of cost and quality of healthcare in the United States of America
Identify the main metrics that healthcare utilizes to measure quality and satisfaction.
Select current best practices in healthcare to promote quality of care described by the Institute for Healthcare Improvement (IHI).
Identify behavior-based strategies to increase adherence to best practices in the healthcare setting.

Presenter Bio:
Andressa Sleiman, MS, BCBA
Dr. Andressa Sleiman earned her Ph.D. in Psychology at the University of Florida. She received her B.A. in Psychology from Florida International University and her M.S. in Applied Behavior Analysis (ABA) and Organizational Behavior Management (OBM) from the Florida Institute of Technology. Dr. Sleiman is a faculty member at Florida State University who specializes in Organizational Behavior Management (OBM), which applies the science of behavior to organizations to increase productivity, safety, and staff satisfaction. She is also an advisor of the Cambridge Center for Behavioral Studies (CCBS), and a commissioner for the CCBS Safety Accreditation Committee. Dr. Sleiman has published over 20 articles and book chapters in scientific journals. Her primary research interests include behavioral safety, healthcare procedural adherence and related outcomes, and conditions that promote feedback effectiveness. In addition to research, she is passionate about teaching undergraduates and graduate students about OBM and behavior analysis.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Sarah C. Mead Jasperse, PhD, BCBA-D
2023-06-09 11:00 - 13:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Sarah C. Mead Jasperse presents “Contextualizing Contemporary Research Ethics Policies and Practices in Significant Historical Events”
Friday, June 9, 2023
11:00 am – 1:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with:

0.2 IACET CEUs (Who recognizes IACET Accreditation)
2.0 BACB CEUs (Supervision)
2.0 QABA LUs (Learning Units)
2.0 APA CE credit hours (Introductory)

NBCC, AOTA, ASWB credit hours not offered for this program.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
“The past century has borne witness to both horrific atrocities that have occurred in the name of research as well as incredible progress in terms of formalization and codification of research ethics standards,” (Mead Jasperse & Kelly, 2023, p. 37). However, as a behavior analyst in 2023, it is easy to pick up current professional ethics codes and apply the items in a rule-governed manner without learning about the significant historical events and foundational ethics documents that shaped modern policies and practices. This learning event is needed to provide our field with a succinct, applicable summary of the why behind the what of modern research ethics practices and offer a guide of how we can use the past to craft a better future. This learning event will provide a brief primer regarding significant historical events and foundational documents that have resulted in the contemporary research ethics policies and practices in the field of behavior analysis. This walk through the last century, from the Nuremberg Code to the Declaration of Helsinki, the Belmont Report, and 45 CFR Part 46 – Protection of Human Subjects will provide a summary of why the codification of requirements such as “informed consent” and “Institutional Review Board” oversight was necessary. The linkages between these historical events and the current research ethics practices will be discussed. Additionally, we will consider situations in which current research ethics codes do not provide explicit instruction but foundational documents may provide additional guidance.
Learning Objectives:
By the end of this event, participants should be able to:

Identify significant historical events and foundational documents related to research ethics when given a summary of the event or document.
Match significant historical events and foundational documents related to research ethics to contemporary research ethics code items.
Select a guiding significant historical event or foundational document to use when presented with a novel contemporary research ethics scenario.

Presenter Bio:
Sarah C. Mead Jasperse, PhD, BCBA-D
Dr. Sarah C. Mead Jasperse is an Assistant Professor at Emirates College for Advanced Education (ECAE) in Abu Dhabi, United Arab Emirates (UAE). At ECAE, she teaches in their graduate programs, conducts applied research with community-based colleagues, and partners with local organizations to promote inclusive experiences in the region. She has been working in the field of applied behavior analysis for over 15 years and has experience working clinically and as a faculty member in both the USA and UAE.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

2023 Annual Meeting of the Trustees
2023-05-26 13:00 - 18:00 (America/New_York) | MA
Our 2023 Annual Meeting of the Trustees is planned for Friday, May 26, as a half-day, afternoon event.
Our in-person attendees will be meeting at the Embassy Suites Denver Downtown Convention Center. We plan on an 1:00 pm start with adjournment at between 4:00 & 4:30 pm (Mountain Time Zone). A social gathering will follow with light fare after the business meeting. (Our virtual attendees will be logging in through Zoom.)
Brief Schedule:
Dr. Hank Pennypacker, Chair of our Board of Directors, will call to order at 1:00 pm (Mountain Time) with Trustees voting for acceptance of the 2022 minutes and for nominated incoming Trustees and Advisors. The financials and past, present, and future projects will be reviewed by Dr. Rob Holdsambeck, Executive Director, with updates from our volunteers who have championed projects. Presentations will be made both in-person and streaming in virtually. The meeting is to adjourn between 4:00-4:30 pm (Mountain Time) with the informal social gathering immediately following. Fun activities are planned ~ get to know each other more!
Please officially register. This helps with expenses. Your registration will serve as your formal RSVP.
We have a small roomblock at the Embassy Suites (contact Rebekah) and suggest The Curtis as an overflow option if you need a room.
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Center.
Information will be posted as available.

Location
LOCATION:
Across the street from the Convention Center for the 49th ABAI Annual Convention
Embassy Suites by Hilton Denver Downtown Convention CenterCRIPPLE CREEK BALLROOM1420 Stout StreetDenver, Colorado 80202(303) 592-1000
Map of area

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Held at the Embassy SuitesDowntown Denver Convention Center

ABACLive Webinar with Amber Valentino, PsyD, BCBA-D
2023-05-11 17:00 - 19:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Amber Valentino presents “How Supervision Reveals the Best in Us”
Thursday, May 11, 2023
5:00 pm – 7:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with:

0.2 IACET CEUs (Who recognizes IACET Accreditation)
2.0 BACB CEUs (Supervision)
2.0 QABA LUs (Learning Units)
2.0 APA CE credit hours (Introductory)

NBCC, AOTA, ASWB credit hours not offered for this program.
For relevant approved provider statements please download and review the brochure.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
The way in which supervision is delivered and experienced can influence the quality of services behavior analysts provide, the experiences of the next generation of professionals, funding, and the general impression we make to the public. The supervision experience should be considered one that is far-reaching—above and beyond meeting a necessary requirement. Supervisors have an opportunity to ensure supervision is of the highest quality. In this 2- hour presentation, Dr. Valentino will provide recommended supervision practices that are easy to implement in practice and are designed to help elevate supervision to the next level.
Learning Objectives:
By the end of this event, participants should be able to:

Identify general themes of the supervision literature
Select at least two supervision recommended practices
Select examples of two types of behavior supervisors can engage in to cultivate a strong relationship with supervisees

Presenter Bio:
Dr. Amber Valentino
Dr. Valentino is the Chief Clinical Officer for Trumpet Behavior Health where she develops workplace culture initiatives, supports clinical services, leads all research and training activities, and builds clinical standards. Her research and clinical work span a variety of topics including verbal behavior, ways to connect the research to practice gap, professional ethics, and effective supervision. She has published several peer-reviewed research articles, invited book chapters, and she recently published a book in partnership with New Harbinger Publications titled Applied Behavior Analysis Research Made Easy: A Handbook for Practitioners Conducting Research Post-Certification. Dr. Valentino serves as an Associate Editor for Behavior Analysis in Practice and previously served as an Associate Editor for The Analysis of Verbal Behavior. She is on the editorial board for the Journal of Applied Behavior Analysis (JABA) and serves as a frequent reviewer for several behavior analytic journals. She works to support dissemination of behavior analysis to the general parent population through her personal website, behavior-mom.com.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Chunying Jin, PhD, BCBA-D
2023-04-28 11:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Chunying Jin presents “Sleep issues and disorders: A behavioral conceptualization and discussion “
Friday, April 28, 2023
11:00 am – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with:

0.3 IACET CEUs (Who recognizes IACET Accreditation)
3.0 BACB CEUs (Learning)
2.75 QABA LUs (Learning Units)
3.0 NBCC Credit Hours- Content Area: Human Growth and Development, Assessment
APA, AOTA, ASWB credit hours are not offered for this program.

*See Brochure for Event Applicable CE Provider Statements
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
The purpose of this 3-hour webinar is to provide attendees with an understanding of the types of sleep problems that young children experience and the types of sleep problems that can be addressed successfully with behavioral interventions. Sleep problems are prevalent among children diagnosed with and without autism spectrum disorder (ASD). These problems are unlikely to abate without treatment, resulting in adverse long-term effects on the daytime functioning and well-being of individuals with ASD, their siblings, parents, and others. Understanding and addressing sleep problems requires viewing behavior that facilitate and disrupt healthy sleep through the lens of a contingency. Functional assessment is an iterative process designed to identify the contingencies that maintain falling asleep and those that maintain problem behavior that interfere with sleep onset. Through this process, caregivers and clinicians are more equipped to craft an individualized, function-based, and consumer-friendly treatment programs for individuals diagnosed with ASD whose sleep is chronically disturbed. The goal of this presentation is to (a) provide an introduction of the types of sleep problems that young children experience, (b) discuss the core behavioral model of sleep, (c) describe the common variables that influence sleep and sleep problems and (d) discuss a functional assessment process for sleep problems in young children.
Learning Objectives:
By the end of this event, participants should be able to:

Identify of the types of sleep problems that young children experience.
Identify types of sleep problems that are more likely to be successfully addressed with behavioral sleep interventions.
Identify examples and nonexamples of reasonable sleep goals.
Identify common variables that maintain sleep problems.

Presenter Bio:
Chunying Jin, PhD, BCBA-D
Chunying Jin PhD, BCBA-D currently teaches at the California State University, Northridge (CSUN) where she advises graduate students in the Master of Science in Applied Behavior Analysis program. Dr. Jin received her doctoral degree in Behavior Analysis under the mentorship of Dr. Gregory Hanley at Western New England University. She has been applying the principles of learning to improve the lives of individuals of typical development and individuals with developmental disabilities for over 10 years. Dr. Jin has published in areas such as the assessment and treatment of sleep problems in young children and function-based interventions for severe problem behavior associated with autism. Her research and clinical interests include assessment and treatment of sleep problems, child development and early life skills, prevention of challenging behavior, pedagogical tactics in higher education, and function-based interventions.
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

16th Annual Conference on Autism: Research-Based Solutions
2023-04-22 | Hotel Corque, Solvang, CA
Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)

BACB® 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
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
IMPORTANT NOTES:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links were emailed from be**********@***il.com on Sunday, April 30. The deadline for completing the online evaluation and code quiz is MONDAY, MAY 15. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
Start the process with your evaluation of our conference:
https://forms.gle/fRhLd22YauTkqev96
Those who complete the process immediately post-conference by Monday, April 24, will receive their certificates within 2 weeks of that date. Certificates for BACB® Learning CEUs will be emailed from be**********@***il.com.
Those completing the process later and through home-study of recordings will receive certificates within 30 days of the completion deadline (May 15th). (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
Questions or concerns? Contact Rebekah Pavlik pa****@******or.org
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

Registered attendees were emailed links to Zoom recordings and presentation PDFs on April 30th. If you do not receive, contact Rebekah Pavlik.

A one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.
8:30 am – 4:45 pm California/Pacific Timezone (Open Schedule)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)
Of benefit to Behavior Analysts, Psychologists, Teachers, Speech-Language Pathologists, Special Education Providers, School Administrators, Students and Parents & Caregivers
Recordings will be available for 14-days post-conference for home-study.
Groups of five (5) or more from one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more, please contact pa****@******or.org.

Shahla Alai-Rosales, PhD, BCBA-D, LBA, CPBA-AP: Caring Hearts at the Intersection of Autism and Culture
Associate ProfessorDepartment of Behavior AnalysisUniversity of North Texas
Caring Hearts at the Intersection of Autism and Culture
Abstract:
What are the relations between science, ethics and progress in Applied Behavior Analysis? How does this relate to Autism? To explore this question, we look at the progression of intensive interventions in autism. This will include: an overview of the foundational and changing premises of our discipline; the emergence, impact and metamorphosis of early intervention configurations; the rapid expansion of services and service providers; and, the concerns voiced by people of color and autistic people. The proliferation of behavior analysis in autism services has brought both growth and growing pains. When facing the painful dimensions of growth, we can either choose to be complacent or humbly act to progress as an applied science that cares deeply for the people we serve. Concepts complementary to our science can offer meaningful ways to strengthen our caring hearts to honor individual and the collective.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the relations between science, ethics and progress in ABA.
Identify growth and growing pains.
Identify probable outcomes of different actions in the face of rapid growth.
Identify resources for advancing caring, progressive and culturally responsive practices in ABA.

Presenter Bio:
Shahla Alai-Rosales, PHD, BCBA-D, CPBA-AP is an Associate Professor in the Department of Behavior Analysis at the University of North Texas. She has taught courses in Texas, Europe and the Middle East on a variety of topics, including ethics, early autism intervention, parent training, behavioral systems, applied research methods, technology transfer, behavior change techniques, and cultural diversity. Shahla has served on several boards and disciplinary committees and has published and presented research on social justice, ethics in early intervention, play and social skills, family harmony, and supervision and mentoring. Shahla has more than four decades of experience working with families and has trained hundreds of behavior analysts. She has received awards for her teaching, her work with families, and for her work in the community. She is an Associate Editor for Behavior Analysis in Practice and is co-author of Building and Sustaining Meaningful and Effective Relationships as a Supervisor and Mentor (LeBlanc, Sellers & Alai, 2020) and Responsible and Responsive Parenting in Autism: Between Now and Dreams (Alai-Rosales & Heinkel-Wolfe, 2022).

Mary Jane Weiss, PhD, BCBA-D, LABA: Building the Skill Set of Collaboration: How to Build Bridges, Break Barriers, Enhance Outcomes, and Enact Teamwork
Dean of the Institute for Applied Behavioral ScienceDirector, Ph.D. Program in Applied Behavior AnalysisEndicott College
Building the Skill Set of Collaboration: How to Build Bridges, Break Barriers, Enhance Outcomes, and Enact Teamwork
Abstract:
Autism necessitates comprehensive care. To meet the complex needs of individuals with ASD, multiple professions must work collaboratively and in an interdisciplinary framework. Working alongside professionals from other disciplines involves addressing differences in worldview, in the definition of evidence, and in the concept of evidence-based practice. Opinions about assessment and intervention may be discrepant, and the gulfs in views can be difficult to close. The successful navigation of these challenges leads to more effective team processes and improved outcomes for clients. It also leads to mutually respectful interactions among professionals. Flexibility and interpersonal skills are needed, and clinicians need to appreciate the unique expertise offered by members of allied professions. Understanding differences of perspective and treatment requires openness to the process and recognition of the improved outcomes that stem from successfully integrated treatment. Resources that can assist in collaboration include position statements on interventions, evidence-based categorizations of treatments, and decision making tools and trees. This presentation will highlight the resources and skill development that can prepare behavior analysts for successful interprofessional collaboration. Advancing this goal can enhance outcomes for individuals served, can equip practitioners with essential skill sets, can assist organizations in achieving interdisciplinary care, and can enhance the reputation of the field.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

List the benefits of interprofessional collaboration for autism service intervention.
Identify multiple resources to guide teams in the selection of evidence-based interventions.
Describe core components of the interprofessional collaboration skillset.

Presenter Bio:
Mary Jane Weiss, Ph.D., BCBA-D, LABA is the Dean of the Institute for Applied Behavioral Science and is Director of the Ph.D. Program in ABA at Endicott College, where she has been for 11 years. She also works with the research and training teams at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, integrating compassionate care and cultural responsiveness into ABA service delivery, exploring ways to enhance the ethical conduct of practitioners, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, is on the editorial board of Behavior Analysis in practice, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular presenter at national and international conferences and is a frequent member of service committees for a variety of organizations.

Lorri Unumb, Esq.: Stop the Patchwork: Inconsistencies in ABA Intervention for Autism
Chief Executive Officer, The Council of Autism Providers (CASP)
Stop the Patchwork: Inconsistencies in ABA Intervention for Autism
Abstract:
Attorney Lorri Unumb will discuss the patchwork of autism services and funding streams that exists across the United States. Medicaid rates for ABA services vary dramatically from state to state; terms of coverage in state insurance laws vary; behavior analyst licensure laws are different in different states, or sometimes non-existent. Within the ABA context, significant variation exists from state to state on issues like where services can be delivered, through what age is funding available, and the extent to which caregiver participation is required. Significant variations in policy from payer to payer will also be discussed.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe differences in state autism insurance laws.
Describe reimbursement rate variations among the states.
Identify how payer policies vary in ABA.

Presenter Bio:
Lorri Shealy Unumb is a lawyer, mother of three teenage boys, and an internationally renowned autism advocate. She began her career as an appellate attorney with the United States Department of Justice and then as a full-time law professor. Following her son’s diagnosis with autism, she began volunteering for autism causes, writing ground-breaking autism insurance legislation for South Carolina (“Ryan’s Law”) that passed in 2007 and served as the catalyst for the national movement toward autism insurance reform. She served for a decade as the national head of state government affairs for the international nonprofit Autism Speaks. Lorri is also the founder of the annual Autism Law Summit, now in its 14th year, and is co-author of the law school textbook “Autism and the Law.” In 2010, she founded the Autism Academy of South Carolina, a nonprofit ABA center now known as The Unumb Center for Neurodevelopment.
For her local, national, and international advocacy efforts, Lorri has been recognized with

the NASCAR Foundation’s Betty Jane France Humanitarian Award;
the Miss South Carolina Pageant “Woman of Achievement” Award;
the Jefferson Award for Public Service (Charleston, SC);
the Professional Women in Advocacy “Excellence in a State Campaign” Award; and
the Civitan International World Citizenship Award.

Her work has been profiled on CNN, on NPR’s “Morning Edition,” and in Town & Country magazine, from whom she received one of three 2009 “Women Who Make a Difference” awards. She is also profiled in the American Academy of Pediatrics 2013 book “Autism Spectrum Disorders: What Every Parent Needs to Know.”

Noor Y. Syed, PhD, BCBA-D, LBA/LBS: Compassion & Ethics in Building an Autistic Supportive Institution
Assistant Professor & Program Coordinator of Applied Behavior AnalysisTurben Director of Autism Advocacy: Center for Autism Advocacy: Research, Education, & Supports (CAARES)Empire State UniversityDirector, Anderson Center International
Compassion & Ethics in Building an Autistic Supportive Institution
Abstract:
The need for diversification within higher education institutions is paramount, and neurodiversity, including autism, is no exception. Most higher education institutions within the United States have traditionally served primarily neurotypical students, with approximately only 100 colleges and universities in the contiguous United States reporting specific supports for autistic students (McDermott et al., 2022). Of autistic students who do attend, only 40% complete their postsecondary education as compared to 60% of the general population (Accardo et al., 2019), indicating a critical importance for higher education staff and faculty to better meet the needs of these students. To increase inclusivity and accessibility of resources, the Center for Autism Advocacy, Research, Education, and Supports (CAARES), founded in 2020 with Empire State University, is implementing universal and tiered behavioral supports across its 80 campuses and robust online learning platforms through multi-tiered systems of support (MTSS) frameworks. While research has demonstrated that these frameworks, such as schoolwide positive behavior interventions and supports (SWPBIS), can be successful in improving behavioral and academic outcomes for primary and secondary school students, increased investigation in a higher education setting to support students with a variety of needs, including autistic students, is needed. Oversight and implementation of the MTSS initiative is collaborative, guided by advisory teams that include behavior analysts, autistic students, alumni, and advocates, caregivers in the autism community, and employees of the university. This presentation will describe actions taken to date in sustainable organizational development towards diversity, equity, and inclusion through the building of a neurodivergent inclusive university. We will share data collected on these initiatives, and describe next steps.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify strongest areas of need for the neurodiverse community in attending postsecondary institutions.
Discuss the importance of, and ways to engage in, partnership and collaboration in building inclusive higher education environments.
Identify ways to engage in building supports for neurodivergent students in higher education that promotes ethical and compassionate practice.
Identify methods to support a sustainable cultural shift in higher education towards equity, inclusion, diversity, and accessibility for neurodivergent individuals.

Presenter Bio:
Dr. Noor Syed (she/her) is an Assistant Professor of Applied Behavior Analysis, Clinical Coordinator, and founding Director of the Center for Autism Advocacy: Research, Education, and Supports (CAARES) with SUNY Empire State College. She has also been named the Turben Director of Autism Advocacy. The Center’s primary initiative is to help SUNY Empire become a fully inclusive and supportive college for those who identify as neurodiverse through a multi-tiered system of support framework. In addition, Dr. Syed coordinates a Masters of Science program in ABA through SUNY Empire. She is the Director of Anderson Center International, an Adjunct Doctoral Advisor in ABA with Endicott College, and a certified general and special education teacher. Dr. Syed also serves on the ABA Ethics Hotline.

Jennifer Posey, MA, BCBA: Measuring Joy in Early Childhood ABA Sessions with the Joy Index
Director of Clinical ServicesHoldsambeck Behavioral Health
Measuring Joy in Early Childhood ABA Sessions with the Joy Index
Abstract:
As a field, the focus of applied behavior analysis is to improve the lives of the individuals we serve. But often, we find ourselves on the receiving end of criticisms that we utilize restrictive practices and/or fail to embed measures of assent into our day to day sessions. Conceptually this presentation links assent to rapport, choice, self-advocacy, and self-determination. An operational definition of how this is conceptualized as joy for young learners will be provided followed by the introduction of a 27 point dichotomous scale, which can be utilized by practitioners to measure assent, participation, choice, and autonomy. This tool is the Joy Index and has been designed to help practitioners become more in touch with their client experiences and reflect on how their own soft skills can be improved to enhance the joy of learners.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe 5 indicators of joyful engagement and interactions in ABA sessions demonstrated by learners.
Describe at least 3 indicators of practitioner behavior that may promote more joyful engagement in early childhood ABA sessions.
Describe the role of assent, participation, and choice in developing a more positive client experience in early childhood ABA sessions.

Presenter Bio:
Jennifer Posey, MA, BCBA, is a doctoral student in Applied Behavior Analysis at Endicott College, where she is interested in the acquisition and advancement of language skills with early learners, and producing joy-filled meaningful outcomes for children with autism. She studies under the advisement of Mark Dixon, Ph.D. She received her master’s degree in Special Education and subsequently pursued certification in Applied Behavior Analysis. Jennifer has worked with individuals with autism and other developmental disabilities across the lifespan since 1999. She has a special interest in establishing foundational repertoires in early childhood to include language and play skills such that more complex language and social repertoires emerge. This is considered her primary area of expertise and she seeks to promote the acquisition of these complex skills embedded in ABA sessions which promote joy. Jennifer currently oversees clinical services at Holdsambeck Behavioral Health located in California. Additionally, she is an adjunct professor at Endicott College.

Robert C. Pennington, PhD, BCBA-D: Beyond the Box: Embedding Behavior Analysis in School Programs for Students with Complex Support Needs
Lake and Edward J Snyder, Jr.Distinguished Professor in Special EducationUniversity of North Carolina, Charlotte
Beyond the Box: Embedding Behavior Analysis in School Programs for Students with Complex Support Needs
Abstract:
Many educational professionals lack an understanding of applied behavior analysis (ABA) and its application in school settings. Still often viewed only as a model of intensive instruction or behavior support, school personnel may miss the opportunity to apply sound behavior analytic principles across a range of educational settings and activities. In this session, Dr. Pennington will describe several ways that behavior analytic instruction can be used to improve outcomes for students with complex support needs within inclusive contexts and new areas of academic instruction. He will present several innovations from educational research that can implemented directly in the classroom.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe several behavior analytic strategies for improving outcomes for teachers and students in school settings.
Describe embedded instruction and several examples of its application in academic instruction for students with complex support needs.
Describe how behavior analytic instruction can be used to support students with complex support needs in inclusive settings.

Presenter Bio:
Robert Pennington PhD, BCBA-D is the Lake and Edward J Snyder, Jr. Distinguished Professor in Special Education. He has over 25 years of experience working with individuals with disabilities, their families and teachers. His primary research interests are in the application of behavior analytic principles and procedures to the development of written communication repertoires and the improvement of educational programming for students with intellectual disabilities and autism spectrum disorder. He contributes regularly to the research and practitioner literature in both areas. Robert is passionate about both serving his community and the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families and has contributed as a member of numerous journal editorial and advisory boards.

Location
CORQUE HOTEL400 Alisal RoadSolvang, CA 93464(805) 688-8000Website: www.hotelcorque.com
To book a room: Call the Hotel Corque Customer Care Center at 800-248-6274 and ask for the Cambridge Center Autism Conference rate.
Deadline: Tuesday, March 21, 2023 – RESERVE EARLY! This is a popular time of year to visit Wine Country!

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Student Posters

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Introduction by
Cambridge Center for Behavioral Studies Board of Director Member:

Janet S. Twyman, PhD, BCBA, LBAblast: A Learning Sciences Company

Invited Speakers

Shahla Alai-Rosales, PhD, BCBA-D, LBA, CPBA-APUniversity of North Texas

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

Lorri Unumb, EsqThe Council of Autism Providers (CASP)

Noor Y. Syed, PhD, BCBA-D, LBA/LBSCenter for Autism Advocacy: Research, Education, & Supports (CAARES), SUNY Empire State College
Anderson Center International

Jennifer Posey, MA, BCBAHoldsambeck Behavioral Health

Robert C. Pennington, PhD, BCBA-DUniversity of Kentucky
OCALI Center of Excellence on Inclusive Practice

ABACLive Webinar with Dr. Eduardo J. Fernandez
2023-02-08 18:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Eduardo J. Fernandez presents “Animal Training as Environmental Enrichment: An Evidence-Focused Approach”
Wednesday, February 8, 2023
6:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with:

0.2 IACET CEUs: (Who recognizes IACET Accreditation)
2.0 BACB CEUs Learning
2.0 APA Credit Hours- Content Area Level: Introductory

Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
Animal training and environmental enrichment are both important advancements associated with current behavioral welfare practices. Additionally, the use of training procedures has been proposed as a form of enrichment, with the implication that training can produce beneficial behavioral welfare results. Less clear are the specific testable ways in which training can be demonstrated to be enriching. In other words, how does training improve (i.e. enrich) the lives of the animals being trained?
In this two-hour workshop, Dr. Eduardo Fernandez will provide a foundation about the science behind the idea that training can be enriching. He will also describe applied animal behavior (AAB) work and how behavioral principles can be used to study such animal-, training-, and enrichment-related phenomena.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the history of behavior analysis applied to both animal training and environmental enrichment.
Compare and contrast the three ways training can be shown to be enriching (three testable hypotheses).
List and evaluate three ways that would allow us to further study this phenomenon.

Presenter Bio:
Dr. Eduardo J. Fernandez
Eduardo J. Fernandez is a Senior Lecturer of Applied Animal Behaviour and Welfare 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. His past positions include a Visiting Professorship in the Psychology Department at Seattle Pacific University, a Visiting Professorship in the School of Behavior Analysis at the Florida Institute of Technology, an Affiliate Assistant Professorship in the Psychology Department at the University of Washington, a Research Fellowship with Woodland Park Zoo, and a National Science Foundation Postdoctoral Fellowship. While working with UW and the Woodland Park Zoo, he started the Behavioral Enrichment Animal Research (BEAR) group, which conducted welfare research with many of the species and exhibits located throughout the zoo. He currently runs the Operant Welfare Lab (OWL), which is dedicated to the use of learning principles to improve the lives of animals across many settings, including exotic animals in zoos and companion animals in homes and shelters. OWL is also part of the broader Animal Behaviour, Welfare, and Anthrozoology Lab (ABWAL; abwal.com). Many of Eduardo’s past publications, research projects, and presentations can be found on his ResearchGate profile: https://www.researchgate.net/p…
*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)
This 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
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The 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.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.
