Cambridge Center for Behavioral Studies

ABACLive Webinar with Brady J. Phelps, PhD
2021-04-20 12:00 - 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.
Dr. Brady J. Phelps presents “Looking at Dissociative Identity Disorder through a Behavior Analytic Lens”
Tuesday, April 20, 2021
12:00 noon – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Skinner (1974) stated “Complex contingencies of reinforcement create complex repertoires, and as we have seen, different contingencies create different persons in the same skin, of which so-called multiple personalities are only an extreme manifestation”” (p. 171-172). Except for this reference, Skinner did not elaborate on the topic of “multiple personalities.” Arguments will be made that personality is behavior, and this behavioral repertoire could exhibit sufficient variability to be described as the display of multiple role enactments. Dissociative Identity Disorder (DID) can be conceptualized as overt behavior as well as complex verbal behavior, primarily in the sense of inappropriate tacting of one’s experiences, emotional responses and bodily states. But, as Skinner alluded, such behavior would result from complex contingencies of social reinforcement and punishment. The behaviors of reporting to be different individuals, with different histories, and having differential abilities are likely operants resulting from atypical reinforcement and punishment contingencies, as well as inappropriate rules controlling a persistent avoidance or escape repertoire.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:

Participants will be able to identify the changes in the concept of MPD/DID over the various editions of the DSM.
Participants will be able to identify the two models that are put forth to explain the behaviors of DID, the PTM or Post Trauma Model and the SCM or SocioCognitive Model
Participants will be able to identify the facts that the initial presentation of the behaviors of DID are difficult to discriminate but become more apparent as conventional therapy progresses.
Participants will be able to differentiate the behaviors of DID as overt behaviors and complex verbal behavior.
Participants will be able to differentiate the SCM to the application of behavioral mechanisms.

Presenter Bio:
Dr. Brady J. Phelps joined the psychology department at South Dakota State University in 1992, after finishing his doctorate in the analysis of behavior at Utah State University. Before I finished my graduate program, I served one year as an invited lecturer for the University of Maryland in the Republic of Korea, including a very brief incursion into North Korea.
I teach undergraduate courses in psychology and behavior analysis with emphases in basic research and theoretical analyses. At South Dakota State University, I have conducted research and published when he can, on topics such as involves habituation of human’s startle response, foraging of free roaming squirrels, planarians in a conditioned place preference procedure, the topic of personality and dissociate identity disorder, from a behavior analytic perspective. And I try to not take myself too seriously.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) and Psychology CE Credits (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

14th Annual Conference on Autism & Related Disorders: Research-Based Solutions
2021-04-30 | Your desktop or mobile device!
INSTRUCTIONS for Conference Access

Schedule

Presenter Bios & Abstracts

If you registered, instructions (above) are available in PDF download format OR find them on the ABAC website through: https://abacnj.com/14th-annual-ccbs-autism-conference-faqs/
A one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.
Of benefit to Behavior Analysts, Psychologists, Teachers, Speech-Language Pathologists, Special Education Providers, School Administrators, Students and Parents & Caregivers

Registration Fees

Registration Type
Fee

Student/Non-professional (No CEs)

$50

Student/Non-professional – CEs Included

$90

Professional – CEs Included

$150

Group discounts available. Contact Rebekah Pavlik at pa****@******or.org.

NO CANCELLATION FEE. We will refund your fee up to 3 hours prior to the event. No cancellations will be accepted within 3 hours of start time or during the event. If you miss live you can access the recording for 10 days.

REGISTER

Location - Now Live Online
Now an Online Live Conference*
We are so happy to be able to continue to offer this incredible opportunity to see some of the world’s top experts in the field present together on one day. Presented through our strategic partner, ABAC, participants will have a fully inclusive experience with no links to worry about with a personal portal where they will enter the conference. Certificates are available in the portal, no waiting for an email. Limited access recordings of the events will be available in addition to the resources provided by our speakers.
We are confident that our partner ABAC, a company with over 6 years experience and close to 400 live events hosted, will provide a high-quality experience our conference attendees expect from CCBS.
Join us for what will be a truly unique autism conference experience with our six invited speakers!

*Powered by: ABAC’s Learning Management System and Webinar Platform

Save time and money on travel. Register early to reserve your seat for this unexpected but great opportunity!

Invited Speakers

Eric V. Larsson, PhD, LP, BCBA-D: Using Dynamic Management to Get the Greatest Gains in Comprehensive ABA Treatment Programs for Children on the Autism Spectrum
Using Dynamic Management to Get the Greatest Gains in Comprehensive ABA Treatment Programs for Children on the Autism Spectrum
Download PDF of Presentation
Download PDF of Dr. Larsson’s Bibliography
Abstract:
Each child who suffers from autism has different strengths, weaknesses, and needs. Because of this they respond differently to each ABA component intervention, and their rate of progress changes as treatment proceeds. The aim of comprehensive, recovery-oriented treatment is to continuously evaluate the individual child’s response to treatment and make immediate programing changes in order to accelerate their progress toward the completion of treatment. What this means is that the organization must be geared to efficiently identify and develop the most significant objectives for each different child in as short a time frame as possible.
Complex treatment decisions are made at each point in treatment. How natural versus how structured should the treatment be this week? How much direct versus incidental teaching should be used? How much errorless versus correction procedures should be used? How much primary versus conditioned reinforcers should be used? What is the best proportion of group versus individual programming right now? What is the most appropriate level of intensity at this point in treatment? The risk of failing to make the right decisions is that overly restrictive training will not only fail to generalize or maintain, but will impair the likelihood of future generalization or maintenance.
The ABA skills in the third year of programming are much more complex and varied than are those in the first year of programming. If we are still using the same procedures that we used six months ago, then we haven’t made any progress. The challenge is to train parents and staff to use effective clinical judgment and make the programming decisions on a daily basis that support optimal rates of child behavior development. In addition, the team leaders must possess the skills to optimally advance programs and objectives as the child’s behavior rapidly develops. The most efficient objectives will result in mastery of essential objectives that are genuinely generalized to all relevant natural interactions and will maintain without the need for artificial interventions.
The dynamic programming system utilizes functional data-collection system for staff management at both the child and system-wide levels. Dynamic self-feedback systems give staff daily, weekly, and 6-month feedback on the success of their treatment decisions, enabling the most cost-effective therapy for achieving the best outcomes. Key measures focus on generative responding, acceleration toward single-trial mastery, recombinative generalization, and naturalization. A multi-layered matrix training system enables the dynamic management of the complex task analysis in the most effective manner. Throughout all of this task analysis and program management, the fundamental concern is contingency management. The behavior must be part of an effective schedule of reinforcement, that is highly managed to ensure that the reinforcement is as natural as possible, as minimal as possible, and as generalized as possible to all of the child’s natural social interactions 24 hours a day, 7 days a week.
This presentation will cover both the molecular treatment decisions that one-to-one staff are making each day, as well as the molar treatment decisions that supervisors are making each week and six-month interval. The overall results of this dynamic programming system across 18 years of implementation will be presented.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe components of a system for evaluating child response to treatment.
Describe environmental variables that influence current staff performance to the greatest extent.
Describe setting events that are likely to occasion staff performance.
Describe overall outcome measures for evaluating EIBI.
Describe results of the Lovaas comprehensive outcome research program.

Presenter Bio:
Dr. Larsson is the Executive Director of Clinical Services at the Lovaas Institute Midwest, where he implements the renowned program of intensive early intervention services with families of children who suffer from autism. He is a Licensed Psychologist and Board Certified Behavior Analyst. He is on the Clinical Faculty in the Psychology Department at the University of Minnesota and has an adjunct appointment in the Department of Applied Behavioral Science at the University of Kansas, where he has supervised three successful doctoral dissertations. He served as Associate Research Director of the NIMH Multi-site Replication Study of the UCLA Young Autism Project. He is conducting a systematic research evaluation of the effects of the high intensity EIBI program, with multiple emphases on parent training, dynamic program management, natural language development, schedules of reinforcement, and generalization of complex social behavior.
Dr. Larsson is the current President of the Association for Science in Autism Treatment, and serves on numerous local boards and committees. He actively supports advocacy efforts to increase access to ABA services for autism. In 2013 he received the Provider of the Year Award from Autism Speaks in Washington, DC, and the Leadership Award from the California Association for Behavior Analysis (CalABA), in Anaheim, CA.
DISCLOSURES:
Financial: Dr. Eric Larsson receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Eric Larsson holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.

Alice Shillingsburg, PhD, BCBA-D: Putting Social Interaction at the Heart of Autism Interventions
Putting Social Interaction at the Heart of Autism Interventions
Download PDF of Presentation
Abstract:
Impairments in social communication and interaction are identified as hallmark characteristics of Autism Spectrum Disorder (ASD). Depending on the severity of these challenges, some individuals with ASD may experience difficulties in the development of relationships and positive social interactions. Procedures that promote the development of social interest, social initiations, engagement and play are particularly useful for practitioners designing intensive treatment programs for children with ASD. In this presentation I will provide an overview of the social deficits associated with ASD and present evidence-based procedures to promote social engagement and a cooperative context for learning. Procedures to enhance motivation for social engagement as well as strategies to teach children to initiate and respond to social partners will be presented.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the importance of social motivation during interventions for autism spectrum disorder.
Describe how gesture use is related to communication in children with ASD.
Describe alternatives to physical guidance for children with ASD.

Presenter Bio:
Dr. Shillingsburg serves as Senior Vice President of Children’s Clinical Services and Training at May Institute, providing clinical leadership to all children’s programs including the May Center Schools and our home- and center-based services. She holds a joint appointment as Assistant Director of the National Autism Center at May Institute.
Dr. Shillingsburg received her PhD in clinical psychology from Auburn University and completed her pre-doctoral internship and post-doctoral fellowship at the Marcus Autism Center. She previously served as the Director of the Language and Learning Clinic at the Marcus Autism Center and was Associate Professor at Emory University in the Division of Autism and Related Developmental Disabilities.
Dr. Shillingsburg is a licensed psychologist and Board Certified Behavior Analyst (BCBA) at the doctoral level. Her clinical expertise includes the development of language and behavioral programming to address a variety of behavioral difficulties and social communication deficits associated with autism and other developmental disabilities.
Dr. Shillingsburg has published over 45 empirical papers on interventions for children with developmental disabilities. She is currently an Associate Editor of the Journal of Applied Behavior Analysis and an editorial board member for Focus on Autism and Other Developmental Disabilities. She is a a former Associate Editor of The Analysis of Verbal Behavior.
DISCLOSURES:
Financial: Dr. Alice Shillingsburg receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

Lori A. Frost, MS, CCC/SLP: Team Collaboration in Schools for Students with Complex Communication Needs
Team Collaboration in Schools for Students with Complex Communication Needs
Download PDF of Presentation
Abstract:
Treatment goals for individuals with ASD often overlap for speech-language pathologists, families/caregivers, behavior analysts, physical and occupational therapists and other service providers. Collaboration across the disciplines optimizes treatment outcomes.
This presentation will describe components of scopes of practice for a variety of team members. We describe how to meet and plan effectively with all team members to develop plans to assess and teach critical communication skills across the day.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe scope of practice for multiple team members in a school-based setting
Assess and teach critical communication skills across all activities
Meet effectively with all team members

Presenter Bio:
Lori Frost is vice-president and co-founder of Pyramid Educational Consultants. She is co-author of The PECS Training Manual. She has been the driving force behind creating PECS, a unique system that allows children with limited communication abilities to initiate communication with teachers, parents, and peers. Ms. Frost has a wealth of background in functional communication training and applied behavior analysis. She has assisted in the development of a number of training packages designed to teach language and academic skills. Ms. Frost received her BA in speech pathology and audiology from the University of Arkansas, and MS in speech and language pathology from the University of North Carolina at Chapel Hill in 1982. She has worked in many public and private school settings as a speech pathologist. As a Pyramid consultant, Ms. Frost has traveled across the country and the world, teaching workshops on PECS and the Pyramid Approach to Education. She has presented a number of papers and lectures on autism and communication, co-authored several articles and chapters, and is respected by professionals in her field as a leader in functional communication systems.
DISCLOSURES:
Financial: Ms. Lori Frost receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

Alexandra “Sasha” Protopopova, PhD: A Brief Look at Using Therapy Dogs in ABA Individual and Group Educational Sessions with Children with Autism Spectrum Disorder (ASD)
A Brief Look at Using Therapy Dogs in ABA Individual and Group Educational Sessions with Children with Autism Spectrum Disorder (ASD)
Download PDF of Presentation
Abstract:
With increasing parental demand and interest in adding therapy dogs to special education classrooms, practitioners need to have a better understanding of how and when a therapy dog may be useful for their clients. The webinar will introduce new research of using dogs in ABA education and therapy contexts, with specific emphasis on children with ASD. We will cover several studies which aimed to better understand when and how to use therapy dogs with children with ASD, as well as identified the concerns and risks of doing so. Preliminary data will also be presented on a currently-run clinical trial of the integration of a therapy dog to ABA social skills group classes. Finally, we will discuss the ethical concerns of using animals and highlight several studies that showed that the welfare of therapy dogs may be compromised in specific situations. At the completion of the webinar, the audience will have a good understanding of what to consider when utilizing a therapy dog in their practice.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Discriminate between different kinds of animals used to benefit human populations.
Select evidence-based approaches for the use of therapy dogs given the target behavior of the client.
Identify risks and concerns for both children and dogs when using therapy dogs in ABA sessions.

Presenter Bio:
Assistant Professor Alexandra “Sasha” Protopopova wants to know why some animals are adopted into new homes while others are left behind.
As the inaugural BC SPCA Chair in Companion Animal Welfare, she wants to understand how adopters make choices in animal shelters and what can be done to increase adoptions. With a PhD and MSc in Behaviour Analysis (Psychology) at the University of Florida and two Bachelor of Science degrees from the University of Massachusetts Amherst (one in Pre- Veterinary and Animal Sciences and the other in Neuroscience), Protopopova aims to improve the welfare of companion animals in shelters, pet homes and service work.
As a new faculty member at UBC, she is excited to collaborate with our leading animal welfare experts and to mentor the most enthusiastic students she has met thus far.
One of her current projects, led by PhD student Allison Andrukonis, is to validate a new, non-invasive measure of cat stress in animal shelters, and find out if this measure can predict success in foster homes. Another project, led by PhD student Megan Arant, investigates the effect of various handling techniques of therapy dogs on dog welfare outcomes, as well as the children’s received benefits from these dogs.
Her most fulfilling research projects combine community engagement with applied research.
“Last year, my lab organized 10 community pet adoption events, in which we collected marketing data on consumer perception of various variables within the event,” said Protopopova. “The aim of the study was to establish best-practices for conducting off-site dog adoption events with the goal of understanding how adopters make choices to increase adoption rates and decrease unnecessary dog euthanasia.” Not only did they collect lifesaving data, but 40 dogs were also successfully adopted.
She is collaborating with Wesley Dotson, an autism expert and behaviour analyst from the Texas Tech University Burkhart Centre for Autism Education and Research. They are in the middle of a National Institutes of Health-funded clinical trial on the effect of therapy dogs in social skills group classes for children with autism spectrum disorders.
With her educational background in behaviour analysis, Protopopova relies greatly on single-subject experimental designs control for experimental variability, which is ideally suited to investigate any interventions that affect behavioural change in humans and animals.
In such designs, each participant experiences both the experimental and control (baseline) conditions repeatedly until data differentiation is seen. “We can be convinced of the effect or lack thereof of the intervention on that specific individual,” she said. “We repeat these studies across individuals to obtain generalization. In the end, one can say, ‘for seven out of 10 people, this intervention was effective,’ rather than saying, ‘this intervention was, on average, effective,’ which is less precise.”
Some of the planned projects she will do in collaboration with the BC SPCA span various topics such as pet dog import, behaviour and welfare of rabbits and pet rats, rehabilitation of cats from hoarding cases, and the human aspect of the animal-human bond.
“A close collaboration with the BC SPCA is a dream come true,” said Protopopova. “I get to focus on applied research while making a real difference in the community.”
DISCLOSURES:
Financial: Dr. Alexandra Protopopova receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Alexandra Protopopova holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.

Kerri Milyko, PhD, BCBA-D, LBA (NV): Integrating 5 Pillars of Precision Teaching into Your Practice: Gaining the PT Perspective
Integrating 5 Pillars of Precision Teaching into Your Practice: Gaining the PT Perspective
Download PDF of Presentation
Abstract:
Evans, Bulla, and Kieta (2021) conducted a concept analysis to redefine Precision Teaching (PT). They listed six critical features for a system to be classified as PT. They include 1) accelerating behaviors, 2) precise behavioral definitions, 3) continuous observation, 4) dimensional measurement, 5) the standard celeration chart, and 6) timely and effective data-based decisions. These critical features are found in some of the best practices of PT that can easily be incorporated into a clinician’s or teacher’s repertoire when given the proper perspective. Some of these best practices include evaluating behavior in real time, looking beyond percent correct, defining functional mastery, conducting element-compound analyses, and reinforcing improvements in performance. The goal of the current presentation is to give the audience the ‘PT Perspective’ and equip clinicians and teachers with the tools needed to incorporate PT into their programming if desired. It will review the value of adopting these best practices of PT, demonstrate how to make the transition to do so, and video-clips, all supported by clinical and empirical data.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

List at least 3 critical features of precision teaching
List at least 3 best practices of precision teaching
Give an example of a element-compound relationship

Presenter Bio:
Dr. Kerri Milyko joined CentralReach as the Director of Curriculum Programming as of October 2019. In this role, she and her team create a fully digital, integrated, evidence-based curriculum to service the needs of individuals diagnosed with autism spectrum disorder (ASD), CR Elements. She brings to this her expertise in precision teaching, measurement and analysis, instructional design, and working with a wide array of learners in ethical and humane ways. Prior to this role, she served as Director of Research and Development of The Learning Consultants, and Director of Development and Outreach of Agile Learning Solutions (formerly known as Precision Teaching Learning Center). Dr. Kerri is also adjunct faculty at the University of West Florida where she created and teaches their VCS, master’s-level Instructional Design class.
Finally, Dr. Kerri volunteers on various boards. In 2019, she was elected to serve 3 years on the Board of Directors for the Standard Celeration Society. In the same year, she was appointed by the governor of Nevada to serve on the first-ever Board of Applied Behavior Analysts to create ABA practice regulations for the state for licensure where she served as Chair/President for 2019. Personally, Kerri values quality time with her three children, her husband, and dear friends. She loves wine and butter, true crime podcasts, and a good sci-fi novel while tinkering n her backyard.
DISCLOSURES:
Financial: Dr. Kerri Milyko receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

Robert C. Pennington, PhD, BCBA-D: Shopping Lists to Shakespeare: Teaching Written Expression to Students with Autism Spectrum Disorder and Intellectual Disability
Shopping Lists to Shakespeare: Teaching Written Expression to Students with Autism Spectrum Disorder and Intellectual Disability
Download PDF of Presentation
Abstract:
The development of skills in the area of written expression is critical for full participation in a range of educational and community environments and may be related to higher quality of life outcomes (e.g., relationships, employment, access to post-secondary education). Unfortunately, individuals with autism spectrum disorder (ASD) and other developmental disabilities often have difficulty acquiring effective written communication skills, especially those with limited vocal communication repertoires. In this session, Dr. Pennington will provide an overview of the research literature on teaching writing skills to this population of learners and propose a behavior analytic model for beginning instruction in this area. He will then distill the findings of a series of research studies into practical strategies for use in educational settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify research-based practices for teaching writing to students with ASD with and with strong existing vocal communication repertoires.
Identify response prompting strategies employed to teach writing skills students with ASD and ID.
Describe strategies for increasing students engagement in writing behavior.

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.
DISCLOSURES:
Financial: Dr. Robert Pennington receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Robert Pennington holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.

Continuing Education Opportunities
BACB® Learning CEs, Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists) and ASHA CEUs.

BACB® Learning CEs (6.0 ): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 Learning CE units for this conference. Attendees must complete all six presentations to earn CEs.
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. *Attendees must be present during the entire conference. Partial credit is not offered.

This course is offered for 0.6 ASHA CEUs (Intermediate Level, Professional Area). Partial Credit is not being offered.
You can view our presenters’ financial and non-financial disclosure statements in their individual Invited Speaker pulldowns or in the “Financial and Non-Financial Disclosures” pulldown on this webpage.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

REGISTER

Financial and Non-Financial Disclosures
Eric V. Larsson, PhD, LP, BCBA-D
Financial: Dr. Eric Larsson receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Eric Larsson holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.
Alice Shillingsburg, PhD, BCBA-D
Financial: Dr. Alice Shillingsburg receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.
Lori A. Frost, MS, CCC/SLP
Financial: Ms. Lori Frost receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.
Alexandra “Sasha” Protopopova, PhD
Financial: Dr. Alexandra Protopopova receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Alexandra Protopopova holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.
Kerri Milyko, PhD, BCBA-D, LBA (NV)
Financial: Dr. Kerri Milyko receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.
Robert C. Pennington, PhD, BCBA-D
Financial: Dr. Robert Pennington receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Robert Pennington holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.

Presented by
Cambridge Center for Behavioral Studies™ in cooperation with Holdsambeck Behavioral Health.

Special thanks to ABAC and the University of West Florida, Office of Applied Behavior Analysis, Amego Prepare and Pyramid Educational Consultants (PECS) for expanding our continuing education offerings.

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Anderson Center for Autism’s (ACA) mission is to optimize the quality of life for individuals with autism. Located in the beautiful Hudson Valley Region, two hours north of New York City, ACA provides residential and educational programs to students ages 5-21 with a diagnosis on the autism spectrum. At Anderson Center for Autism, our evidence-based methods demonstrate realistic, steady progress and consistently make a difference in the lives of the individuals and families we serve. Based on the principles of Applied Behavior Analysis (ABA), our treatment approach focuses on techniques and interventions that use positive reinforcement to teach our individuals the skills they need to strive for independence and reach their full potential. Our professional team administers ABA programs that comprehensively address each individual’s educational, emotional and social needs in a proactive, positive manner. We understand that autism dramatically affects the lives of all who face it. For families, the autism community and public organizations, Anderson Center is uniquely qualified to serve as a valuable, compassionate resource by providing education, support, and outreach services, and information aimed at delivering assistance and increasing overall autism awareness.
Learn more through: https://www.andersoncenterforautism.org

Melmark is a multi-state human service provider with premier private special education schools, professional development, training, and research centers in Pennsylvania, Massachusetts and the Carolinas. The not-for-profit organization provides clinically-sophisticated evidence-based special education, residential, vocational and therapeutic services for children and adults diagnosed with autism spectrum disorders, developmental and intellectual disabilities, acquired brain injuries, medical complexities, and other neurological and genetic disorders. Melmark’s applied behavior analytic programs are offered in the least restrictive environment possible.
Melmark is committed to providing exceptional applied behavior analytic services to every individual, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment, Melmark embraces the following core commitments: Compassionate Care, Integrity in Everything We Do, Highly Skilled Workforce, Evidence-Based Practices, and Best Outcomes.
To learn more, visit www.melmark.org.

Since 1998 Behavior Development Solutions (BDS) has helped several thousand behavior analysts become Board certified, primarily through their CBA Learning Module Series, the premier exam prep and curriculum supplement for behavior analysts in training. They’ve helped clients achieve success by applying the scientific principles and methods of applied behavior analysis to the development of instructional content and software. More specifically, BDS uses goals and specific measurable objectives to teach the discriminations necessary to ensure that those objectives are learned. They then provide plenty of practice to ensure fluency and maintenance. BDS also provides 40-Hour training and exam prep courses for individuals seeking to become Registered Behavior Technicians. In addition, a variety of on-demand and webinar CE courses are available, including an 8-hour supervisory training course, and a well-stocked bookstore for behavior analysts!”
Although the primary customer-base of Behavior Development Solutions has been behavior analysts, they also provide customized training to other human service organizations and private companies. With their web-based learning platform, BDS provides training to virtually anyone connected to the internet with a PC, Mac, iPad, and most mobile devices. If you have training needs, please get in touch. BDS may be able to help.

INSTRUCTIONS for Conference Access

Schedule

Presenter Bios & Abstracts

INSTRUCTIONS for Conference Access

REGISTER

Schedule

Presenter Bios & Abstracts

Invited Speakers:

Eric Larsson, PhD, LP, BCBA-DLovaas Institute for Early Intervention

Alice Shillingsburg, PhD, BCBA-DMay Institute

Lori A. Frost, MS, CCC/SLPPyramid Educational Consultants (PECS)

Alexandra “Sasha” Protopopova, PhDThe University of British Columbia

Kerri Milyko, PhD, BCBA-D, LBA (NV)CentralReach

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

With opening remarks by:

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

Welcome Videos

Dr. Andy Bondy

Dr. Mickey Keenan

Dr. Amanda Laprime

Dr. James Carr

Luca Giana – Italy

Dr. Eitan Eldar – Israel

ABACLive Webinar with Salvador "Sal" Ruiz, PhD, BCBA-D
2021-05-14 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. Salvador Ruiz presents “Precision Solutions for the Treatment of Problem Behavior”
Friday, May 14, 2021
11:00 am – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Behavior Assessments are a common practice in the treatment of problem behavior in schools, clinics, and home settings. Specifically, Descriptive Assessment is utilized to identify antecedent and consequences that maintain challenging behavior. However, issues with analysis can occur during data collection. Precision Teaching is a measurement system that when paired with Descriptive Assessment can create a practical approach to data collection, decision making, and development of effective treatment.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Select pinpoints as definitions for behavior to reduce.
Identify fair pair replacement behavior responses.
Identify the components of the Standard Celeration Chart.
Match analytic tactics with metrics to determine maintaining variables of problem behavior.

Presenter Bio:
Salvador “Sal” Ruiz is a Ph.D., BCBA-D and has been using the Standard Celeration Chart (SCC) for seven years. Sal has worked with students from ages 5-27, including typically developing and learners with developmental disabilities. Sal has worked in various setting using the principles of Behavior Analysis and Precision Teaching.
Sal’s background includes working as a paraprofessional, direct care staff, and behavior specialist. Sal obtained a B.A. from William Paterson University in Sociology and worked as a paraprofessional in a self-contained high school for students with developmental disabilities. While earning his certificate in behavior analysis from Penn State University, he was working as a Behavior Specialist in New Jersey public schools. After earning his Master’s in Psychology at The Chicago School he began preparing to apply for a Ph.D. in Special Education at Penn State University. Working as a research assistant with Dr. Kubina he has conducted research in the areas of challenging behavior, sexual education, and skill building. He has also presented his work at a variety of local and national conferences.
Sal applied his training in Precision Teaching and Behavior Analysis to treat challenging behavior in the public school setting. His work led him to pursue a Ph.D. to contribute to the literature in Behavior Analysis. He currently supervises those seeking BACB certification, teaches, and conducts research. Sal’s career focuses on measurement, visual analysis, the treatment of challenging behavior, teaching, and supervision. His current interests are challenging behavior, Organizational Behavior Management, functions of behavior, and training. Sal is a Ph.D. holder and an active member of the Standard Celeration Society.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) and Psychology CE Credits (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Martha Pelaez, PhD
2021-06-30 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.
Dr. Martha Pelaez presents “Infant Social Learning: Behavior-Analytic Interventions”
Wednesday, June 30, 2021
12:00 noon – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
During this 2-hour event Dr. Pelaez will: First, provide experimental illustrations of how operant conditioning methodologies and social reinforcement are essential to furthering our understanding of infant social learning phenomena; Second, offer procedures and interventions that have advanced our research with infants “at-risk” of autism and other developmental challenges; and Third, discuss alternative research tactics that can be quick and effective to applied behavior analysts conducting interventions with infants. It is the hope of the presenter that these procedures will be use more widely and more frequently in designing basic experimental research and in applied interventions.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify several of the infant learning phenomena/areas that Dr. Pelaez and colleagues have investigated.
Identify several behavioral markers of infants “at risk” (e.g., eye gaze away) and their typical interactive behavior with caregivers.
Identify several interventions that use reinforcement contingencies provided by caregivers (e.g., using touch) to effectively establish early infant vocal and social responses.
Identify/List several of the infant operant responses trained in the studies presented (target behaviors) (e.g., eye-contact responses)

Presenter Bio:
Martha Pelaez is a Frost Professor, College of Education, at FIU. Her PhD is in Developmental Psychology. Dr. Pelaez teaches courses in Educational Psychology, Child Development, Research & Evaluation: Single Subject Designs, and directs infant and early childhood research. She supervises doctoral students. Dr. Pelaez’s research has been supported by NIH to investigate mother-infant interactions and early social–learning processes, as well design applied interventions with children at risk of developmental delays, depression, and early autism. Her theoretical developmental contributions include a taxonomy of rule-governed behavior and a dynamical systems approach to child development (with Gary Novak, 2004, in press). She has conducted basic-experimental research on derived-relational responding and intelligence (with D. O’Hora & D. Barnes-Holmes, 2005, 2008); infant learning of joint attention and social referencing (Pelaez & Monlux, 2020); maternal depression and the effects of touch on infant behavior (with T. Field, 1996–). Dr. Pelaez has published more than 100 articles in refereed journals (including the American Psychologist; Child Development; Journal of Applied Behavior Analysis; Behavior Analysis in Practice; Perspectives on Behavior Science), dozens of chapters and monographs, and a textbook on Child Development (with G. Novak).
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) and Psychology CE Credits (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

Charting in Autism - A Standard Celeration Society Event
2021-07-23 08:00 - 2021-07-24 17:00 UTC | Your desktop or mobile device!

9th Annual Ethics in Professional Practice Conference
2021-08-06 09:00 - 17:15 UTC | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
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A one day conference featuring leaders in the fields of Psychology, Business, Autism and Applied Behavior Analysis.
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.

Attend In-Person or Virtually

Registration Fees to attend IN-PERSON

Registration Type

Early Registration Ends 7/15/21

After 7/15/21 & Onsite

Student/Parent/Caregiver

$75

$100

Professional

$165

$200

Professional Group (Min 5 attendees)

$125 ea registration

n/a

Continuing Education credits/units desired: $40 for Each Certificate requested. BACB Learning CEUs, Psychology CE Credits and ASHA CEUs are being offered. *Psychology CE Credits and ASHA CEUs will be available to those eligible participants participating in the in-person conference only (Psychology CE Credits and ASHA CEUs will not be available for virtual attendees.)
Groups: For groups of 15 or more registering, we will offer a discount from early registration fees. Contact Rebekah Pavlik through pa****@******or.org or (978) 369-2227 Ext. 3. The Center will need all registration information prior to July 15, 2021.

Registration Fees for VIRTUAL ATTENDANCE

Registration Type
Fee

Student/Parent/Caregiver

$50

Professional

$100

Group discounts available. Contact Rebekah Pavlik at pa****@******or.org.
Continuing Education credits/units desired: $40 for Each Certificate requested. BACB Learning CEUs IN-PERSON & VIRTUAL. Attendees earning BACB Learning CEUs must be present during all six presentations. Partial Credit is not being offered. Psychology CE Credits and ASHA CEUs are not available for virtual attendance.

CANCELLATION Policy: If you are unable to attend, you are welcome to send a substitute. Written cancellations received on or before July 15, 2021 will be accepted, minus a $25 cancellation fee. pa****@******or.org

REGISTER

Schedule

Presenter Bios & Abstract for Download

Invited Presenters

Andy Bondy, PhD: Alternative Ethical Considerations for Behavior Analysts
Afffiliation:
President & Co-Founder, Pyramid Educational Consultants (PECS)Vice Chair, Cambridge Center for Behavioral Studies Board of Directors
Presentation: Alternative Ethical Considerations for Behavior Analysts
Abstract:
The Behavior Analyst Certification Board, Inc.® (BACB®) has published new ethical guidelines for behavior analysts. This talk will question whether sufficient guidelines are provided for skill building questions and if they are equivalent to ethical considerations regarding behavior reduction/replacement strategies. We will review how business practice guidelines may influence ethical discussions. We also will review how a Buddhist perspective may influence ethical choices within behavior analysis.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Distinguish ethical issues related to skill building versus response reduction/replacement.
Describe how business practice issues may influence ethical discussions.
Describe how a Buddhist perspective may challenge absolutist ethical guidelines.

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.
DISCLOSURE:
Financial: Dr. Andy Bondy receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Andy Bondy holds a non-compensated seat on the Board of Trustees and Board of Directors of the Cambridge Center for Behavioral Studies.

Janet S. Twyman, PhD, BCBA: Can Behavior Analysts Behave Ethically?
Afffiliation:
Founder, blast: A Learning Sciences CompanyMember, Cambridge Center for Behavioral Studies Board of Directors
Presentation: Can Behavior Analysts Behave Ethically?
Abstract:
Ethics is said to represent the moral code that guides one’s choices and behaviors; a moral code that often extends beyond one person to include what is right or wrong for groups, organizations, or society at large. Most humans share a common belief that we all should behave ethically, both personally and professionally. Inherent in the idea of ethics or morality is the perception of free choice. Given a conflicting situation one should choose to behave ethically. Yet in a deterministic science such as behavior analysis, behavior is viewed as a product of the intersection of genetic inheritance, learning history, current conditions, and available alternative contingencies. Can a behavior analyst (or anyone) choose to behave ethically? When behavior tacted as unethical occurs, is it right to blame or punish the individual? As B.F. Skinner famously noted, “the rat is always right.” Given the stance that behavior is lawful, how should we as a field view and respond to unethical professional behavior? These issues will be analyzed from a non-linear perspective which will lead to suggestions towards a more systemic, contingency-analytic approach to ethical behavior.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define nonlinear contingencies and alternative sets.
Describe potential nonlinear contingencies for behavior deemed unethical.
Identify alternatives to coercive systems of influence or control

Presenter Bio:
Dr. Janet Twyman is an education innovator, thought leader, and founder of blast: A Learning Sciences Company. Her numerous articles, book chapters, and presentations address behavior analysis, instructional design, technology, and educational systems, and includes co-editing three books on educational innovation, personalized learning, and equity. Always passionate about education, Janet has been a pre-school and public school teacher, administrator, researcher, and university professor. She currently holds a faculty appointment as Associate Professor of Pediatrics at the University of Massachusetts Medical School, and formerly served as Director of Innovation and Technology for the U.S. Dept of Education funded Center on Innovations in Learning and as Vice President of Instructional Development, Research, & Implementation at Headsprout. She has presented to and worked with education systems, organizations, and institutions over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Dr. Twyman consults for numerous organizations and serves on several boards and committees including the Cambridge Center for Behavioral Studies’ Board of Directors, offering support in research, education innovation, and system refinement. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.
DISCLOSURE:
Financial: Dr. Janet Twyman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Janet Twyman holds a non-compensated seat on the Board of Trustees and Board of Directors of the Cambridge Center for Behavioral Studies.

PRESENTING VIRTUALLY: Brian Conners, PhD, BCBA: Diversity, Ethics, and Professional Training in Behavior Analysis: Current Status and Future Directions
Afffiliation:
BRIAN CONNERS, BCBA, LLC – Speaker, Consultant, Author
Presentation: Diversity, Ethics, and Professional Training in Behavior Analysis: Current Status and Future Directions
(To be presented virtually – Dr. Conners will be streaming-in virtually during the in-person conference.)
Abstract:
This presentation will focus on an examination of the current status of the field of behavior analysis as it relates to the infusion of cultural humility in the graduate coursework, supervision, and fieldwork of future behavior analysts. Furthermore, a dialogue around developing an ethical, culturally responsive practitioner in behavior analysis will be provided. Finally, a discussion of future directions based upon current research in the field of behavior analysis around diversity will be included to further the ethical and cultural development of the field of behavior analysis.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the current status of diversity, ethics, and professional training in behavior analysis
Understand ways to strengthen the development of ethical, culturally responsive practitioners in behavior analysis
Determine future directions in research and practice on ethics and diversity in the field of behavior analysis

Presenter Bio:
Brian Conners, Ph.D., BCBA began his career working in a private, special education school for students ages 5-21 with severe developmental disabilities, behavioral disorders, and co-morbid psychiatric conditions where he worked first in the classroom and later as behaviorist for the school’s behavior department. His time at this school ignited his passion in the field and carved his path for his future. He later transitioned to working in the public educator sector where he worked as a Board Certified Behavior Analyst and New Jersey Department of Education certified school psychologist. During his time in the public schools, he case managed and provided behavioral and psychological services for students with emotional and behavioral disorders for a highly specialized in-district special education program.
After working in the schools, Brian created and owned a full service behavioral healthcare agency in New Jersey that had provided high quality Applied Behavior Analysis services to children, adolescents, and adults with autism, developmental disabilities, behavioral disorders, and psychiatric conditions. His agency provided services in client’s homes, public and private schools, agencies, and hospital-based settings. Through his dedicated work to families and individuals with disabilities and his passion for providing high-quality and ethical Applied Behavior Analysis services, he was able to get the agency approved by the New Jersey Department of Education, New Jersey Division of Developmental Disabilities, various insurance agencies, and later as a nationally recognized Behavioral Health Center of Excellence. He later left operating a full service agency to focus on teaching and research at the university level and public speaking and consulting through his own practice.
With over 10 years experience working in the field, Brian developed the graduate program in Applied Behavior Analysis at Seton Hall University and continues to work at the university as a Faculty Associate teaching courses in Applied Behavior Analysis and special education, conducting research through his lab, and mentoring students in the field.
DISCLOSURE:
Financial: Dr. Brian Conners receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

PRESENTING VIRTUALLY: Susan G. Friedman, PhD: Why Animals Need Trainers Who Adhere to the Least Intrusive Principle: Improving Animal Welfare and Honing Trainers’ Skills
Afffiliation:
Professor Emeritus, Department of Psychology, Utah State UniversityFounder, Behavior Works
Presentation: Why Animals Need Trainers Who Adhere to the Least Intrusive Principle: Improving Animal Welfare and Honing Trainers’ Skills
(To be presented virtually – Dr. Friedman will be streaming in virtually during the in-person conference.)
Abstract:
Negative reinforcement is a bit like a train wreck: You know you should maintain speed and drive past it but you just can’t help slowing down to satisfy your curiosity. Recent interest in basic research on negative reinforcement sets the occasion to check our understanding of why animals need trainers who support the least intrusive principle for selecting behavior-change procedures. This principle doesn’t preclude the use of negative reinforcement per se; rather, it limits the use of negative reinforcement when it isn’t necessary, i.e., when positive reinforcement-based procedures may be equally efficient and effective. All professions have ethical guidelines — that part of applied practice that science doesn’t (indeed can’t) address. And many of them adhere to the least intrusive principle, e.g., special education, mental health, medicine and law. In this presentation, we will 1) examine the rational for a hierarchy of behavior-change procedures according to the least intrusive principle, 2) consider its impact on both animal welfare and trainers’ skills, and 3) address concerns with the adoption of this ethical guideline as it applies to the animal training profession.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Operationalize the construct “least intrusive” as it relates to behavior-change procedures.
Describe the problem of superimposition of positive and negative reinforcement.
Explain when negative reinforcement can be the least intrusive behavior-change solution.

Presenter Bio:
Susan G. Friedman, Ph.D. is a professor emeritus in the Department of Psychology at Utah State University. Susan has co-authored chapters on behavior change in five veterinary texts, and her popular articles have been translated into 15 languages. She teaches seminars and a course on animal learning online (Living & Learning With Animals) and consults with zoos and animal organizations around the world. Susan was appointed to the F&WS California Condor Recovery Team from 2002 – 2010, after which time the team was retired due to the success of the birds in the wild. She is the Chairperson of the Scientific Advisory Committee of American Humane Association (AHA) Film and TV Unit, and a member in good standing of ABAI, ABMA, IAATE and IAABC. See behaviorworks.org and facebook.com/behaviorworks.
DISCLOSURE:
Financial: Dr. Susan Friedman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Susan Friedman holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.

Gerald P. Koocher, PhD, ABPP: Why Scientists Cheat: Misconduct in Research
Affiliation:
Senior Associate in Psychology, Boston Children’s HospitalSenior Lecturer, Department of Psychiatry and Behavioral SciencesFaculty Member, Center for Bioethics, Harvard Medical School
Presentation: Why Scientists Cheat: Misconduct in Research
Abstract:
The reasons for cheating in the scientific community boil down to integrity, situational demands, and perceived likelihood of getting caught. Following a review of fundamental triggers of dishonesty, the most common forms of cheating in scientific research will be described along with more subtle aspects of “bad science,” investigator bias, questionable publication and lab practices that diminish the value of research. Using survey data from experienced investigators, strategies for creating peer situational constraints against bad science will be discussed. Examples of three trusted scientists whose cheating led to significant harm will be presented.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the most common types of scientific dishonesty.
Recognize and formulate strategies to enhance research integrity in the workplace.
Recognize and describe at least one well publicized example of scientific misconduct.

Presenter Bio:
Gerald P. Koocher completed his B.A. degree in Psychology at Boston University, and his MA and PhD in clinical psychology at the University of Missouri. From 1971 through 2001 he served successively as an intern, post-doctoral fellow, and ultimately as Chief of Psychology at Boston’s Children’s Hospital and Judge Baker Children’s Center. During this period he also served as a full time faculty member (Associate Professor) at Harvard Medical School. In June, 2001 Dr. Koocher became Professor and Dean of the School for Health Studies at Simmons University (Boston). He later served as Associate Provost at Simmons and became Dean Emeritus at Simmons in 2013. In June of 2013 he became Dean of the College of Science and Health at DePaul University in Chicago. He returned to Massachusetts in 2018 hold a medical staff appointment at Children’s Hospital, as a Lecturer in Psychology and faculty member at Harvard Medical School’s Bioethics Center. Dr. Koocher was elected a Fellow of twelve divisions of the American Psychological Association (APA) and a Fellow of the American Association for the Advancement of Science. He has earned five specialty diplomas from the American Boards of Professional Psychology (Clinical, Clinical Child /Adolescent, Family, Forensic, and Health Psychology). He has been licensed as a psychologist in Illinois, Massachusetts, New Hampshire, and the District of Columbia. Currently Editor of the journal Ethics & Behavior, Dr. Koocher previously served as Editor of the Journal of Pediatric Psychology and The Clinical Psychologist. He has published more than 350 articles and book chapters and authored or edited 17 books. Areas of his expertise include: • Adaptation to chronic and life-threatening illness in childhood (especially cancer, cystic fibrosis, and diabetes). • Coping with bereavement and loss, psychological assessment. • Professional and scientific ethics, and mental health malpractice. Very active in professional affairs, Dr. Koocher served as President of the Massachusetts and New England Psychological Associations and of four APA divisions (Clinical Psychology, Pediatric Psychology, Psychotherapy, and Children, Youth, and Family Services). He served as President of the APA (2006).
DISCLOSURE:
Financial: Dr. Gerald Koocher receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

Panel with Moderator: Mary Jane Weiss, PhD, BCBA-D, LABA - Use of the Culturally Responsive Supervision Self-Assessment Tool to Enhance Supervision Outcomes
Panel Presentation: Use of the Culturally Responsive Supervision Self-Assessment Tool to Enhance Supervision Outcomes
Abstract:
It is essential that behavior analysts model integrate cultural responsiveness into their supervision, as well as into their clinical practice. This is a relatively new mandate, and while awareness has increased, there are few resources that assist behavior analysts in integrating this value into their work. The Culturally Responsive Supervision Self-Assessment (CRSS) tool is a new tool that can be used to integrate cultural responsiveness into the supervision process. The utility of this tool as a self-assessment and as an evaluative tool will be discussed.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe how cultural responsiveness is integral to supervision
List examples and non-examples of culturally responsive behaviors identified on the tool
Identify contexts in which the tool can be used to enhance supervision quality and outcomes

Panel Moderator
Mary Jane Weiss, PhD, BCBA-D, LABADirector, Graduate Program in Autism/ABA Studies, Endicott College
Mary Jane Weiss, Ph.D., BCBA-D, LABA is a Professor at Endicott College, where she has been for 10 years, and where she serves as the Executive Director of ABA and Autism Programs, including overseeing the master’s programs in ABA and directing the Ph.D. Program in ABA. 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, exploring ways to enhance the ethical conduct of practitioners, teaching social skills to learners with autism, 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, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular reviewer for several professional journals, and is a frequent member of service committees for a variety of organizations.
Panel
Ksenia Gatzunis, PhD, BCBA-D, Adjunct Faculty, Endicott College & Northeastern University
Dr. Ksenia Gatzunis is a doctoral-level Board Certified Behavior Analyst (BCBA-D) whose primary work includes supervising graduate students who are pursuing certification with the Behavior Analyst Certification Board (BACB) and teaching master-level courses in applied behavior analysis, including at Endicott College. She has also provided clinical supervision to clinicians and trained practitioners in behavior analytic practices, both within the United States and internationally across several countries.
Kimberly Edwards, MEd, National Certified Speech-Language Pathologist
Ms. Kimberly Edwards, M.Ed., is a Program Manager and educator in Washington, DC. Kimberly has worked in the field of education for more than 10 years. She received a Master of Education from the University of Virginia in 2011 and a Graduate Certificate in Applied Behavior Analysis from George Mason University in 2018. Prior to moving to Washington, DC, Ms. Edwards worked in Richmond, VA. Her experience included work in therapeutic day schools and public schools. Her current work aligns with her research interests, centering on coaching staff on culturally responsive and impactful learning pathways; instructing behavior management; focused professional development; strategizing and developing school-wide anti-racism and effective social behavior practices.
Adriana Rodriguez, MA, BCBA, St. Lucie County Public Schools
Adriana Rodriguez is a Board Certified Behavior Analyst (BCBA). She earned her master’s degree in Applied Behavior Analysis and Clinical Science from Rollins College. Adriana has experience working with individuals diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Fragile X syndrome, she has worked with a variety of age groups ranging from early intervention to young adults. Ms. Rodriguez’s graduate research focused on the effect of including cultural concerns when providing parent training. Currently, Adriana is working as a behavior analyst for St. Lucie Public Schools in Florida.
DISCLOSURE:
Financial: Dr. Mary Jane Weiss receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Mary Jane Weiss holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.
Financial: Other panel members receive no compensation as an employees of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

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: The NEW Cleary Lecture Hall within the Wax Academic Center (View Endicott College map.) Parking is available in Lot #9 – 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 (password!) information was emailed from pa****@******or.org on Monday, August 2 (evening). Please check your email and filtered emails for this communication. If you have problems contact pa****@******or.org or ka***@******or.org.

Continuing Education Opportunities
IMPORTANT! Before your Certificate can be issued, you will need to complete an online evaluation and code submission quiz. EACH presentation/panel will have three codes given. You need to write down the codes to complete the code quiz for proof of attendance for ALL six presentations both in-person and virtual. We will give the link during the conference in the chat function AND an email will be sent at 4:30 pm the date of the conference with a link and instructions. This will be coming from pa****@******or.org.
Continuing Education opportunities:
BACB® ETHICS Learning CEs, Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists) and ASHA CEUs.

BACB® ETHICS Learning CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 Ethics Learning CE units for this conference. *Attendees must be present during the entire in-person or online conference. Partial credit is not offered.

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. *Attendees must be present during the entire live in-person (not virtual) conference. Partial credit is not offered.

This course is offered for 0.6 ASHA CEUs (Intermediate Level, Related Area). Subject code: 7070 Ethics and Ethical Decision Making. *ASHA CEUs: Attendees must be present for the entire LIVE (not virtual) conference, partial credit will not be offered.
You can view our presenters’ financial and non-financial disclosure statements in their individual Invited Speaker pulldowns or in the “Financial and Non-Financial Disclosures” pulldown on this webpage.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

IMPORTANT POST-Conference Continuing Education INSTRUCTIONS
IMPORTANT CONTINUING EDUCATION INFORMATION:
For BOTH In-Person and Virtual attendance, we will need to verify your attendance.
Each presentation will have three unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. It will also be placed in the chat/question/answer area of the Zoom meeting, 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. The deadline for completing the online evaluation and code quiz is Monday, August 9, 2021 at 12 noon (Eastern).
Click on the link below to start the process at the end of the conference with your evaluation of our conference.
https://docs.google.com/forms/d/e/1FAIpQLScyergbMMIP8RtJ7ZfiDfN4nKnpGibObu0pCujifOV7rySsvw/viewform?usp=sf_link

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Presented by
Cambridge Center for Behavioral Studies™ in cooperation with The Institute for Behavioral Studies, Van Loan School at Endicott College.

Special thanks to Amego Prepare, Pyramid Educational Consultants and the University of West Florida, Center for Behavior Analysis for expanding our continuing education offerings.

Thank you to our Sponsors!

Melmark is a multi-state human service provider with premier private special education schools, professional development, training, and research centers in Pennsylvania, Massachusetts and the Carolinas. The not-for-profit organization provides clinically-sophisticated evidence-based special education, residential, vocational and therapeutic services for children and adults diagnosed with autism spectrum disorders, developmental and intellectual disabilities, acquired brain injuries, medical complexities, and other neurological and genetic disorders. Melmark’s applied behavior analytic programs are offered in the least restrictive environment possible.
Melmark is committed to providing exceptional applied behavior analytic services to every individual, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment, Melmark embraces the following core commitments: Compassionate Care, Integrity in Everything We Do, Highly Skilled Workforce, Evidence-Based Practices, and Best Outcomes.
To learn more, visit www.melmark.org.

Thank you to our Gold Sponsor Bierman ABA Autism Center
Founded in 2006, Bierman ABA is a leading provider of intensive research-based ABA therapy to children with Autism. Bierman ABA has multiple locations in Indiana, New Jersey, Massachusetts, Rhode Island and Arizona. ABA is considered to be the ‘gold standard’ treatment for Autism Spectrum disorders by the Surgeon General and the American Academy of Pediatrics. Therapy programs are individualized and are implemented on a one-on-one basis with a therapist overseen by Board Certified Behavior Analysts (BCBAs). Focusing on outcomes-based clinical excellence, Bierman ABA is dedicated to measurement and consistent improvement with the goal of fusing science and learning to accelerate progress and transform lives. To date, Bierman ABA has graduated more than 100 children from its therapy programs.

Since 1998 Behavior Development Solutions (BDS) has helped tens of thousands of behavior analysts become Board certified, primarily through their CBA Learning Module Series, the premier exam prep and curriculum supplement for behavior analysts in training. They’ve helped clients achieve success by applying the scientific principles and methods of applied behavior analysis to the development of instructional content and software. More specifically, BDS uses goals and specific measurable objectives to teach the discriminations necessary to ensure that those objectives are learned. They then provide plenty of practice to ensure fluency and maintenance.
SUMMER SALE ALERT: BDS also provides 40-Hour training and exam prep courses for individuals seeking to become Registered Behavior Technicians, and for a limited time, we are offering this course FOR FREE!
In addition, a variety of on-demand and webinar CE courses are available, including an 8-hour supervisory training course, and a well-stocked bookstore for behavior analysts!”
The Center for Behavior and Climate (CBC) is a new division of Behavior Development Solutions and an outgrowth of our educational work. CBC’s mission is to make a difference in climate change by educating climate professionals, college and high school students, and individual learners about climate science, climate solutions, and behavioral approaches to climate solutions. We develop online courses, webinars, and training workshops on behavior change and climate action, and on climate science and solutions. We help our clients and students master this complex educational material through proven effective and efficient educational strategies.
If you have training needs, please get in touch. BDS may be able to help.

Transforming lives through ABA Therapy
A national leader in ASD treatment, Butterfly Effects has improved the lives of more than 10,000 families affected by ASD since its inception in 2005. Our mission is to deliver ABA treatment in partnership with families affected by ASD to foster a more independent and joyous life. We have more than 100 BCBAs and 800 behavior technicians servicing families in 12 states throughout the country. These professionals are locally managed by a regional director and supported by our leadership team and administrative staff located at our corporate office in Deerfield Beach, FL.
Our leadership team has more than 75 years of combined experience serving families affected by autism and is led by Dr. Steve Woolf. A Licensed Applied Behavior Analyst (LABA) and Board-Certified Behavior Analyst–Doctoral (BCBA-D), Dr. Woolf has been working with individuals and families affected by Autism Spectrum Disorder (ASD) for more than 20 years. He was appointed to the Massachusetts State Licensure Board by Governor Charlie Baker, is the former president and founder of MassABA and a recipient of the 2018 MassABA Outstanding Contributions Award.
To learn more, visit www.ButterflyEffects.com

Financial and Non-Financial Disclosures
Andy Bondy, PhD
Financial: Dr. Andy Bondy receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Andy Bondy holds a non-compensated seat on the Board of Trustees and Board of Directors of the Cambridge Center for Behavioral Studies.
Janet S. Twyman, PhD, BCBA, LBA
Financial: Dr. Janet Twyman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Janet Twyman holds a non-compensated seat on the Board of Trustees and Board of Directors of the Cambridge Center for Behavioral Studies.
Brian Conners, PhD, BCBA
Financial: Dr. Brian Conners receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.
Susan G. Friedman, PhD
Financial: Dr. Susan Friedman receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Susan Friedman holds a non-compensated seat on the Advisory Board of the Cambridge Center for Behavioral Studies.
Gerald P. Koocher, PhD, ABPP
Financial: Dr. Gerald Koocher receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.
Mary Jane Weiss, PhD, BCBA-D, LABA, Panel Moderator
Financial: Dr. Mary Jane Weiss receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Mary Jane Weiss holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.

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Schedule

Presenter Bios & Abstract for Download

Thank You to Our Sponsors

Invited Presenters

Andy Bondy, PhDPyramid Educational Consultants (PECS)

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

Brian Conners, PhD, BCBASpeaker, Consultant, Author

Susan G. Friedman, PhDUtah State University
Behavior Works

Gerald P. Koocher, PhD, ABPPBoston Children’s Hospital
Center for Bioethics, Harvard Medical School

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

Ksenia Gatzunis, PhD, BCBA-DEndicott College
Northeastern University

Kimberly Edwards, MEdNational Certified Speech-Language Pathologist

Adriana Rodriguez, MA, BCBASt. Lucie County Public Schools

“Ethics Intro: Bombs, Bits, and Babies” by:

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

2021 Annual Meeting of the Trustees
2021-08-07 08:30 - 12:30 (America/New_York) | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
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We have moved our 2021 Annual Meeting of the Trustees to Saturday, August 7, as a half-day, morning event, on the Endicott College campus in Beverly, Massachusetts. We plan on an 8:30 am start with adjournment at 12:30 pm (Eastern/MA Timezone) You may attend in-person or virtually.
Our meeting will follow our 9th Annual ETHICS in Professional Practice Conference on Friday, August 6. We are hoping that some of you may want to come to one or both events in person, but we also offer virtual options for both.
Brief Schedule:
Dr. Hank Pennypacker, Chair of our Board of Directors, will call to order at 8:30 am (Eastern) with Trustees voting for acceptance of the 2020 minutes and for nominated incoming Trustees and Advisors. The financials and past, present & future projects will be reviewed by Rob Holdsambeck, Executive Director, with updates from our volunteers who have championed projects presenting in-person and streaming in virtually. The meeting is to adjourn at 12:30 pm (Eastern).
We do not have a formal roomblock available given the uncertainty of future travel, but there are lots of choices in the Cape Ann region: https://goo.gl/maps/keskdkcvsgQM7xSq7
Please register so we may plan appropriately.
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Cambridge Center.

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Safety in Action Conference - DEKRA
2021-08-17 08:00 - 2021-08-19 17:00 UTC
Behavioral Safety Now is now a part of the SAFETY in ACTION Conference through DEKRA. Find all information and registration online.

ABACLive Webinar with Russell W. Maguire, PhD, BCBA-D, LABA
2021-08-19 12:00 - 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.
Dr. Russell Maguire presents “Introduction to Stimulus Equivalence: Concepts and Practice”
Thursday August 19, 2021
12:00 noon – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $75 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Stimulus equivalence occurs when stimuli become related to other stimuli when only a few, but not all, have been linked via training. The emergence of new relations without training is only one of the efficacious outcomes of stimulus equivalence programming. The purposes of this talk are to provide the attendee the following: First, a brief history of stimulus equivalence research, including critical terms, their definitions and relevant variables; Second, a review of the important recent experimental research investigating variables that promote the formation of stimulus equivalence; and Third, presentation of the seminal studies in the nascent field of equivalence based instruction.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Select the critical training structures used in stimulus equivalence research and rate each in order of efficacy in setting the occasion for the formation of equivalence classes.
Identify which members of a conditional discrimination may become members of an equivalence class.
Identify the definition of transfer of function and a relevant example.
Identify the definition of stimulus control topography coherence theory and a relevant example.

Presenter Bio:
R.W. Maguire is a Behavior Analyst with 40+ years of applied and research experience. He is currently an Associate Professor and Chair of the Department of Behavior Analysis at Simmons University. Dr. Maguire holds a BA in Psychology, a MA in Applied Behavior Analysis and a PhD in Experimental Psychology and is a Board Certified Behavior Analyst.Dr. Maguire is a published researcher and frequent presenter at local, state and national professional conferences, particularly in the areas of stimulus control, stimulus equivalence and errorless instructional protocols.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Drs. Robin Kuhn, April Becker, and Sarah Pinkelman
2021-09-30 12:00 - 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.
Drs. Robin Kuhn, April Becker and Sarah Pinkelman present “Filling in Current and Future Gaps in Behavioral Cusps”
Thursday, September 30, 2021
12:00 pm – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Introduced by Rosales-Ruiz and Baer (1997), behavioral cusps are new behaviors that put an individual in contact with novel contingencies, consequences, communities, etc., facilitating socially significant behavior change. Descriptive use of the behavioral concept has increased over time, with less functional experimental exploration. In this session, presenters will review the current literature and thinking on behavioral cusps, discuss applications and extensions of the cusp to different areas of behavior analysis, and situate the concept of the cusp in relation to a wider theory of behavioral development.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify defining features of behavioral cusps.
Identify trends in the cusp literature.
Identify the role of cusps in a wider theory of behavioral development.
Identify current developments, controversies, and arguments related to the cusp concept.

Presenter Bios:
Dr. Robin Kuhn is a Professor of Practice and Practicum Supervisor for the Online Applied Behavioral Science Programs in the Department of Applied Behavioral Science at the University of Kansas. She also owns a small clinical practice providing early intervention to young children diagnosed with intellectual and developmental disorders. Dr. Kuhn earned her M.S. in Behavior Analysis at the University of North Texas under the mentorship of Drs. Shahla Ala’i and Jesús Rosales-Ruiz, and her Ph.D. in Applied Experimental Psychology at Central Michigan University under the mentorship of Dr. Michael Hixson and Dr. Mark Reilly. Along with graduate students, Dr. Kuhn writes the 8th Dimension column for the Cambridge Center of Behavioral Studies (CCBS) newsletter, Current Repertoire, and serves as an advisor for CCBS. Her research interests are diverse, with current projects in the areas of cumulative skill acquisition, technology-enhanced instruction, educational practices, early intervention, social justice, and translational research.
April Becker is an Assistant Professor in the Department of Behavior Analysis at the University of North Texas. She received her B.S. from Colorado State University, where she studied cellular mechanisms of muscle atrophy under Dr. Donald Mykles and behavioral ecology and songbird vocalizations under Dr. Myron Baker. After working in various zoos and aquariums as an animal trainer, presenter, and caretaker, she earned her M.S. in Behavior Analysis from the University of North Texas working with Dr. Jesús Rosales-Ruiz and Dr. Sigrid Glenn studying motivation, creativity and cultural contingencies. Dr. Becker earned her Ph.D. in Biomedical Neuroscience from the University of Texas Southwestern Medical Center where her work with Dr. Mark Goldberg focused on behavioral recovery from brain injury and the use of plasticity-modulating pathways to augment rehabilitation. Dr. Becker’s research and interests have several aims: to understand multi-level selection ranging from brain to cultural development, to better understand the basic brain mechanisms of learning and behavior in a radical behavior framework, and to develop better clinical and translational approaches to brain injury rehabilitation.⁠ ⁠
Dr. Sarah Pinkelman is an Assistant Professor of Special Education at Utah State University. She entered the field as a special education teacher and has over 20 years of experience working with students with disabilities in school, home, and community settings. Dr. Pinkelman earned her Ph.D. in Special Education from the University of Oregon in under the mentorship of Dr. Rob Horner and her M.S. in Behavior Analysis from the University of North Texas under the mentorship of Drs. Shahla Ala’i and Jesús Rosales-Ruiz. An overarching theme in Dr. Pinkelman’s work is bridging the research-to-practice gap in public education. She is passionate about implementation and prevention science as applied to evidence-based practice in schools, school-wide positive behavioral interventions and support, equity in schools, and social and ecological validity of implementation efforts.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Ron Allen, PhD, BCBA-D, LABA
2021-10-14 17:00 - 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. Ron Allen presents “Adjunctive Behavior and the Dynamics of Excess”
Thursday, October 14, 2021
5:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
During intermittent reinforcement schedules maintaining a specified response, other behaviors neither shaped by nor directly maintained by the scheduled reinforcers emerge. These behaviors have been termed schedule-induced, interim, or adjunctive (e.g., Falk, 1971; Staddon, 1977) and include activities such as aggression, polydipsia, escape, and others. Adjunctive behaviors are typically restricted to the immediate post-reinforcement period, are sensitive to the deprivation conditions related to the reinforcer for the specific response, are a function of the reinforcer rate (or inter-reinforcement interval) for the specific response, and are excessive in nature. Finally, adjunctive phenomena show broad generality occurring across a variety of species (including humans) and a variety of intermittent schedule contexts. The current presentation will detail major findings from the research on adjunctive behavior (from 1961 to the present), as well as compare the major theoretical conceptualizations regarding their etiology and function. Additionally, arguments will be made against rate of response as a measurement strategy for adjunctive behavior. Finally, it will be argued that the induction process has important implications for assessing and managing challenging behavior in humans and that the conceptual focus for the study of the induction process should be modulation of motivation rather than the particular typographies of behaviors we observe.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the definition of adjunctive behavior.
Select three characteristics of adjunctive behavior.
Identify the pros and cons of the use of rate of response in the measurement of adjunctive behavior.
Select assessment strategies discussed for adjunctive aspects of challenging behavior in the clinical setting.

Presenter Bio:
Ron Allen, Ph.D., BCBA-D, LABA received his doctorate over thirty years ago from the University of Florida (Go Gators). Ron has worked both in the areas of the Experimental Analysis of Behavior and Applied Behavior Analysis. In the latter capacity he has directed three residential schools for adolescents with behavior disorders, including most recently serving for 18 years as the Director of the Ivy Street School for adolescents with brain injury. Currently he is an Associate Professor of Practice and Director of the Doctoral Program in the Department of Behavior Analysis at Simmons University. He is also the Director of Behavioral Treatment Services for Riverside Community Care supporting adult individuals with developmental disabilities and behavioral challenges. His research interests include brain injury, the management of negatively reinforced challenging behavior, adjunctive behavior, derived stimulus relations, conditioned reinforcement, and the philosophy of Behaviorism. He is a Board Certified Behavior Analyst (BCBA-D) and is licensed as an Applied Behavior Analyst in Massachusetts (LABA). He serves on the Board of Directors of the Cambridge Center for Behavioral Studies, as well as other boards and committees.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

Behavioral Science: Applications in Leadership & Supervision Conference 2021
2021-11-12 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
POST-CONFERENCE INSTRUCTIONS FOR CONTINUING EDUCATION
IMPORTANT CONTINUING EDUCATION INFORMATION:

For BOTH In-Person and Virtual attendance, we need to verify your attendance.

Each presentation will have three unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.

The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions again.

The deadline for completing the online evaluation and code quiz is Monday, November 22, 2021 at 12 midnight (Eastern). Recordings will be available for 10 days post-conference. Links to recordings to be emailed Saturday morning, November 13. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.)

Certificates will be emailed from be**********@***il.com within 30 days of Monday, November 22 (Deadline for completion)

Click on the link below to start the process with your evaluation of our conference.

https://docs.google.com/forms/d/e/1FAIpQLSdG_5oYzZE3ua8cNKXVgPktghjMRcvbyj4REa7JU8At5GI9qw/viewform?usp=sf_link

Friday, November 12 – 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.

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SCHEDULE

DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF

Raymond G. Miltenberger, PhD, BCBA-D - The Limits of Staff Management: What Happens When You’re Not There?
The Limits of Staff Management: What Happens When You’re Not There?
Abstract:
This presentation will discuss the issue of reactivity in staff management research. The potential problem is that the effects of staff management interventions are evaluated when a researcher is present to collect data, thus risking reactivity to observation as a potential confounding variable in much of the research. The talk describes the issue of reactivity and the need for better assessment of staff performance that does not pose the risk of reactivity. The presentation discusses research on reactivity in staff management that illustrates the problem, discusses potential solutions to the problem, and calls for more research to address the problem.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe reactivity as it may occur in staff management.
Describe research that evaluates reactivity in staff management.
Describe why reactivity is a problem in research and practice.
Describe possible solutions to the problem of reactivity.

Presenter Bio:
Ray Miltenberger received his Ph.D. in clinical psychology from Western Michigan University in 1985 after completing a predoctoral internship in developmental disabilities and behavioral pediatrics from the Kennedy Institute at Johns Hopkins University School of Medicine. He was a professor of psychology at North Dakota State University from 1985 to 2006.
He is currently a professor in the Department of Child and Family Studies and the Director of the Applied Behavior Analysis programs at the University of South Florida. Dr. Miltenberger is a former President of the Association for Behavior Analysis International and the Society for Advancement of Behavior Analysis, and has served on the Executive Committee of the Florida Association for Behavior Analysis. He serves or has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Behavioral Education, Behavioral Interventions, Journal of Positive Behavioral Interventions, and Education and Treatment of Children.
Dr. Miltenberger also has been the Literature Review Editor for Education and Treatment of Children, an associate editor for Education and Treatment of Children and Behavior Analysis in Practice, and a guest associate editor for Journal of Applied Behavior Analysis and Behavior Analysis: Research and Practice. Dr. Miltenberger’s research in applied behavior analysis focuses on teaching safety skills to children and individuals with disabilities, ABA approaches in health, fitness, and sports, analysis and treatment of repetitive behavior disorders, and functional assessment and treatment of problem behaviors. He has published over 250 journal articles and chapters, has co-edited a text on analysis and treatment of tics and repetitive behavior disorders, and has written a popular behavior modification textbook, now in its sixth edition and published in six languages.
Dr. Miltenberger, a Fellow of the Association for Behavior Analysis International and the American Association for Advancement of Science, has received a number of awards for his teaching, research, and mentoring.

Lori Diener-Ludwig, PhD - Shaping Vital Behaviors of Leaders to Achieve Organizational Results
Chief Human Performance Engineer, Performance Ally
Shaping Vital Behaviors of Leaders to Achieve Organizational Results
Abstract:
The consistent, collective actions of leaders can significantly impact an organization’s results. In a meta-analysis of multiple organizations conducted by Dr. Laura Methot and her colleagues, results showed that behavioral variability in core leadership behaviors accounted for more than half of the variance in employee behaviors. Specifically, when 85% or more of leaders build fluency in performance-focused behaviors, up to a 52% increase in employee behavioral momentum can be realized (a measure of the rate of behavior change over time). The collective momentum of leadership and employee behavior change can generate superior results at the organizational level. Sustaining these results requires consistent performance coaching by leaders and alignment across leaders in the organization. This presentation will share some techniques to shape collective vital behaviors of leaders to create and sustain behavioral momentum and discuss future research opportunities.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify three basic things employees need to align their behaviors to reliably execute business strategy that leaders struggle with.
Describe at least one technique to measure the quality of leader performance coaching.
Identify examples of leader vital behaviors.

Presenter Bio:
Dr. Lori Diener-Ludwig is known as a world-class expert in behavioral systems design because of her unique ability to help organizations manage complexity and execute their strategy with Organizational Behavior Management (OBM) solutions. She is the Chief Human Performance Engineer and a co-founder of Performance Ally, an organization whose mission is to create happy, high-performing workplaces with their app, Ally Assist, a real-time performance management enterprise solution. Her leadership in developing this app is indicative of her longtime efforts to mainstream the science of OBM in ways that help companies harness the tremendous power of human performance.
Prior to joining Performance Ally, Lori spent 20+ years working across numerous industries such as automotive, human services, medical diagnostics, non-profit, oil and gas, and print in companies of all sizes, from global Fortune 500s, creative start-ups, non-profits to local small businesses. The scope of her projects ranged from designing large scale performance-based learning strategies and programs for global clients to leading non-profit and small-business leaders in the development of strategic plans, impact metrics dashboards, and core strategies. She has transformed dozens of organizations by helping them build their value and grow their revenue, gain new strategic partnerships, develop compelling marketing messaging, increase collaboration, and focus on the execution of strategic plans.
Lori is also the founder of Performance Blueprints, an organization whose mission is to disseminate the science and practice of Behavior Systems Analysis to optimize the impact of organizations. Performance Blueprints nudges the science forward through numerous peer-reviewed publications, edited books, research, conference presentations, book chapters, and professional activities within the University of North Carolina and Western Michigan University systems, the Association for Behavior Analysis International, Cambridge Center for Behavioral Studies, Organizational Behavior Management Network, and the Journal of Organizational Behavior Management. In 2014, Performance Blueprints was honored to receive the Geary Rummler Award for the Advancement of Performance Improvement from the International Society for Performance Improvement.
Lori earned her B.S. in Psychology and Creative Writing, M.S. in Industrial Organizational Psychology and Ph.D. in Applied Behavior Analysis from Western Michigan University. She currently serves as a Trustee of the Cambridge Center for Behavioral Studies, President for the Organizational Behavior Management Network, and a Board Member of Blue Ridge Women in Agriculture.

Terry McSween, PhD - Visible Leadership – What Do We Do
Visible Leadership – What Do We Do
Abstract:
Dr. McSween will review studies on safety and leadership and their implications for the practice of leadership. Several studies show the importance of the front-line supervisors and their relationship with their direct reports. The context of this relationship is predictive of both employee retention, safety, as well as other performance metrics. Systems often impose administrative requirements that keep supervisors in their offices and prevent them from spending time in work areas. Several studies show that effective leaders are the ones that spend the most time with their direct reports. Bullying, criticizing, and nagging are common practices that damage relationship (often related to the emotional byproducts of negative reinforcement and punishment inherent in these practices). Positive feedback is often viewed as the solution but can be ineffective in the context of a damaged relationship. The solution is found in the kind of questions that get asked and the listening that occurs, often prior to discussions of expectations or feedback. These practices are often more effective reinforcement than many of the simple positive feedback models taught by some practitioners.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe at least two common “systemic” barriers to effective leadership.
Discuss at least three practices that have a chilling effect on collaboration and problem solving.
Describe two or more practices that contribute to a leader’s effectiveness

Presenter Bio:
Dr. Terry E. McSween is President and CEO of Quality Safety Edge, an organization that helps improve business success and profitability through behavioral safety and safety leadership. Dr. McSween has received numerous awards for his work in safety improvement. He received the 2009 Life Time Achievement and 2001 Significant Contribution awards from the Organizational Behavior Network. The American Society of Safety Engineers awarded him the Johnson & Higgins Scrivener Award for the outstanding technical article on safety. His book, The Values-Based Safety Process, second edition, was published in 2003 by John Wiley & Sons of New York, NY and remains the best book on implementing behavior based safety in organizations. He also started and maintained the Behavioral Safety Now conference for over 25 years and represents the Cambridge Center for Behavioral Studies in working to integrate BSN into the Safety In Action conference.

Amber Valentino, PsyD, BCBA-D - On Being a Banded Mongoose: Elevating Supervisory Practices for the Next Generation of Behavior Analysts
On Being a Banded Mongoose: Elevating Supervisory Practices for the Next Generation of Behavior Analyst
Absstract:
The way in which supervision is delivered and experienced in our profession can influence the quality of services behavior analysts provide, funding, and the impression of our sciences to the general public. This influence is particularly evident for the supervisory experience that occurs prior to an individual becoming professionally certified, though it is relevant for any supervisory relationship. The supervision experience should be considered one that is far-reaching—above and beyond simply meeting a necessary requirement. Behavior analysts should honor the gravity of the role of a supervisor and take direct responsibility for ensuring supervision is of the highest quality. In the past 7-8 years, we have made great strides in defining and further conceptualizing the role of a supervisor. However, especially when compared to other professions, our literature base on supervision is still quite new and our ideas still evolving. In this presentation, I will review pertinent literature on behavior analytic supervision and its implications. Then, I will provide recommended supervision practices to help elevate your supervision to the next level.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

List at least 3 recommended supervision practices.
Describe 1 category of supervision research.
List at least 2 areas that quality of supervision can impact.

Presenter Bio:
In 2008, Amber Valentino received a doctoral degree in clinical psychology from Xavier University in Cincinnati, OH. She completed a predoctoral internship and postdoctoral fellowship at the Marcus Autism Center/Children’s Healthcare of Atlanta in Atlanta, GA. After completion of her postdoctoral training, she remained at the Marcus Autism Center, serving as program coordinator of a community autism parent training program and as a senior psychologist in a language and learning clinic.
In 2012, she transitioned to Trumpet Behavioral Health where she has held various leadership positions. She currently serves as the Chief Clinical Officer for Trumpet Behavior Health. In this role, she oversees clinical services, all research and training initiatives and builds clinical standards for the organization. Dr. Valentino’s clinical and research interests include the assessment and treatment of verbal behavior, primarily in children with autism. She is also interested in evaluation of programming to address unique adaptive skill deficits, and in developing standards for effective supervision in the field.
Dr. Valentino, BCBA-D, currently serves as an Associate Editor for Behavior Analysis in Practice and previously served as an Associate Editor for The Analysis of Verbal Behavior. She serves as a frequent guest reviewer for several behavior analytic journals.

Timothy Ludwig, PhD - Dysfunctional Practices that Kill Your Work Culture (and What to do About Them)
Dysfunctional Practices that Kill Your Work Culture (and What to do About Them)
Abstract:
Our tendency is to blame workers for errors and label their personal failings as the cause of the error. Labeling does not solve problems that cause error and, frankly, it may all be an illusion of human perception leading us to false conclusions. Our human tendencies result in interactions that hurt the culture among our workers and the effectiveness of the systems we put in place to support them. These tendencies build dysfunctional management practices that create fear associated with your workplace programs. I want to teach you a better way to analyze the behaviors of your employees to understand why they were put in a position to engage in the behaviors related to errors in the first place. Your system may be perfectly designed to promote risks and create error traps. We will build alternatives to labeling with dispassionate and actionable analyses to help build systems that help workers discriminate the best behaviors for the situation. By analyzing the context of behavior we can discover ways to change your system to optimize behavior related to employee performance.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the dysfunctional practices that harm work cultures including labeling, blaming, single data-point management, and instilling fear through negative reinforcement.
Define behavior in the context of the work environment. We first define behaviors in a way that are as open to unbiased analysis as the elements of physics and chemistry. We define behavior as a dynamic variable, reacting every moment along predictable paths in the context of environmental events.
Describe sources of Behavioral Variance such as behavioral variants of productive work behavior; those alternative competing behaviors that put your products and services at-risk.
Discriminate the context when analyzing the causes of behavior. We analyze the work context behaviors to understand why the worker was put in position to take the risk and/or avoid the desired behavior.
Determine the system variable that need adapting to change behavior on a permanent basis across all workers. We determine the management systems that need to be abolished, adapted, or built to change work contexts that encourage risk to ones that influence desirable decisions.

Presenter Bio:
Timothy Ludwig earned his Ph.D. at Virginia Tech under E. Scott Geller continuing his post-doctoral work in industrial engineering studying applications of W. Edwards Deming to quality and safety improvement. Dr. Ludwig is a past Editor of the Journal of Organizational Behavior Management and former president of the Organizational Behavior Management Network. His popular website Safety-Doc.com is a content-rich resource of safety culture stories, blogs, research, videos, and services. Dr. Ludwig serves on the Board of the Cambridge Center for Behavioral Studies (CCBS) where he leads the Commission on Behavioral Safety that reviews and disseminates best-in-industry safety practices.
Dr. Ludwig is a Distinguished Graduate Professor at Appalachian State University where he teaches in the nationally recognized Industrial/Organizational Psychology and Human Resources Management Masters program. Dr. Ludwig’s teaching has been recognized with the North Carolina University Board of Governors’ Excellence award and has been inducted into the University’s Academy of Outstanding Teachers.
Dr. Ludwig is the author of over 50 scholarly articles in Organizational Behavior Management that empirically document the successes of methods to improve safety and quality in industry through behavior systems design. His books include Intervening to Improve the Safety of Occupational Driving (2001), Behavioral Systems: Understanding Complexity in Organizations (2010), Behavioral Science Approaches to Process Safety: A Response to Industry’s Call (2018), Dysfunctional Practices that Kill your Safety Culture (2018), and The Science and Practice of Behavioral Safety: Reducing Injury on the Front Line (in press).
Dr. Ludwig has over 30 years experience in research and practice in Organizational Behavior Management where he integrates empirical findings into his consulting. Within his consulting practice Dr. Ludwig has helped assess, design, and implement behavioral systems, behavioral safety and quality improvement programs in over 50 companies worldwide. Dr. Ludwig has delivered over 50 of his popular keynote presentations in 15 countries worldwide.
Dr. Ludwig’s book Dysfunctional Practices is available on Amazon and Audible.

PANEL - Moderator Thomas Zane, PhD, BCBA-D - From Campus to Community: Considerations for Effective Supervision and Leadership
From Campus to Community: Considerations for Effective Supervision and Leadership
Panel Moderator: Thomas Zane, PhD, BCBA-D, Director of Online Behavior Analysis ProgramsUniversity of Kansas. Department of Applied Behavioral Science

Claudia L. Dozier, PhD, BCBA-D, Department of Applied Behavioral Science, University of Kansas
Pamela L. Neidert, PhD, BCBA-D, Department of Applied Behavioral Science, University of Kansas
Jomella Watson-Thompson, PhD, Department of Applied Behavioral Science, University of Kansas
ABSTRACT:
The role of supervision in behavior analysis cannot be overestimated. Although the campus-based academic and knowledge preparation is important, the community application of the principles of behavioral science is arguably more crucial. It is through the process of supervision that students, new to behavior analysis, will see the relevance of the academic knowledge to real-life application, and have their clinical skills shaped most effectively. Given that questionable supervisory practices are the number one complaint sent to the ABA ethics hotline, it is imperative for the proper development of the next generation of behavior analysts, and for the continued development of our field, that supervision is done effectively and ethically. The three panelists who will be speaking are all in the position of leading organizations in which supervision is extensively implemented. They will speak about their perspectives and practices regarding supervision of their students and employees in diverse contexts, including community-based programs focusing on health and development, center-based programs for young children with and without disabilities, and research activities.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe some factors that influence effective supervision and leadership that are unique to academic and public contexts.
Describe at least three commonly-found supervisory problems in the community.
Describe at least three specific recommendations for effective supervisory and/or leadership competence.

Panel Bios:
Thomas Zane, PhD, BCBA-D
Dr. Thomas Zane is the Director of Online Behavior Analysis programs in the Department of Applied Behavioral Science at the University of Kansas. Dr. Zane earned his Bachelor’s and Master’s degree in psychology at Western Michigan University and his doctorate in Applied Behavior Analysis at West Virginia University. He has served as a Post-Doctorate Research Associate at the University of Massachusetts, Professor at Mount Holyoke College, and Johns Hopkins University Department of Psychiatry. Dr. Zane serves on the Executive Board of the Cambridge Center for Behavioral Studies, the international organization that represents the field of behavior analysis. He is also a member of the Scientific Council of the Organization of Autism Research, a group that raises money to fund innovative research in Autism Spectrum Disorders. Dr. Zane has been past President of the Ethics Special Interest Group of the International Association for Behavior Analysis. His research interests include teacher training, learning, evidenced-based practice in autism, and the philosophy of science and radical behaviorism.
Claudia L. Dozier, PhD, BCBA-D
Dr. Claudia Dozier is a Professor in the Department of Applied Behavioral Science at the University of Kansas. Dr. Dozier received her bachelor’s degree from Florida State University, master’s degree from University of Nevada, Reno, and her doctoral degree from the University of Florida. Dr. Dozier’s areas of research include assessment, treatment, and prevention of behavior disorders, as well as schedules of reinforcement, and preference for and reinforcer efficacy of stimuli (e.g., social interaction). Dr. Dozier is Co-Director of the Edna A. Hill Child Development Center at the University of Kansas. In addition, she and her graduate students provide consultation services to a large residential program serving adults with intellectual and developmental disabilities where they also have a clinical research lab. She has served as an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of several other behavioral journals. In 2020, Dr. Dozier received the Steeples Service to Kansans Award for her service to the people of Kansas as a purposeful extension of her teaching and research. Recently, she and her colleagues received a $2.5 million federal grant to provide telehealth services to families with children with autism who engage in disruptive repetitive behavior.
Pamela L. Neidert, PhD, BCBA-D
My experience prior to joining the KU Faculty in 2008 generally has involved assessment and treatment of problem behavior and skill acquisition in children and adults with developmental disabilities. As a result, I am very interested in early intervention and prevention. Currently, my research focuses on strategies to facilitate development of critical skills in very young children and evaluate the effects of proactive approaches to prevent the emergence of problem behavior. Specific areas of interest include facilitative strategies for the development of language, social skills (imitation/attention), and self-help skills (sleeping, toileting, feeding) in both typically developing children and those at risk for, or diagnosed with, disabilities.
Jomella Watson-Thompson, PhD
Dr. Thompson holds a Ph.D. in Behavioral Psychology and a Masters of Urban Planning from the University of Kansas. She applies behavioral science methods and interventions to improve how communities address issues related to community health and development. Her research has focused on neighborhood development, healthy youth development, and prevention, including substance abuse and violence prevention. Dr. Thompson supports community capacity-building efforts to address social determinants of health through community-based participatory research in urban neighborhoods and disparate communities. She has researched the effects of community-based processes and intervention to promote mobilization and change in communities. Dr. Thompson has extensive experience providing training, technical support and evaluation for community-based initiatives. Dr. Thompson has co-authored articles on community capacity-building, youth development, and prevention. She has been a consultant for several community coalitions and community-based initiatives.

Continuing Education Opportunities
Continuing Education opportunities:
BACB® SUPERVISION 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 10 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous 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 SUPERVISION 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 10 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.

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.
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.
POST-CONFERENCE INSTRUCTIONS: For BOTH In-Person and Virtual attendance, we need to verify your attendance IF you are seeking continuing education.
Each presentation will have three unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered. The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions.
The deadline for completing the online evaluation and code quiz is Monday, November 22, 2021 at 12 midnight (Eastern). Recordings will be available for 10 days post-conference. Links to recordings to be emailed Saturday, November 13. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.)
Click on the link below to start the process with your evaluation of our conference. https://docs.google.com/forms/d/e/1FAIpQLSdG_5oYzZE3ua8cNKXVgPktghjMRcvbyj4REa7JU8At5GI9qw/viewform?usp=sf_link

LOCATION
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering.
IN-PERSON:
NOTE: This is a NEW room location – formerly Woodruff Auditorium – just 50 feet away!
THE JAYHAWK ROOM – LEVEL 5University of KansasKU Memorial Unions (Building) (Map below)1301 Jayhawk BoulevardLawrence, KS 66045
Kansas Union Campus Map and Parking Map
PLEASE WEAR YOUR MASK – University of Kansas Event Health & Safety Guidelines Fall 2021
VIRTUAL:
Instructions with Zoom link & password were emailed from be**********@***il.com the evening of Tuesday, November 9. If you did not receive, contact Rebekah Pavlik by end of day Thursday, November 11.
KU Memorial Union Google Map:

REGISTER

Local Hotels
We do not have a roomblock available but there are several hotels nearby the University of Kansas campus in Lawrence, Kansas.
The Oread
1200 Oread Ave
Lawrence, KS 66044
785-843-1200
Doubletree by Hilton Hotel Lawrence
200 McDonald Drive
Lawrence, Kansas 66044
785-841-7077

A FREE Opportunity from our Gold Sponsor - Behavior Development Solutions

Job Opportunities from our Silver Sponsor - The Evergreen Center

Education Opportunities from our Silver Sponsor - Pyramid Educational Consultants

Learn About our Silver Sponsor - Progressive Behavior Analyst Autism Council™

Learn About our Silver Sponsor - Organization for Autism Research

Learn more about The EPIC School - Sponsor

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SCHEDULE

DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF

Presented by:

Invited Speakers:

Raymond G. Miltenberger, PhD, BCBA-DProfessor, Department of Child and Family Studies and
Director, ABA Program, University of South Florida

Lori Ludwig, PhDPerformance Ally

Terry McSween, PhDQuality Safety Edge

Amber Valentino, PsyD, BCBA-DChief Clinical Officer
Trumpet Behavioral Health

Timothy Ludwig, PhDAppalachian State University
Safety-Doc.com

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

With opening remarks by:

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

ABACLive Webinar with Paula Danquah-Brobby, PhD, BCBA, LBA, IBA
2021-12-09 12:00 - 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.
Dr. Paula Danquah-Brobby presents “ABA Without Borders”
Thursday, December 9, 2021
12:00 pm – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder with an onset in early childhood. Studies have shown that interventions utilizing the science of applied behavior analysis (ABA) have been the most effective at ameliorating ASD symptoms and associated features. As we become a more globally connected community, access to behavior analytic services has increased and expanded internationally, specifically in non-westernized cultures. Although this progress is positive for families in need of ABA services worldwide, there are important treatment considerations that western behavior analysts and technicians must take into account when working in non-western contexts. In this session, the presenter will discuss the state of ASD and ABA in low- and middle-income countries (LAMICs), examine the problematic approach of “transport and test” interventions, and discuss essential cultural and ethical factors that should be considered when providing ABA services internationally.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the state of Autism Spectrum Disorder and Applied Behavior Analysis in low- and middle-income countries (LAMICs)
Identify challenges with implementing western psychological and behavioral treatment applications in non-western international contexts (e.g., LAMICs)
Identify key cultural considerations when working in non-western international contexts (e.g., LAMICs)
Identify relevant ethical considerations when working in non-western international contexts (e.g., LAMICs)

Presenter Bio:
Dr. Paula Danquah-Brobby, PhD, BCBA, LBA, IBA has been working with children diagnosed with autism spectrum disorder (ASD), developmental delays (DD), and learning disabilities (LD) for the past 20 years. She is a Board Certified Behavior Analyst (BCBA) who is licensed in the state of Maryland. Dr. Danquah-Brobby has a Master’s degree in Clinical Psychology from Loyola University in Maryland and earned her PhD in International Psychology from TCSPP, DC Campus.
Earlier in her professional career, Dr. Danquah-Brobby was the Early Intervention Specialist, BCBA, and Co-Coordinator of an ASD intervention research study at the Kennedy Krieger Institute’s (KKI) Center for Autism and Related Disorders (CARD). It was at CARD that Dr. Danquah-Brobby worked closely with and was mentored by Dr. Rebecca Landa (Director of CARD), Dr. Tristram Smith (pioneer of ABA research), and Dr. Connie Kasari (pioneer of special education research related to play therapy, joint attention, and language acquisition). While at CARD, she also developed the Therapeutic Interventions and Parenting Strategies (TIPS) program–a comprehensive Naturalistic Developmental Behavioral Intervention (NDBI) program for CARD’s international and long distance families. While at CARD, Dr. Danquah- Brobby was also a part of a multidisciplinary team that diagnosed children with ASD at KKI.
As a Psychology Associate for the Director of KKI’s Neuropsychology Department, Dr. Danquah-Brobby administered neuropsychological assessments, diagnosed clients based on assessment findings, and wrote neuropsychological reports (all under the supervision of the Director of the Neuropsychology Department who was a licensed Clinical Psychologist). Dr. Danquah-Brobby is well-versed in administering various neuropsychological, educational, and behavioral assessments–including modules 1 and 2 of the Autism Diagnostic and Observation Scale (ADOS). The ADOS is often regarded as the gold standard assessment tool for ASD diagnosis.
Dr. Danquah-Brobby has also consulted internationally in the realm of ABA for the last 10 years. Through her work in countries such as Qatar, Saudi Arabia, Egypt, and Ghana she has designed early intervention classrooms, worked one-on-one with children diagnosed with ASD and their families, assessed and designed culturally sensitive in-home ABA programs, and helped families identify appropriate schools and therapies in their home countries. She has done the same locally in the DC metropolitan area as well. She has worked with many children with ASD and their families in the home, school, clinic, and center-based settings, and has served as an advocate on behalf of families at school IEP meetings. Dr. Danquah-Brobby has consulted for various school systems across Maryland where she has trained teachers, service professionals, and parents/caregivers on ABA principles, Verbal Behavior, behavior reduction, skills acquisition, generalization, and related evidence-based strategies to be utilized in the school, center, and home settings.
Dr. Danquah-Brobby’s areas of expertise and interest include ABA/Verbal Behavior (VB), early intervention, providing quality ABA/VB interventions for families in low- and middle-income countries (LAMICs). In all of her treatment plans, she places great emphasis on cultural competency through the lens of her International Psychology background. She is passionate about spreading knowledge and awareness about ASD, ABA/VB, early detection, early diagnosis, and early intervention for ASD in LAMICs. Dr. Danquah-Brobby looks forward to conducting participatory action and single subject research that leads to the development of sustainable macro-level interventions in LAMICs.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Joanne Robbins, PhD; Sean Will, MS; Lucero Neri-Hernandez: MS, BCBA, LBA; and Lilly Alejandra Flores-Fiumara, MA, BCBA
2022-03-24 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.
Joanne Robbins, PhD; Sean Will, MS; Lucero Neri-Hernandez: MS, BCBA, LBA; and Lilly Alejandra Flores-Fiumara, MA, BCBA present “Say! Say! Say! Finding a Common Language for Teaching and Learning Reasoning Skills”
Thursday, March 24, 2022
6:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Whether the “problem solver” is a scholar, a scientist, an artist, a writer, a child, a parent, or an entrepreneur, certain repertoires are required to tackle the problem-solving environment successfully. A strategy designed decades ago is currently implemented in various settings by behavior analysts. This strategy called TAPPS (Think Aloud Pair Problem Solving) or TAPS (Talk Aloud Problem Solving) can be implemented with elementary to college-age students in general education and special education settings and by career professionals, parents, and others. The presenters will describe the implementation of a TAPS program through the context of a Constructional Approach (Goldiamond, 1974), the three repertoires that are required to successfully reason and problem solve, and present a contingency analysis regarding creating a “culture” of problem-solving in a group of individuals, ensuring that the teaching and implementation of TAPS maintains over time and lineages of individuals (Glenn, 2004; Layng et al., 2020). Those attending will leave with a more complete picture of what problem-solving is, what it takes for someone to reason through a problem independently, and learn of the various settings that take advantage of its utility.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the three repertoires that contribute to competent problem solvers.
Given the ubiquitous nature of problem solving, “Since there is probably no behavioral process which is not relevant to the solving of some problem, an exhaustive analysis of techniques would coincide with an analysis of behavior as a whole” (Skinner (1969), p. 133), identify the features of the Constructional Approach that define a TAPS implementation.
Identify commonly heard verbal behavior used in a culture supporting a TAPS environment.

Presenter Bios:
Joanne Robbins is Principal and Associate Director of Morningside Academy, Seattle, Washington, and co-founder of Partnerships for Educational Excellence and Research (PEER), International. Her contributions in program development, curriculum design, teaching, and supervision were initially guided by Susan Markle, Philip Tiemann, and Herb Walberg.
As Principal at Morningside Academy for more than twenty-five years, she has participated with her colleague Kent Johnson, fine faculty and staff, and hundreds of children and their families in the creation, modification, implementation, and assessment of effective and efficient instruction.
As Executive Director of PEER International, Joanne helped create an international team that assists numerous township primary schools and high schools in South Africa. She is the author of Learn to Reason with TAPS: a Talk Aloud Problem Solving Approach, which is being translated into Italian, Hebrew, Spanish, and Portuguese. She is co-author of Fluent Thinking Skills: A Generative Approach. A local community advocate, she served as co-chairperson of the Seattle Public School Superintendent’s Positive Climate and Discipline Advisory Committee.
Sean Michael Will is a certified educator in the State of Texas and has spearheaded the development of programs used at animal shelters, zoos, and public schools. Sean studied under Dr. Jesús Rosales-Ruiz and earned an M.S. in Behavior Analysis from the University of North Texas. As a special education teacher, he designed problem-solving training for students and faculty in public schools. The after-school program he created taught learners problem-solving skills to apply to their academic and everyday lives. Elected by district teachers and administrators to the Educational Improvement Counsel, Sean advised the school board in decisions related to the public school curriculum. Currently, Sean is in the Florida Institute of Technology doctoral program researching problem-solving and animal training.​
Sean co-founded the nonprofit organization Constructional Approach to Animal Welfare and Training (CAAWT) and serves as its Chief Executive Officer. CAAWT provides free training to individuals and organizations in need. The lives of animals and their caretakers are improved through applications of the Constructional Approach. Sean co-hosts a monthly podcast, runs private sessions and group classes in-person and online, hosts webinars, and the Annual CAAWT Conference to disseminate information on the Constructional Approach and its many applications to animal welfare and training.
Lucero Neri-Hernandez is a behavior analyst overseeing the ABA Early Intervention Clinic at Children’s Health in Dallas, Texas. She has over 10 years of experience working with children with autism and their families, completing her master’s degree and clinical training at the University of North Texas (UNT) with Jesus Rosales-Ruiz. Lucero completed her master’s thesis in a life skills classroom in a public middle school where she and a colleague taught the staff and students in the class to be better problem solvers and active listeners using Talk Aloud Problem Solving (TAPS; Robbins, 2014).
While working on her master’s degree Lucero learned about several behavior analytic approaches to education, including Direct Instruction, Instructional Design, and Precision Teaching, and nonlinear analysis and constructional interviews. During graduate school, Lucero served as a teaching fellow and teaching assistant for several behavior analytic courses.
Throughout her undergraduate and graduate studies at the University of North Texas (UNT), she was also actively involved in the Office of Outreach with G-Force, a student organization that aids minority and low socio-economic high school students apply and attend college and facilitate “university experiences” for first generation students. During this time, Lucero and her team brought over 60,000 2nd to 9th grade students to UNT’s campus to experience college life and higher education with the hopes to plant a seed for higher education.
Lucero has a broad array of experiences in behavior analysis, a passion for expanding access to higher education, and a knack for building relationships and working collaboratively.
Lilly Alejandra Flores-Fiumara a Wing Institute Grant recipient, defended her dissertation, Using a TAPS Protocol to Establish Component Skills in Third Grade Students in an After School Program: An instructional package consisting of explicit instruction, behavior analytic tactics, and behavior skills training, to earn a Ph.D. in Psychology, Behavior Analysis at The Chicago School of Professional Psychology in 2021.
As an Edward Bouchet Graduate Honor Society inductee, she presented on transitioning to scientist-practitioner at the Yale Bouchet Conference on Diversity and Graduate Education.
Over two decades of work in ABA services, Lilly supported individuals with and without dis/Abilities birth-three, parents, EIBI participants, students in special and general education, and transitioning adults across the home, community, and residential-based settings. Her leadership and OBM skills empowered people’s performance. Work with students using EBTs, secured expert witness commissions in litigious special education cases. Currently, while managing a practice, Lilly teaches at Pepperdine and Northern Arizona Universities. As values-based commitments, she contributes to Dr. Biglan’s ValuestoAction.org and facilitates workshops on leadership and diversity, equity, inclusion, and access for college students.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Henry S. Pennypacker and Francisco I. Perez
2022-04-01 10:00 - 12:00 (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.
Henry S. (Hank) Pennypacker, PhD – University of Florida and Francisco I. Perez, PhD, ABPP, University of Texas Health Science Center, School of Public Health Houston, present “Engineering the Upswing – A Blueprint for Reframing Our Culture”
Friday, April 1, 2022
10:00 am – 12:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Putnam & Garrett (2020) document the significant cultural changes that occured in the United States over the last century to the present. They noted a long upswing toward increasing solidarity in the early 20th century, followed by a steep downturn into increasing individualism. They concluded that the swing was driven by human action. Skinner (1976) warned us that “great changes must be made in the American way of life… .” He urged us to “use our knowledge about human behavior to create a social environment in which we shall live productive lives… .”
In this two-hour webinar, Drs. Perez and Pennypacker will provide tools for expanding the reach of behavior analyst in the important task of healing our culture.and enhancing the well-being of humanity. by engineering practices of collaboration, conflict resolution, increase the frequency of prosocial behavior, decrease consumerism and waste etc.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify the nature and sources of the fracturing of our culture.
Identify behavioral principles and methods that can engineer an upswing across a diverse range of issues.
Identify the significance of “selection by consequences” in the unification (consilience) and collaboration of the biological, social and behavior analysis sciences.

Presenter Bios:
Francisco I. Perez, PhD, graduated from the University of Florida with a degree in clinical psychology in 1972. He has been on the faculty at the University of Houston and Baylor College of Medicine and currently at UT School of Public Health. He is a board-certified neuropsychologist. He now teaches Occupational Health Psychology in the Total Workers Health Program in the Division of Occupational Health and Safety. He has received NIH funded grants and his research has focused on cognitive rehabilitation of people with dementia and multiple sclerosis.
Henry S. Pennypacker, PhD, is a Professor Emeritus of the University of Florida and founder and Director of the MammaCare Foundation and Chairman of the Board of Directors of the Cambridge Center for Behavioral Studies. He is past president of the Association for Behavior Analysis International. A major area of interest has been applying behavioral principles to the solution of human problems. He has published extensively in peer reviewed journals and has authored books on Behavior Analysis Research Methodology.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

15th Annual Conference on Autism & Related Disorders: Research-Based Solutions
2022-04-30 | Hotel Corque, Solvang, CA
Thank you for attending our 15th Annual Conference on Autism & Related Disorders: Research-Based Solutions!
BACB Learning CEU Certificates were emailed on Tuesday, May 31, 2022. Psychology CE Credits emailed on Wednesday, June 1, 2022. The Certificates were emailed from be**********@***il.com OR pa****@******or.org. IF you did not receive your certificate, contact Rebekah Pavlik at pa****@******or.org

Speaker Bios & Presentations Doc (PDF for Download)

Schedule

Tara Fahmie, PhD, BCBA-D: Rethinking the Safety of Functional Analyses
Rethinking the Safety of Functional Analyses
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Abstract:
Despite the clear benefits of conducting functional analyses of severe behavior, safety precautions may drive clinicians to seek alternative and less valid methods of assessment. In this presentation, I will review research relevant to the safety of functional analyses; provide an overview of practical strategies to improve safety based on this research; and discuss a few ongoing studies that may contribute to future improvements in safety.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Compare the safety risks and benefits of conducting a functional analysis.
Identify at least three ways to improve the safety of a functional analysis.
Describe at least two novel applications of precursor analyses.

Presenter Bio:
Dr. Tara Fahmie, BCBA-D is an Associate Professor and Associate Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe-Meyer Institute. Dr. Fahmie received her bachelor’s degree in Psychology from the University of Florida in 2005. She received her Master’s degree in Applied Behavioral Sciences from the University of Kansas under the mentorship of Dr. Gregory Hanley in 2007. She received her PhD from the University of Florida in Behavior Analysis under the mentorship of Dr. Brian Iwata in 2012. Between 2012 and 2020, Dr. Fahmie was a faculty member of the Psychology Department at California State University, Northridge. In 2021, Dr. Fahmie joined the Severe Behavior Program at the Munroe-Meyer Institute as an Associate Director. The Severe Behavior Program clinics provide assessment and treatment services to children with severe problem behaviors. The aim of services is to provide evidence-based behavioral assessment, intervention, and training to individuals and their caregivers, focusing on decreasing problematic and maladaptive behaviors and teaching functional, alternative behaviors using the principles of Applied Behavior Analysis.
Dr. Fahmie specializes in the assessment and treatment of problem behavior and has experience providing these behavioral services in various settings (homes, schools, residential programs, clinics). At California State University, Northridge, Dr. Fahmie directed the Functional Assessment and Healthy Behavior (FAHB) clinic and research lab, which provided low- or no-cost access to assessment and treatment services in an outpatient university setting and in collaboration with local schools and autism agencies. In addition, Dr. Fahmie regularly consults with service providers in her local community and internationally to assist in the development and implementation of evidence-based, best practice strategies for the assessment and treatment of problem behavior. Dr. Fahmie focuses on training and consultation models that are culturally informed and sustainable. Dr. Fahmie also investigates assessment and intervention strategies that will prevent minor forms of problem behavior from escalating in severity.
Dr. Fahmie thoroughly enjoys mentoring students and professionals from various backgrounds and strives to provide an inclusive training environment that embraces diverse perspectives.

Alice Shillingsburg, PhD, BCBA-D: Strengthening Gestures: A Critical Component to Building Robust Communication Skills for Autistic Children
Strengthening Gestures: A Critical Component to Building Robust Communication Skills for Autistic Children
Abstract:
The use of gestures in early child development is highly related to the development of language and communication. Research has repeatedly shown that children who are later diagnosed with autism use fewer gestures to point things out to others (i.e., show and share) and to request things from others (i.e., mand). Recent research has shown that these differences can be seen even before 12 months of age. Given the altogether lower levels of gestures observed in children with autism and the important role they play in learning language and other important social interaction skills, early intervention programs should focus on developing gestures as foundational to building robust communication repertoires. This presentation will provide an overview of how gestures are related to language development, how providers may inadvertently diminish gestures, how to implement procedures to strengthen and improve gestures, and how to capitalize on gestures as an active ingredient in quality mand training for children diagnosed with autism.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe how early gesture use is related to later language outcomes.
Describe how gesture use differs in early childhood development for children with and without autism.
Describe the importance of indicating responses in quality mand training.

Presenter Bio:
Dr. Shillingsburg serves as Senior Vice President of Children’s Clinical Services and Training at May Institute, providing clinical leadership to all children’s programs including the May Center Schools and our home- and center-based services. She holds a joint appointment as Assistant Director of the National Autism Center at May Institute.
Dr. Shillingsburg received her PhD in clinical psychology from Auburn University and completed her pre-doctoral internship and post-doctoral fellowship at the Marcus Autism Center. She previously served as the Director of the Language and Learning Clinic at the Marcus Autism Center and was Associate Professor at Emory University in the Division of Autism and Related Developmental Disabilities.
Dr. Shillingsburg is a licensed psychologist and Board Certified Behavior Analyst (BCBA) at the doctoral level. Her clinical expertise includes the development of language and behavioral programming to address a variety of behavioral difficulties and social communication deficits associated with autism and other developmental disabilities.
Dr. Shillingsburg has published over 45 empirical papers on interventions for children with developmental disabilities. She is currently an Associate Editor of the Journal of Applied Behavior Analysis and an editorial board member for Focus on Autism and Other Developmental Disabilities. She is a a former Associate Editor of The Analysis of Verbal Behavior.

Rob Holdsambeck, EdD, LCP, BCBA-D: Ethical Issues in Autism: Reflections on Bombs, Bits, and Babies
Ethical Issues in Autism: Reflections on Bombs, Bits, and Babies
Abstract:
How the spectrum of autism is conceptualized, diagnosed, and treated has changed dramatically over the years. In this presentation we will examine some of the ethical quandaries that were encountered along the way, which ones are prevalent today, and which ones may predominate in the future. Chaskel Leib (Leo) Kanner emigrated from what is now the Ukrane in 1924. Beginning in 1938, he began chronicling the lives and behaviors of 11 children that resulted in his seminal paper “Autistic Disturbances of Affective Contact” (Kanner, 1943). Kanner was driven, in part, by his horror at the way state hospital patients were treated after being summarily released and assigned work as domestic servants. His work was foundational in helping draw distinctions between what he called “Autism” and other conditions like schizophrenia. However, Kanner had difficulty understanding why most of the children he encountered there came from parents that had highly successful careers in science and noted that many of them had an “unaffectionate dynamic” in dealing with their kids. Another Prominent Psychiatrist, Bruno Bettelheim took this one step further in advancing the notion of a “refrigerator mom” as a causative agent in Autism. This myth plagued much of discussions surrounding autism in in the decades that followed.
Another immigrant, Ole Ivar Lovaas, established the Young Autism Project at UCLA in 1962. By 1987, he published a study (since expanded) that showed 9/19 autistic children in his clinic developed spoken language and were placed in “regular” education classes. His follow up in 1993 found that 8 of those children had maintained their gains and were “indistinguishable from their typically developing peers”. Dr. Lovaas was more concerned with what the children in his care needed to learn (and teaching in ways that that learn) than he was with focusing on their disability. However, the goal of making an autistic person indistinguishable from their peers has met with significant backlash from autistic advocates who would prefer that these children grow up to be “an autistic adult who is happy, healthy and living a self-determined life”. This issue is still being hotly debated and it highlights the ethical quandaries faced by some in the ABA field. We will examine some of those issues.
From Kanner’s paper to Helen Clancy, et al in 1969, through the current DSM 5, there have been significant changes in what is and what is not included in the diagnosis of autism. Without agreement on what constitutes the condition, researchers are at a distinct disadvantage in terms of isolation etiological components. However, most modern explanations of the etiology of profound autism suggest a genetic component. The research here is still emerging, but it is gaining in strength. In 2012, Jennifer Doudna and Emmanuelle Charpentier published their finding that CRISPR-Cas9 could be programmed with RNA to edit genomic DNA. This led in part to their Nobel Prize in Chemistry in 2020. This technology has caused great hope and great concern. In the not too distant future the ability of parents to “design” their babies may become a reality. We will discuss some of the ethical issues involved and how they might impact the current state of neurodiversity.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

list two pioneers in the treatment of autism.
list three major ethical dilemmas that exist today in the treatment of autistic children.
write a paragraph discussing the pro’s and potential cons of genetic engineering in regards to autism spectrum disorders.

Presenter Bio:
Dr. Holdsambeck is a licensed psychologist with 45 years of clinical experience delivering services to people with developmental disabilities, including those on the autism spectrum. He was one of the first in the nation to become board certified in behavior analysis (#0007). The company he founded, Holdsambeck Behavioral Health, employs over 100 clinicians serving 1000+ individuals annually in California and Hawaii. Previously he served his country as a Captain in the Air Force Reserves and his community as a tenured professor of psychology. He was selected as the 2010 distinguished colleague by the Chicago School of Professional Psychology’s department of applied behavior analysis. In 2011, he received the outstanding service award from the Cambridge Center for his work in bringing evidence-based practices to California. Dr. Holdsambeck is an author and frequent keynote speaker at International, National and State conferences. His most recent publications are the highly acclaimed books, “Behavior Science: Tales of Inspiration Discovery and Service” (Holdsambeck and Pennypacker Eds., 2017, Omnibus as well as volumes I, II, and III). In addition to the activities mentioned above, Dr. Holdsambeck is currently serving in his 9th year as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™.

Chunying S. Jin, PhD, BCBA-D: Assessment and Treatment of Sleep Problems in Children Diagnosed with Autism Spectrum Disorders
Assessment and Treatment of Sleep Problems in Children Diagnosed with Autism Spectrum Disorders
Abstract:
Sleep problems are prevalent among children and adolescents diagnosed with autism spectrum disorder (ASD). These problems are unlikely to abate without treatment, resulting in adverse long-term effects on the daytime functioning and wellbeing of individuals with ASD, their siblings, parents, and others. Understanding and addressing sleep problems requires viewing behavior that facilitate and disrupt healthy sleep through the lens of a contingency. Functional Behavior Assessment (FBA) is an iterative process designed to identify reinforcement contingencies that maintain falling asleep and those that maintain problem behavior that interfere with sleep onset. Through this process, caregivers and clinicians are more equipped to craft an individualized, function-based, and consumer-friendly treatment programs for individuals diagnosed with ASD whose sleep is chronically disturbed. The goal if this presentation is to (a) discuss the core behavioral model of sleep, (b) describe a functional behavior assessment process for sleep problems in children diagnosed with ASD, (c) identify current evidence-based interventions for sleep problems associated with ASD, and (d) discuss strategies for designing personalized, comprehensive, socially acceptable sleep interventions and prevention strategies.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe common sleep problems of children diagnosed with ASD.
Understand the reinforcement contingencies maintaining falling asleep and problem behavior that interferes with sleep onset.
Describe evidence-based treatments for sleep problems in children with ASD and steps to designing a function-based, individualized, and consumer-friendly sleep interventions.

Presenter Bio:
Chunying Jin PhD, BCBA-D currently serves as a lecturer at the department of psychology at California State University, Northridge and teaches for the M.S. ABA program at CSUN. Dr. Jin received her undergraduate training in behavioral psychology at the University of California, San Diego and received her doctoral degree in Behavior Analysis under the mentorship of Dr. Gregory Hanley at Western New England University. Prior to her current post at CSUN, Dr. Jin resided in New England and served as an assistant professor of psychology at Eastern Connecticut State University and a teaching fellow at Western New England University. She has been applying the principles of learning to improve the lives of individuals of typical development and individuals with developmental disabilities for over 10 years. Dr. Jin has published in areas such as the assessment and treatment of sleep problems in young children and function-based interventions for severe problem behavior associated with autism. Her research and clinical interests include assessment and treatment of sleep problems, behavioral pediatrics, child development and early life skills, pedagogical tactics in higher education, and function-based interventions.

Joyce Tu, EdD, BCBA-D: Severe Behavior Services: Taking a Multidisciplinary Approach on Intensive Case Management for Individuals with Profound Autism and Other Diagnoses
Severe Behavior Services: Taking a Multidisciplinary Approach on Intensive Case Management for Individuals with Profound Autism and Other Diagnoses
Abstract:
Past research has shown that individuals with autism and other diagnoses could benefit from ABA intervention. Although ABA services are often provided in the individual’s home, individuals with profound autism and other diagnoses might require more than traditional in-home ABA intervention. Profound autism is a relatively new term not yet adopted by most clinicians and researchers nor defined by diagnostic manuals or tools; however, it is a term that is being used to describe individuals with autism who require 24-hour support throughout their lives. The current presentation includes three participants with various referral concerns, such as, self-injurious behavior, property destruction, aggression, and encopresis. Prior to starting treatment, an intensive case management team collaborated with other professionals to address barriers to access ABA treatment (e.g., housing, transportation, legal matters, and access to other health professionals). These results highlight the importance of intensive case management as a vessel to address environmental and ecological barriers for ABA treatment.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define “multidisciplinary” approach.
Identify at least three social determinants of health (SDOH) on autism treatment outcomes.
Identify at least three different ways on intensive case management for individuals with profound autism.

Presenter Bio:
Dr. Joyce C. Tu is a Board Certified Behavior Analyst with a doctorate in educational psychology from West Virginia University, specializing in applied behavior analysis (ABA). She has over twenty years’ experience as both a behavior analysis professor and a practitioner — teaching behavior analysis in universities and providing ABA services, training, workshops and supervision for parents and professionals working with individuals with developmental disabilities in the U.S. and abroad.
Dr. Tu’s specialization and research interests are chiefly in verbal behavior, specifically, joint control and its role in listeners’ behavior. She has authored several peer-reviewed publications and serves as a behavior analysis journal reviewer. Additionally, in 2011, Dr. Tu co-authored a Chinese-language textbook published by Peking University Press, including chapters on topics such as shaping, prompting/fading, chaining and generalization.
Over the past 20 years, Dr. Tu has held workshops and speaking engagements for national and international professional organizations such as the Ai You Foundation, ABA International (ABAI) and the California Association for Behavior Analysis (CalABA). Dr. Tu has served on CalABA’s Board of Directors, including as its President, and she currently serves as President of the B.F. Skinner Foundation.
In the private sector, Dr. Tu was founder and director of Center for Behavioral Sciences, Inc. for 16 years. CBS was an ABA provider with over 100 employees throughout California. The company was acquired by Easterseals Southern California (ESSC) in 2019, and Dr. Tu became ESSC’s Vice President of Clinical Transformations, Autism Services.
Dr. Tu is also the founder and director of ABA Unlimited, Inc. (ABAU), a behavior analysis consulting and continuing education provider. In 2021, ABAU entered a contract with Peking University School of Medical Education in Beijing to develop a new verified ABA course sequence, with Dr. Tu designing and teaching the courses.
In 2003, Dr. Tu co-founded Applied Behavior Consultants-China, which trained approximately 200 administrators, teachers, parents and behavior interventionists to provide behavioral services to children with autism. Through this organization, ABA classrooms in China were established for children with autism aged three to 12, an underserved population otherwise assigned to general education.

Jill C. Dardig, EdD & William L. Heward, EdD, BCBA-D: Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills
Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills
ABSTRACT:
First developed in the 1970s, contingency contracting is a behavior change strategy that identifies a task to be completed and a reward to follow successful accomplishment of the task. Numerous research studies have demonstrated the effectiveness of contracting to improve behavior and teach new skills to children, with and without disabilities, in home, school, and community settings. Using children’s stories, examples of contracts used by families to help children with and without disabilities fulfill household responsibilities, learn new skills, get ready for school in the morning, and make friends at school will be presented. Attendees will receive materials for developing, implementing, and evaluating contracts that were field-tested by more than 300 families.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

State the purpose and give an example of each part of a behavior contract: Task, Reward, Task Record, Official Seal, and Signatures.
Describe how parents and their children can use three lists to identify tasks and select rewards for family contracts.
Identify three common reasons why family contracts fail.

Presenter Bios:
Jill C. Dardig, EdD, is Professor Emerita of Education at Ohio Dominican University where she trained special education teachers for 30 years. During a sabbatical, Jill was a consultant at Centro da Vilariñha, a program that taught daily living and vocational skills to teenagers and young adults with developmental disabilities, in Porto, Portugal. She has been a visiting professor at Keio University in Tokyo, Japan and presented workshops for teachers and parents in Europe, South America, and Asia. Dr. Dardig has written several books and other publications about and for parents including Involving Parents of Students with Special Needs: 25 Ready-to-Use Strategies (Corwin Press, 2008).
William L. Heward, EdD, BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at Ohio State University. He has taught at universities in Brazil, Japan, Portugal, and Singapore and given lectures and workshops in 22 other countries. A Past President and Fellow of the Association for Behavior Analysis International, Bill’s publications include co-authoring the books, Applied Behavior Analysis (3rd ed., Pearson, 2020) and Exceptional Children: An Introduction to Special Education (12th ed., Pearson, 2022). Awards recognizing Dr. Heward’s contributions to education and behavior analysis include the Fred S. Keller Behavioral Education Award from the American Psychological Association’s Division 25, the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies, and the Distinguished Psychology Department Alumnus Award from Western Michigan University.

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® Learning CEUs (6.0 – INCLUDING 1.0 ETHICS): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
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. SEE BELOW.

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.
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 NOTE:
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 to be emailed by Tuesday, May 3. The deadline for completing the online evaluation and code quiz is Tuesday, May 17. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.)
You must start the process with your evaluation of our conference.
https://docs.google.com/forms/d/e/1FAIpQLSf7paI7zhRwRGxq4hXhlIeUjxPuxtCgfvDVK-J7uBg0DcJ2Bw/viewform?usp=sf_link
If you complete your evaluation and miss the link for the code-quiz submission form:
https://docs.google.com/forms/d/e/1FAIpQLScBZM3iSGiD3_Nz5xcF4Adnq8wzKWX5NGAj-BoFGJqWY-W78A/viewform?usp=sf_link
If you would like a visual aid, click here for a PDF of the process.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

LOCATION
HOTEL CORQUE400 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 for Autism rate. The Center is open 6:00am – 11:00pm, 7 days a week.
Deadline: April 1, 2022

Refund Policy
Cancellation Policy:
In-Person Registration: If you are unable to attend after registering for in-person attendance, you are welcome to send a substitute. Written cancellations received on or before April 10, 2022 will be accepted, minus a $25 cancellation fee. Contact Rebekah Pavlik at pa****@******or.org
Virtual Registration:
Please pay attention to time zone differences. Refunds will not be given for cancellations received less than 24-hours of our conference start time.
We are offering access to the recording of the presentations for two weeks after the conference date. It is your responsibility to view the recording within that time frame and complete the attendance verification process through evaluation and code-submission quiz completion. CCBS will not offer refunds to individuals who missed the virtual conference or did not view the recordings and satisfactorily complete the required attendance process.
Event Recording Access Period Extension Requests:
We understand that personal issues sometimes interfere with the ability to finish watching and completing the attendance verification process of an event within the recording access period (14 days).
If an extension is due to medical illness or other serious circumstances that would prevent a person from contacting CCBS, no charge will be assessed for the extension. If the request is not submitted within 14 days of the conference we will do our best to accommodate but cannot guarantee availability. Contact Rebekah Pavlik at pa****@******or.org.

Thank You to Our Sponsors

Banking the Central Coast Way
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About Beacon Day School
Beacon Day School (BDS) is a California non-public school for children with autism and related disorders. BDS is fully accredited by the California Department of Education and serves students from school districts across Southern California. BDS was founded in 2004 by Dr. Mary Jo Lang, a clinical psychologist and fellow autism parent, who recognized the unique and diverse academic, social, emotional, and physical needs of the autism population and set out to create a safe, compassionate, nurturing school community dedicated to improving the lives of students and their families.

Support the Mission of the Cambridge Center for Behavioral Studies by becoming a Sponsor of our Conference.
Sponsorship Opportunities & Benefits

Schedule

Speaker Bios & Presentations Doc (PDF for Download)

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

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

Invited Speakers:
Speakers are subject to change.

Tara Fahmie, PhD, BCBA-DUniversity
Nebraska Medical Center’s Munroe-Meyer Institute

Alice Shillingsburg, PhD, BCBA-DMay Institute

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

Chunying S. Jin, PhD, BCBA-DCalifornia State University, Northridge

Joyce Tu, EdD, BCBA-DEasterseals of Southern California
and the BF Skinner Foundation

Jill C. Dardig, EdDOhio Dominican University

William L. Heward, EdD, BCBAThe Ohio State University
Schedule

ABACLive Webinar with Marianne L. Jackson, PhD, BCBA-D
2022-05-04 12:00 - 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.
Marianne L. Jackson, PhD, BCBA-D, presents “ABA, VB, RFT and LOL: A Behavior Analytic Account of Teaching Humor Comprehension”
Wednesday, May 4, 2022
12:00 noon – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Humor comprehension and joke telling are important aspects of an individual’s behavioral repertoire. They have social benefits and various health benefits and improvements in this repertoire may lead to positive outcomes in these areas. Professionals interested in the behavioral conceptualization of humor and how humor can be taught, benefit from instruction in the analysis of humor as a response and an examination of the behavioral repertoires that are relevant to humor comprehension. At the end of the presentation, audience members should be able to explain the behavioral components involved in humor comprehension of simple double-meaning jokes and describe a procedure to teach these skills.
Target Audience: Professionals interested in the behavioral conceptualization of humor and how humor can be taught. Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

Identify one socially valid reason to improve humor comprehension.
Select the behavioral components of double meaning jokes.
Iidentify ways to measure humor comprehension and appreciation.
Identify a three-step prompting strategy for teaching comprehension of double-meaning jokes.

Presenter Bios:
Dr. Jackson received her Master’s and Doctoral Degrees in Psychology (with an emphasis in Behavior Analysis) from the University of Nevada Reno. She is currently a Professor of Psychology at California State University, Fresno where she serves as the director of the Master’s program in Applied Behavior Analysis and as the clinical director of ABA Services at Fresno State. Her research interests include complex social skills including humor, perspective-taking, safety skills, the motivational functions of verbal behavior, and interventions to increase health and fitness behaviors. Dr. Jackson has served on the ABAI executive council, the CalABA Board of Directors, and as an advisor to the Cambridge Center for Behavioral Studies. In 2011, she was selected as the PsiChi Faculty of the Year, in 2014 was named as one of the Provost’s Outstanding New Faculty, and in 2017 received a Distinguished Faculty Service award from the College of Science and Mathematics. While at Fresno State, she has secured grants and contracts totaling over $6 million. She presents regularly at state and national conferences and has provided teaching, training, and clinical services in the countries of Scotland, Ireland, Jordan, Bosnia, and Georgia.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

2022 Annual Meeting of the Trustees
2022-05-31 08:30 - 13:30 (America/New_York)
Location & Meeting Documents
Agenda
Minutes from 2021 Annual Meeting of the Trustees
Nominated Advisors for Election
Meeting Attendees
Distinguished Scholars for 2022-2023
Financial Contributors 2021
LOCATION:
Northeastern University140 The FenwayRoom 378Boston , MA
Map from ABAI Convention Center to 140 The Fenway:
Northeastern University Boston campus map: https://campusmap.northeastern.edu/printable/campusmap.pdf target=”_blank”140 Fenway is on the top left of the map linked.
Our venue: https://www.northeastern.edu/events/140-the-fenway/ target=”_blank”
Download the PDF

REGISTER

Our 2022 Annual Meeting of the Trustees is planned for Tuesday, May 31, as a half-day, morning event following ABAI’s 48th Annual Convention.
Our in-person attendees will be meeting on the campus of Northeastern University in Boston thanks to Advisor Nicole Davis. We plan on an 8:30 am start with adjournment at 1:30 pm (Eastern/MA Timezone). You may attend in-person or virtually.
Brief Schedule:
Dr. Hank Pennypacker, Chair of our Board of Directors, will call to order at 8:30 am (Eastern) with Trustees voting for acceptance of the 2021 minutes and for nominated incoming Trustees and Advisors. The financials and past, present & future projects will be reviewed by 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 at 12:30 pm (Eastern).
DOWNLOAD AGENDA
We do not have a roomblock available given many travelers will already be in Boston to enjoy ABAI’s Convention.
Please officially register here through a contribution to help with expenses. This will serve as your formal RSVP.
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Cambridge Center.

Location
Northeastern University140 The FenwayRoom 378Boston , MA
Map from ABAI Convention Center to 140 The Fenway:
Northeastern University Boston campus map: https://campusmap.northeastern.edu/printable/campusmap.pdf target=”_blank”140 Fenway is on the top left of the map linked.
Our venue: https://www.northeastern.edu/events/140-the-fenway/ target=”_blank”
Download the PDF

REGISTER

Our Host in Boston for the Meeting

Advisor Nicole M. Davis, PhD, BCBA, LABAAssociate Clinical Professor &Program DirectorApplied Behavior Analysis ProgramsDepartment of Applied PsychologyNortheastern University

ABACLive Webinar with Tara A. Fahmie, PhD, BCBA-D
2022-06-15 14:00 - 16:00 (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.
Tara A. Fahmie, PhD, BCBA-D, presents “Ten Tips for Becoming a Productive Writer”
Wednesday, June 15, 2022
2:00 pm – 4:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 2 BACB® Learning CEUs.
Register on ABAC Website
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:

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

Presenter Bio:
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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

10th Annual ETHICS in Professional Practice Conference
2022-08-05 08:30 - 17:00 UTC | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
The post-conference attendee verification process for continuing education has closed. Contact Rebekah Pavlik if you have any questions.
IMPORTANT POST-CONFERENCE CONTINUING EDUCATION INFORMATION:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation had three (3) unique codes. You were instructed to capture the codes. You now need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Tuesday, August 9. The deadline for completing the online evaluation and code quiz is Tuesday, August 23. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
The Cambridge Center will process Certificates in two batches. One the week following the conference for those completing the process without home-study (August 9th am) and one after Tuesday, August 23, the deadline for home-study through recordings.
Start the process with your evaluation of our conference:
https://forms.gle/iTyo7VSUdNPVCLWP8
CHECK YOUR SCORE after completing the code quiz submission form. If you did not get all 6 correct, you may edit your response. You need to get all six presentation codes correct to earn your continuing education certificate.
Download PDF with visual of the process
DEADLINE: Tuesday, August 23, 2022 Midnight (EST)
____________________________________

A one day conference featuring leaders in the fields of Psychology, Business, Autism and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. (9:00 am Start – 5:15 pm Finish – See Schedule)
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.
Schedule
Presenter Bios & Abstracts

Invited Presenters

Patrick C. Friman, PhD, ABPP: No Such Thing as a Bad Boy: The Circumstances View of Problem Behavior
Patrick C. Friman, PhD, ABPPDirectorBoys Town Center for Behavioral Health
No Such Thing as a Bad Boy: The Circumstances View of Problem Behavior
Abstract:
From the beginning of recorded time human beings have assigned blame to persons who misbehave. The first prominent person to make an alternative case was Father Edward J. Flanagan, the founder of Boys Town, who proclaimed there was “no such thing as a bad boy, only bad environment, bad modeling, and bad teaching” in other words, bad circumstances. This paper will refer to this perspective as the Circumstances View of problem behavior and anchor it as the foundational idea for the field of behavior analysis. This talk will discuss the origins of the Circumstances View, the benefits that result from its adoption, reasons why its adoption is not more widespread, and suggestions for disseminating it more widely. Although this talk is not specifically focused on ethics, it will include ethics relevant points. For example, it will argue that superior ethical outcomes can be obtained by using prescriptions (i.e., what to do) rather than proscriptions (i.e., what not to do).
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the similarities between the philosophies of father Edward J Flanagan and BF Skinner.
Describe at least three ways the circumstantial view of behavior improves difficult situations.
Describe at least three reasons why these circumstances view of behavior is not more widely used.

Presenter Bio:
Dr. Patrick C. ​​F​riman received his Ph.D. from the University of Kansas. He is the current Vice ​President of ​Outpatient Behavioral Health Services and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine.
He was formerly on the faculties of Johns Hopkins, University of Pennsylvania, and Creighton Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology.
Dr. Friman is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He is also on the editorial boards of eight peer reviewed journals. He has published more than 180 scientific articles and chapters and three books.
The primary focus of his scientific and clinical work in is in the area of Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for ​children on one side, and referral-based clinical child psychological and psychiatric care, on the other.
He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, and pathways to success. As an example of the impact of his work, following a publication on child sleep problems, the American Medical Association ​invited him to headline a press conference in New York City where he was presented to the press by the Surgeon General of the United States.

Barbara Heidenreich: We Belong Together. How Behavior Analysts and Animal Care Professionals Can Help Each Other Improve Welfare
Barbara HeidenreichAdjunct Clinical InstructorTexas A&M UniversityVeterinary Medicine & Biological Sciences
We Belong Together. How Behavior Analysts and Animal Care Professionals Can Help Each Other Improve Welfare
Abstract:
Contemporary animal training, especially in the zoological community, focuses on improving welfare by teaching animals to cooperate in medical care, to participate in daily care, and by addressing undesired behavior. Training desired responses is also a part of improving welfare of animals involved in conservation education programs, scientific studies, and conservation initiatives. There has been a heavy emphasis on practical application which has often led to excellent mechanics as well as creative applications. This can include exquisite shaping skills, quick fading of prompts, communication with organisms with which there is no shared verbal language, and the development of innovative shaping plans. Animal caregivers also successfully establish behaviors through protective barriers and without physical contact when working with potentially dangerous animals. Additionally, these are all applied with a wide variety of learners (from rabbits to rhinos). However, this has often been accomplished without the benefit of literature review or without input from those with expertise in the field of behavior analysis. Recently, as more collaborations and communications have transpired between behavior analysts and animal care professionals, inspiring developments have occurred in the animal training industry. These include improved interventions to address undesired behaviors, better understanding of behavior-change procedures, clarifications of the learning processes, and introductions to programs (such as the constructional approach) that can lead to improved practices. These are leading to significant changes in the animal training community. Animal trainers’ expertise in practical application and behavior analysts’ scientific rigor are informing each other in inspiring new ways that have the potential to advance welfare for many learners.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify specific behavior change practices implemented by those working with animals that can potentially improve learner welfare.

Identify specific resources and/or developments in the field of behavior analysis that can potentially improve learner welfare, especially for those working with animals.

Choose at least one practice, resource, and/or development to further study, implement, or disseminate to facilitate the objective of advancing learner welfare.

Presenter Bio:
Barbara Heidenreich is an animal training consultant specializing in exotic animals. She consults worldwide working with zoos, universities, veterinary professionals, and conservation projects. She has worked onsite with over 80 facilities in 27 countries. She is an adjunct instructor at Texas A & M University. She has authored two books and contributed to four veterinary textbooks. She is a co-author of two Fear Free® Avian Certification Courses. Much of her work focuses on training exotic species to cooperate in medical care. She operates the online education program www.AnimalTrainingFundamentals.com. This virtual learning program features award winning courses, tracks to guide professional development, verifiable badges to share and prove course completion, community, and more. Barbara is an advisor for the Animal Training Working Group and the Parrot Taxon Advisory Group for the European Association of Zoos and Aquariums. She has provided her expertise to conservation projects The Kakapo Recovery Program and The Borneo Orangutan Survival Foundation. She has a Bachelor of Science in zoology and has begun the journey towards a Master of Science in applied behavior analysis. Her goal is to leave behind a legacy of kindness to animals by sharing her expertise.
You can find her complete credentials at https://animaltrainingfundamentals.com

Cody Morris, PhD, BCBA-D, LBA: Toward an Understanding of Assent with Individuals with Communication Difficulties
Cody Morris, PhD, BCBA-D, LBAAssistant Professor, Salve Regina University
Toward an Understanding of Assent with Individuals with Communication Difficulties
Abstract:
Seeking and obtaining assent from clients and research participants is an important component of behavior analytic practice and research. However, typical assent procedures primarily rely on spoken and written communication, which may not be feasible for individuals with significant communication difficulties. Thus, practitioners serving individuals with autism spectrum disorder and related developmental disabilities who have limited communication abilities may need to utilize alternative methods for seeking assent. The purpose of this presentation is to introduce assent and related concepts, discuss the importance of assent, and propose practical strategies for obtaining assent with clients who cannot assent through traditional means.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe assent and the reason it is important.
Describe the critical components of assent.
Adapt assent procedures to fit their client’s needs.

Presenter Bio:
Dr. Cody Morris is an Assistant Professor, Graduate Program Director of Behavior Analysis, and Chair of the IRB at Salve Regina University. He earned his doctorate in Psychology: Behavior Analysis at Western Michigan University.
The overarching goal of Cody’s research and clinical focus is improving the practice of behavior analysis. To this end, Cody’s research has two major concentrations. The first and primary concentration is improving assessment and treatment methodologies for severely challenging behavior in applied settings. The second concentration is addressing organizational issues related to the delivery of behavior analysis.
Cody has published works in prominent behavior analytic journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and the Journal of Organizational Behavior Management. He has served as a Reviewer for multiple behavior analytic journals and a Guest Associate Editor for Perspectives on Behavior Science and Behavior Analysis in Practice. Currently, Cody is the Director of the Executive Board for the Rhode Island Association for Behavior Analysis and the Executive Producer and Host of Behavior Analysis in Practice- The Podcast.

Kimberly A. Schreck, PhD, BCBA-D: Navigating an Ethical, Behavioral Worldview in Uncharted or Hazardous Waters
Kimberly A. Schreck, PhD. BCBA-DProfessor of PsychologySchool of Behavioral Sciences and EducationPenn State Harrisburg
Navigating an Ethical, Behavioral Worldview in Uncharted or Hazardous Waters
Abstract:
Navigating clinical ABA practice can be difficult with ongoing exposure to the variety of non-ABA interventions, marketed and packaged ABA interventions, and newly developed ABA applications. On their clinical journey, behavior analysts may encounter hazardous situations (e.g., requests to use non-evidence based treatments within collaborative situations or surviving attacks against ABA) or unclear and uncharted waters (i.e., possibly appropriate and ethical, but not yet scientifically supported treatments). Navigating these uncharted, and possibly hazardous, waters requires significant ethical knowledge and strategies. This presentation will provide participants with information about (a) how behavior analysts may be struggling within their clinical practices, (b) the obstacles they may encounter resulting in ethical misdirection, (c) ethical guidelines related to the necessity for scientific, evidence-based clinical practice, and (d) navigational strategies to lead them to ethical behavior.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify trends in behavior analysts’ use of evidence-based and non-evidence based treatments and obstacles to ethical behavior.
Identify the ethical guidelines related to using non-evidence and evidence-based treatments in behavior analysis practice.
Provide strategies for navigating these uncharted and hazardous waters.

Presenter Bio:
Dr. Kimberly Anne Schreck is a Professor of Psychology at Penn State Harrisburg. She studied Psychology at Capital University in Bexley, OH, and earned her doctorate at The Ohio State University – specializing in intellectual and developmental disabilities. Dr. Schreck is a licensed Psychologist and a Board Certified Behavior Analyst-Doctoral Level. After completion of her doctorate, Dr. Schreck held a Pediatric Psychology Post-Doctoral Fellowship at the Nationwide Children’s Hospital in Columbus, Ohio. While there, she specialized in assessment and treatment of children with intellectual and developmental disabilities and early intensive behavioral intervention in autism.
Dr. Schreck started as an Assistant Professor of Psychology at Penn State Harrisburg in 1999. In her first two years at Penn State, Dr. Schreck co-created the Applied Behavior Analysis Master’s degree at Penn State Harrisburg and served as the Professor in Charge of the program for approximately 13 years. She also served as the first Chair of the Social Science and Psychology Division at Penn State Harrisburg.
Dr. Schreck’s clinical and research interests include ethical practices and evidence-based treatment, autism (e.g., feeding and sleep), intellectual and developmental disabilities (e.g., MPS-IIIA), interventions for skill acquisition, and children’s behavior issues.
Dr. Schreck has become increasingly interested in studying why people choose to use non-scientifically supported treatments. She and her students have studied influences on treatment choice such as media, professional recommendations, and colleague persuasion that may convince parents and professionals to use these treatments. Dr. Schreck has published over 30 articles, reviews, and portions of books and given 100s of presentations in the areas of her research interests. While serving on several editorial review boards and as a guest reviewer for a variety of psychology and behavior analysis journals, Dr. Schreck also served as a past associate editor of Behavioral Interventions.

TV Joe Layng, PhD: Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests
TV Joe Layng, PhDGenerategy, LLC andAdjunct Professor and Doctoral Advisor, Endicott College
Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests (A Joint Presentation with Dr. Andronis)
Abstract:
Much of the discussion of ethics and ethical behavior begins with what may be referred to as ethical values and principles. Philosophers have wrestled with what precisely defines ethics. On one hand ethics has been viewed as the moral principles that govern a person’s behavior, and on another it is the field of study which investigates moral behavior. Students taking ethics classes are often presented with “moral choice,” situations such as the train diversion dilemma. Their arguments as to the course of action and the feelings that emerge become the focus of discussion. We suggest that ethics as a thing, whether as a set of guiding principles or as a field of study, does not exist. This is particularly true for arguments that ethics represent absolute good. Even so, the attempt to act ethically lies at the base of every profession. As Wittgenstein said, “Ethics so far as it springs from the desire to say something about the ultimate meaning of life, the absolute good, the absolute valuable, can be no science. What it says does not add to our knowledge in any sense. But it is a document of a tendency in the human mind which I personally cannot help respecting deeply and I would not for my life ridicule it.” We propose that instead of describing what is or is not ethical, we advocate examining the consequential contingencies responsible for creating and following codes of conduct, their change over time, and how conflicting contingencies can result in what might be described as conflicting ethical conduct.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the role absolute goodness plays is in guiding ethical behavior.

Describe how consequential contingencies determine ethical guidelines and the implications of such guidance.

Distinguish between apparent and genuine assent and the implications for analyzing the contingencies governing professional conduct.

Presenter Bio:
T. V. Joe Layng is a Fellow of the Association for Behavior Analysis International and was the 2020 recipient of the APA: Division 25 Fred S. Keller Behavioral Education Award. Joe has over 50 years of experience in the experimental and applied analysis of behavior with a particular focus on the design of teaching/learning environments. He earned a Ph.D. in Behavioral Sciences (biopsychology) at the University of Chicago. At Chicago, working with pigeons, he investigated animal models of psychopathology, specifically the recurrence of pathological patterns (head-banging) as a function of normal behavioral processes. Also working with pigeons, Joe collaborated with Paul Andronis and Israel Goldiamond on investigating the production of untrained recombinant, complex symbolic repertoires in pigeons from simpler behavioral components, a process they described as contingency adduction. Joe has extensive clinical behavior analysis experience with a focus on ambulatory schizophrenia, especially the systemic as well as topical treatment of delusional speech and hallucinatory behavior. In 1984 he founded Enabling Technologies, a software firm which was one of the first to use gamification to teach business software, as well as an array of business products and advanced 3D modeling software. In the 1990s, Joe was Director of Academic Support and then Dean at Malcolm X College in Chicago where he founded the award winning Personalized Curriculum Institute. In 1999, he co-founded Headsprout where Joe led the scientific team that developed the technology that formed the basis of the company’s patented Early Reading and Reading Comprehension online reading programs used by millions of children, for which he was the chief architect. Joe has spent the last several years mentoring students, and interested investigators and practitioners in nonlinear contingency analysis. He has published over 50 articles or chapters, a range of software applications, coauthored a self-instruction book on Signal Detection Theory for behavior analysts and recently coauthored the book Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice. Joe is currently a partner in Generategy, LLC.

Paul T. Andronis, PhD: Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests
Paul T. Andronis, PhDEmeritus ProfessorDepartment of Psychological ScienceNorthern Michigan University
Is There Such a “Thing” as Ethics? What a Contingency Analysis Suggests (A Joint Presentation with Dr. Layng)
Abstract:
Much of the discussion of ethics and ethical behavior begins with what may be referred to as ethical values and principles. Philosophers have wrestled with what precisely defines ethics. On one hand ethics has been viewed as the moral principles that govern a person’s behavior, and on another it is the field of study which investigates moral behavior. Students taking ethics classes are often presented with “moral choice,” situations such as the train diversion dilemma. Their arguments as to the course of action and the feelings that emerge become the focus of discussion. We suggest that ethics as a thing, whether as a set of guiding principles or as a field of study, does not exist. This is particularly true for arguments that ethics represent absolute good. Even so, the attempt to act ethically lies at the base of every profession. As Wittgenstein said, “Ethics so far as it springs from the desire to say something about the ultimate meaning of life, the absolute good, the absolute valuable, can be no science. What it says does not add to our knowledge in any sense. But it is a document of a tendency in the human mind which I personally cannot help respecting deeply and I would not for my life ridicule it.” We propose that instead of describing what is or is not ethical, we advocate examining the consequential contingencies responsible for creating and following codes of conduct, their change over time, and how conflicting contingencies can result in what might be described as conflicting ethical conduct.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the role absolute goodness plays is in guiding ethical behavior.

Describe how consequential contingencies determine ethical guidelines and the implications of such guidance.

Distinguish between apparent and genuine assent and the implications for analyzing the contingencies governing professional conduct.

Presenter Bio:
Paul Andronis earned the B.S. and M.S. in Zoology at Western Illinois University, and M.S. and Ph.D. in Biopsychology at The University of Chicago under the tutelage of Prof. Israel Goldiamond. At Chicago, he and Joe Layng collaborated on several projects, including: experimental work with pigeons on contingencies of social behavior and on control of self-injurious behavior by positive reinforcement contingencies; a training program in behavior analysis for mental health workers at a State of Illinois mental health facility; and as Systems Analysts at the University of Illinois Medical Center in Chicago, where they and a team of behavior analysts successfully implemented a hospital-wide computer information system. Afterwards, he, Joe Layng, and others from Goldiamond’s lab founded a software company focused mainly on productivity products, featuring advanced control-analysis strategies for user-testing with attention to the critical stimulus control relations involved. He then completed a three-year USPHS Postdoctoral Research Fellowship in Psychiatry at The University of Chicago, and concurrently held part-time appointments as Instructor in behavioral sciences departments at Chicago, Northeastern Illinois University, Roosevelt University, and the Chicago School of Professional Psychology (where he received the Excellence in Teaching Award). He was subsequently appointed full-time as Assistant Professor of Clinical Psychiatry at the Chicago Osteopathic Medical School where he established a new behavioral medicine program and trained psychiatry residents and interns in applications of behavioral contingency analysis to clinical problems. Soon thereafter, he was recruited back to the faculty of The University of Chicago, with primary appointment as Assistant Professor of Clinical Psychiatry in Behavioral Medicine (Department of Psychiatry), and joint appointments in the Department of Medicine (Section on Gastroenterology), in the Committee on Biopsychology (Department of Behavioral Sciences), and in the College. In Fall 1990, he was hired by the Department of Psychology at Northern Michigan University (NMU), with primary responsibilities for teaching courses in experimental and applied behavior analysis, training students in behavioral research and intervention, and coordinating the Behavior Analysis concentration area, for which after ten years he was awarded the NMU Distinguished Professor Award. In addition to his teaching, academic work, and running his basic research (human, pigeon, and cockroach) laboratories at NMU, he was also sought out for consultation by outside programs delivering treatment for children with autism, adults with cognitive deficits and mental illnesses, and by Headsprout, Inc., a large software company specializing in online instructional programs. After the sale of Headsprout, Joe Layng and he then partnered in a new educational software company, Generategy LLC, and recently coauthored a book (with Awab Abdel-Jalil and Trent Codd) on nonlinear contingency analysis and Goldiamond’s Contructional Approach in clinical settings. Professor Andronis retired last June after thirty years at NMU, and was granted status as Professor Emeritus of Psychological Sciences.

Patricia Wright, PhD, MPH: Working Upstream
Patricia Wright, PhD, MPHExecutive DirectorProof Positive: Autism Wellbeing Alliance
Working Upstream
Abstract:
The intent of applied behavior analysis (ABA) is to improve the human condition. There is an increasing call for ABA to expand its sphere of influence and address issues of societal importance. Working “upstream,” addressing social determinants of health (SDoH), the conditions in which people are born, grow, live, work, and play), can answer this call. SDoH are frequently used as a framework to improve overall health and wellbeing at a global, national, and local level. Influencers such as the World Health Organization and Healthy People 2030 organize their interventions within the SDoH framework. This session will discuss SDoH and encourage the use of upstream interventions to address health disparities prevalent in marginalized populations including autistic individuals.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Recall categories of social determinants of health.
Compare social determinants of health and the practice of applied behavior analysis and determine intersections.
Discuss the application of upstream intervention to the practice in applied behavior analysis.

Presenter Bio:
Dr. Patricia Wright’s commitment to ensuring all individuals with autism have access to effective services and supports has guided her work for more than 35 years, from her earliest responsibilities as a special educator, to state and national-level program management. Specific examples of her advocacy include the management in the design of a statewide system of support for children with autism for the state of Hawaii, several years as the National Director of Autism Services for Easter Seals, her industry positions leveraging technology, and her current role at Proof Positive, spreading the science and skills of happiness.
Dr. Wright has held advisory roles for a number of professional associations and advocacy groups, including the Organization for Autism Research’s Scientific Council, the Executive Committee for the Friends of the Center for Disease Control and Prevention, Board of Directors for the Association of Professional Behavior Analysts and the Autism Society Panel of Professional Advisors. She has been asked to provide expert testimony at Congressional Hearings and is a frequent contributor in the media, raising awareness of effective intervention for those living with disabilities.
Dr. Wright completed her PhD and Master of Public Health from the University of Hawaii. Her research focuses on the delivery of evidence-based interventions in community-based settings and healthcare access for people with disabilities.

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.
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 are scheduled to be emailed by Tuesday, August 9. The deadline for completing the online evaluation and code quiz is Tuesday, August 23. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
The Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one after Tuesday, August 23, the deadline for home-study through recordings.
Start the process with your evaluation of our conference:
https://forms.gle/iTyo7VSUdNPVCLWP8

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.
COVID Related
Endicott College is operating in accordance with state and local government requirements and is abiding by CDC recommendations regarding COVID-19.
Masks are now optional on the Endicott campus regardless of vaccination status. Individuals are encouraged to do what they are comfortable with in regard to mask wearing and are asked to respect others.
For virtual attendance:
The Zoom meeting link and access information was from be**********@***il.com the week of the conference. And for those who didn’t open, it was re-mailed from pa****@******or.org (Rebekah Pavlik). IF you did not receive, email pa****@******or.org.

Thank You to Our Gold Sponsors

Thank You to Our Silver Sponsors

Invited Speakers:
Speakers are subject to change.

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

Barbara HeidenreichAdjunct Clinical Instructor
Texas A&M University
Veterinary Medicine & Biological Sciences

Cody Morris, PhD, BCBA-D, LBAAssistant Professor, Salve Regina University

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

TV Joe LayngCE Course & Workshop Instructor
ABA Technologies, Inc.

Paul T. Andronis, PhDEmeritus Professor
Department of Psychological Science
Northern Michigan University

Patricia Wright, PhD, MPHExecutive Director
Proof Positive: Autism Wellbeing Alliance

ABACLive Webinar with Julia Fiebig, PhD, BCBA-D
2022-09-30 12:00 - 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.
Julia Fiebig, PhD, BCBA-D, presents “Expanding the Behavior Analyst’s Repertoire: Sustainability and Environmental Justice”
Friday, September 30, 2022
12:00 pm – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
From the individual to industry level, every job and work setting provides an opportunity to improve human behavior and interactions to build more sustainable and equitable communities. In this 3-hour event, CCBS Advisor, Dr. Julia H. Fiebig will provide behavior analysts and students of behavior analysis with an overview of critical issues in sustainability and how behavioral science is an important contributor to moving towards more sustainable communities. In addition to providing an overview of the work and the research being done in this area and the opportunities we can create in collaboration with other professionals, Dr. Fiebig will discuss how an understanding of language as it relates to values is critical to building cooperative contexts and communication around issues of sustainability.
Learning Objectives:
By the end of this event, participants should be able to:

Identify low impact and high impact behavior as it relates to sustainability
Identify core issues that are barriers to sustainability
Identify opportunities to collaborate on climate change
Identify how speaker listener behavior influences the narrative around the culture of climate change

Presenter Bio:
Julia Fiebig, Ph.D., BCBA-D, is an assistant teaching professor at Ball State University in the applied behavior analysis program. She is from Germany and resides in the San Francisco Bay Area. A practicing behavior analyst for over twenty years, she has a range of experience working as a consultant and educator with multi-disciplinary teams in clinical, educational, and other non-profit and private organizations. She has served on task forces for ABAI and ACBS and currently serves on the board of the Behavior Analysis for Sustainable Societies special interest group and ABAI’s Practice Board. Julia is one of the directors of Luethi-Peterson Camps, a non-profit volunteer organization facilitating international summer camps, to foster good human relations and healthy community by bringing staff and children from various backgrounds together. A primary emphasis of her work is helping leaders and organizations cultivate values-informed, consensus-building, prosocial practices and sustainable systems. She is dedicated to work on issues of environmental justice and contributing to wider application and dissemination of a compassionate behavior science.
*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. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
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
Go to ABAC Website for ongoing continuing education opportunities.

4th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2022-11-11 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
Recording links were emailed from be**********@***il.com on Monday, November 21 at 4:20 pm (EST). Certificates have been emailed for those completing the attendance verification process by the deadline of December 5, 2022. If you did not receive your certificate, please contact Rebekah Pavlik at pa****@******or.org.
Friday, November 11 – 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.

Schedule

Speaker Bios & Abstracts

REGISTER

Rob Holdsambeck, EdD, LCP, BCBA-D - Intergenerational Leadership and Supervision
Intergenerational Leadership and Supervision
Abstract:
The field of behavioral science is evolving. Tracing our earlier roots to the works of Pavlov, Watson, Thorndike, Skinner and others is an important part of the education and training of future leaders. However, it is far too easy to forget the societal contexts in which these pioneers operated. This presentation makes the case that operating across generations (aka Intergenerational Leadership) poses some unique challenges. Among those are scientific advances and cultural factors.
For Example: How the spectrum of autism is conceptualized, diagnosed, and treated has changed dramatically over the years. In this presentation we will examine some of the challenges that were encountered along the way, which ones are prevalent today, and which ones may predominate in the future. Leo Kanner emigrated from what is now the Ukrane in 1924. Beginning in 1938, he began chronicling the lives and behaviors of 11 children that resulted in his seminal paper “Autistic Disturbances of Affective Contact” (Kanner, 1943). Kanner was driven, in part, by his horror at the way state hospital patients were treated after being summarily released and assigned work as domestic servants. His work was foundational in helping draw distinctions between what he called “Autism” and other conditions like schizophrenia. However, Kanner had difficulty understanding why most of the children he encountered there came from parents that had highly successful careers in science and noted that many of them had an “unaffectionate dynamic” in dealing with their kids.
Another immigrant, Ole Ivar Lovaas, established the Young Autism Project at UCLA in 1962. By 1987, he published a study (since expanded) that showed 9/19 autistic children in his clinic developed spoken language and were placed in “regular” education classes. His follow up in 1993 found that 8 of those children had maintained their gains and were “indistinguishable from their typically developing peers”. Dr. Lovaas was more concerned with what the children in his care needed to learn (and teaching in ways that they learn) than he was with focusing on their disability. However, the goal of making an autistic person indistinguishable from their peers has met with significant backlash from autistic advocates who would prefer that these children grow up to be “an autistic adult who is happy, healthy and living a self-determined life”. This issue is still being debated and it highlights the ethical quandaries faced by some in the ABA field. We will examine some of those issues.
In 1986, after decades of progress, the mathematical theory of Chaos began to impact how many of the sciences viewed issues of prediction and projection. One question that is often asked by families is how far my child will go and how fast will they make progress. Chaos theory has important implications for how that question is answered. This talk will briefly highlight a few of those implications.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

List two pioneers in the development of behavioral science that had seminal contributions but also left some troubling legacies in their wake.
List three types of corporate structure that allows companies to serve children and adults on the autism spectrum.
Write a paragraph discussing the pro’s and potential cons strict adherence to only using “evidence based practices”.

Presenter Bio:
Dr. Holdsambeck is a licensed psychologist with 45 years of clinical experience delivering services to people with developmental disabilities, including those on the autism spectrum. He was one of the first in the nation to become board certified in behavior analysis (#0007). The company he founded, Holdsambeck Behavioral Health, employs over 100 clinicians serving 1000+ individuals annually in California and Hawaii. Previously he served his country as a Captain in the Air Force Reserves and his community as a tenured professor of psychology. He was selected as the 2010 distinguished colleague by the Chicago School of Professional Psychology’s department of applied behavior analysis. In 2011, he received the outstanding service award from the Cambridge Center for his work in bringing evidence-based practices to California. Dr. Holdsambeck is an author and frequent keynote speaker at International, National and State conferences. His most recent publications are the highly acclaimed books, “Behavior Science: Tales of Inspiration Discovery and Service” (Holdsambeck and Pennypacker Eds., 2017, Omnibus as well as volumes I, II, and III). In addition to the activities mentioned above, Dr. Holdsambeck is currently serving in his 10th year as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™.

Regina A. Carroll, PhD, BCBA-D - Advances in Improving Treatment Integrity Through Staff and Supervisor Training
Advances in Improving Treatment Integrity Through Staff and Supervisor Training
Abstract:
Treatment integrity is the extent to which an intervention is implemented as prescribed. Previous research has demonstrated that behavior-change agents frequently make treatment integrity errors when implementing behavioral interventions, which can influence client outcomes. This presentation will discuss some variables that may impact treatment integrity (e.g., reactivity). Additionally, this presentation will review recent research examining methods to improve supervisory practices and staff treatment integrity when implementing behavioral procedures for young children with autism spectrum disorders. Implications of these findings for future research and practice will be discussed.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define treatment integrity and discuss its importance to practice in applied settings.
Explain how reactivity may influence treatment integrity.
Describe methods for teaching supervisory skills to target treatment integrity (e.g., provision of performance feedback).

Presenter Bio:
Dr. Carroll is the director at the Autism Care for Toddlers (ACT) Clinic that provides early intensive behavioral interventions to young children diagnosed with an autism spectrum disorder (ASD). She is also the Associate Director of the integrated Center for Autism Spectrum Disorders (iCASD). Dr. Carroll received a Master’s degree in Behavior analysis at St. Cloud State University under the supervision of Dr. John Rapp and she received her PhD in Applied Behavior Analysis from UNMC under the supervision of Drs. Tiffany Kodak and Wayne Fisher. Dr. Carroll was previously an Assistant Professor in the Psychology Department at West Virginia University. Her research and clinical interests include skill acquisition in children with ASD and related intellectual disabilities, verbal behavior, treatment integrity, and staff training. Dr. Carroll supervises Doctoral and Master’s level students in both clinical and research settings. Dr. Carroll serves on the editorial boards for the Journal of Applied Behavior Analysis, the Analysis of Verbal Behavior, and Behavior Modification. She is also an Associate Editor for the Journal of Applied Behavior Analysis. She was also the recipient of the APA (Division 25) B.F. Skinner New Applied Researcher Award.

Michele Wallace, PhD, BCBA-D - Got Milk? What Does Milk Have to do with Supervision…
Got Milk? What Does Milk Have to do with Supervision…
Abstract:
There are a number of different types of supervision in behavior analysis: Case Supervision, Staff Supervision, and Analyst in Training (Fieldwork) Supervision. Unfortunately, the field has not clearly provided a distinction between these different types of supervision and tend to lump them all together as just supervision. Lumping all of these types of supervision together and the idiosyncratic behaviors that make up these types of supervision is problematic for many reasons. This talk will highlight the issues of lumping all types of supervision together, distinguish between the various tasks involved with each type of supervision, and provide an example of competency based Analyst in Training (Fieldwork) Supervision at both a university and agency setting. A detailed description of the California State University Los Angeles ABA Programs Fieldwork will be provided as well as a cost-benefit analysis of adopting a collaborative structure for Analyst in Training Supervision. In addition, assessment results of the fieldwork will be shared. With respect to the agency setting, the specifics of a pilot project at a Southern California agency will be shared. In conclusion, suggestions for moving the field forward with respect to ensuring competent supervision in all types of supervision will be provided.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Distinguish between three types of supervision: Case Supervision, Staff Supervision, and Analyst in Training Supervision.
Provide examples of specific tasks associated with each type of supervision.
Describe the potential limitations of not distinguishing between these three types of supervision.

Presenter Bio:
Dr. Michele Wallace earned her doctorate from the University of Florida in 2000 in the Experimental Analysis of Behavior. She is a Full Professor, the ABA program coordinator, and faculty advisor of the Los Angeles Student Association for Behavior Analysis at California State University, Los Angeles. Dr. Wallace has served on the Board of Editors for the Journal of Applied Behavior Analysis and as guest associate editor for the Journal of Applied Behavior Analysis and Behavioral Development. She is a current member of the Association for Behavior Analysis International and the California Association for Behavior Analysis. Dr. Wallace is the past president of the California Association for Behavior Analysis. She has been a Board Certified Behavior Analyst in the State of Florida since 1993 and a National Board Certified Behavior Analyst since 2000. Dr. Wallace provides consultation locally, across the United States, and internationally. Dr. Wallace is one of the authors of a premier textbook in behavior analysis (Behavior Analysis for Lasting Change), is the first author of an introductory textbook (Introduction to Applied Behavior Analysis for Behavior Therapist and other Practitioners) and co-author on a behavioral consultation book (Behavioral Consulting Improving Client and Consultee Learning and Behavior) and a book on the use of a behavioral approach for preventing problem behavior (Preventing Problematic Behavior in the Home, in School, and at Work). She has over fourteen first authored publications, thirty-six co-authored publications, and has presented over 325 presentations. Her current research interests are related to the refinement of assessment and treatment methodologies with respect to behavior problems, parent and staff training, the acquisition of verbal behavior, and real-world application of applied behavior analysis.

Dorothea C. Lerman, PhD, BCBA-D, LBA - Disseminating Behavior-Analytic Procedures to Non-Behavioral Professionals: Current Research at the University of Houston, Clear Lake
Disseminating Behavior-Analytic Procedures to Non-Behavioral Professionals: Current Research at the University of Houston, Clear Lake
Abstract:
Behavior analysts have a long history of training non-behavioral professionals to implement behavior-analytic procedures. However, the most effective training modalities are often the least efficient, which may prohibit the dissemination of our science to large numbers of professionals and encourage trainers to rely on largely ineffective approaches. The presenter will discuss research and practice in this area with two types of professionals. First, the presenter will describe research from her lab that aimed to train law enforcement officers to interact more successfully with individuals with autism spectrum disorder. Results suggested that abbreviated behavioral skills training (BST) provided in a group format was highly effective and a necessary supplement to more traditional forms of instruction. Next, the presenter will describe ongoing research from her lab that aims to train dental and medical professionals to promote compliance when providing routine exams to adults with NDD. Results thus far suggest the efficacy of brief BST provided in a virtual group format. The presenter will conclude with implications of the findings and directions for future research.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe behavior-analytic procedures recommended for law enforcement officers and medical professionals to engage successfully with individuals with NDD.
Discuss challenges related to training non-behavioral professionals.
Identify potentially more efficient yet effective training approaches.

Presenter Bio:
Dorothea Lerman is currently a Professor of Behavior Analysis at the University of Houston – Clear Lake, where she chairs the master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities (CADD). She received her doctoral degree in Psychology from the University of Florida, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders. She currently oversees several programs at CADD, including a focused intervention program for children with autism, a vocational program for adults with disabilities, a student support program for college students with autism, and a teacher training program for local school districts. Dr. Lerman has published more than 100 research articles and chapters, served as Editor-in-Chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a Licensed Behavior Analyst and a Board Certified Behavior Analyst.

Jon E. Krapfl, PhD - Leading from Behind
Leading from Behind
Abstract:
The presentation reviews some of the characteristics of organizations that provide a sound basis for enduring performance and organizational success. The paper looks at organizational culture as a fundamental controlling element of behavior, and then reviews some of the major factors that enhance or damage the organizational culture. The paper looks at organizational value propositions, differentiation, benefits v. attributes identification, and organizational communication, then provides a behavior analytic approach to the identification, evaluation and design of these elements as they apply to organizational change and strategy design and implementation. Examples of consulting on these variables are provided. Leading from behind is essentially the process of behavioral consulting on these underlying conditions which play such a strong role in an organization’s operations and success.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Develop an understanding of the role value propositions in organizations.
Identify the constituencies that must be maintained for organizational success.
Assist organizations in the design, evaluation, and implementation of the metafactors that play a significant role in organizational success.

Presenter Bio:
Jon E. Krapfl has spent an entire career on the intersection of business and psychology. After operating a construction business in the 1960s, he obtained a Ph.D. in clinical psychology from the University of Missouri in 1967. By 1969, he began directing training programs first at Drake University, and then as chair at West Virginia University, and as director of the Systems Center at the University of Houston. He also developed a number of treatment centers for the states of Missouri, Iowa, and West Virginia. From 1980-1997, Dr. Krapfl was president of Corporate Behavior Analysts, Inc., a consulting firm of behavioral psychologists with a worldwide client base, headquartered in Chicago, IL. After retiring for several years, he became associate dean and chief operating officer of the Mason School of Business at the College of William & Mary, a position from which he retired in 2012. His primary interests have been in business strategy, business cultures, leadership, and instruction in higher education.

Florence D. DiGennaro Reed, PhD, BCBA-D, LBA - Practical Ways to Train and Support Human-Service Staff
Practical Ways to Train and Support Human-Service Staff
Abstract:
Performance management involves the application of behavioral principles to manage the performance of staff. Despite serving as effective change agents for clients, behavior analysts often struggle with motivating and supporting the staff they supervise. This presentation will describe evidence-based performance management procedures and share experimental data and case studies supporting the effectiveness of a behavior analytic approach to staff training and professional development. The presentation will emphasize resource-efficient efforts to produce behavior change of staff.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the benefits of a pyramidal training approach.
Identify and describe the components of behavioral skills training as part of an evidence-based approach to performance management of staff.
Discuss results of studies evaluating ways to enhance resource efficiency of recommended training practices.

Presenter Bio:
Dr. Florence DiGennaro Reed, a board certified behavior analyst, received a doctorate in school psychology from Syracuse University. She also completed a clinical post-doctoral fellowship at the Institute for Child Development and a pre-doctoral internship in clinical psychology at the May Center for Education and Neurorehabilitation and the May Center for Child Development. Presently, Florence is a Professor in the Department of Applied Behavioral Science at the University of Kansas where she serves as departmental chairperson and directs the Performance Management Laboratory. Her research examines effective and efficient staff training and performance improvement practices. Florence has published 90 articles and book chapters and two edited books on a variety of topics including training, performance management, assessment, and intervention. With co-authors Drs. Gregory Madden and Derek Reed, Florence recently published a textbook titled An Introduction to Behavior Analysis. Moreover, Florence has been an Associate Editor for Journal of Applied Behavior Analysis, Journal of Behavioral Education, and Behavior Analysis in Practice.

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.
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.
Start with the Evaluation Process here.
Recording links were emailed from be**********@***il.com on Monday, November 21 at 4:20 pm (EST). IF you did not receive, contact Rebekah Pavlik at pa****@******or.org.
The deadline for completing the online evaluation and code quiz is Monday, December 5, 2022*. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
The Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one within 30 days of December 5, 2022*, the deadline for home-study through recordings. Your certificates come from be**********@***il.com.
*Recording and deadline dates have been changed since originally posted.
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:
Woodruff Auditorium
WOODRUFF AUDITORIUM
University of Kansas
KU Memorial Unions (Building)
1301 Jayhawk Boulevard
Lawrence, KS 66045

Visit here for an interactive campus map, or here for a downloadable PDF version.

VIRTUAL:
Instructions with Zoom link & password to be emailed from be**********@***il.com the by Wednesday, November 9. If you did not receive, contact Rebekah Pavlik by end of day Thursday, November 10.
KU Memorial Union Google Map:

REGISTER

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Bierman Autism Centers is a place where young kids engage in play to learn foundational skills they can build on such as self-advocacy and communication. We recognize that every kid’s success is unique, and our one-on-one approach allows us to drive progress, measurable outcomes, while each child is advancing on their own terms.
Our team is dedicated to making learning welcoming and fun by erasing the line between learning and play. Kids at our centers enjoy taking on new challenges and become motivated as they learn new skills. Our approach ensures kids become confident and empowered lifelong learners.
The Bierman circle of care and support includes the whole family, not just the child. We empower parents through training and collaboration. Learn more about Bierman Autism Centers.

The Evergreen Center is a residential school in Massachusetts with community living options for students with developmental disabilities.
Evergreen believes children will develop to their maximum potential when instruction is woven through daily activities and living environments. Learn more about Evergreen Center.

Journeys Autism Center offers families center-based, one-to-one ABA services in South Bend, Indiana. ABA provides each client with individualized and ongoing programming to promote pro-social skills that increase independence in all areas of development. Targeted skills are broken down into smaller parts and taught using a variety of data-driven and systematic approaches. Our philosophy is based around the idea that although no child with autism learns the same, leading with ethical practices and a client-centered process can help clients achieve the best possible outcome. It is essential for our clients to experience positive social interactions with peers and adults in an increasing number of settings. Learn more about Journeys Autism Center.

Melmark is committed to providing exceptional applied behavior analytic services to every individual, every day. With a vision to expand and raise the quality of service delivery systems throughout the country by disseminating and replicating the Melmark Model of Program Development and Clinical Treatment, Melmark embraces the following core commitments: Compassionate Care, Integrity in Everything We Do, Highly Skilled Workforce, Evidence-Based Practices, Unified Culture, and Best Outcomes. Learn more about Melmark.

Given the growing need to provide specialized, high-quality intervention for individuals diagnosed with autism spectrum disorder (ASD), the Progressive Behavior Analyst Autism Council™ provides credentialing programs that preserve and promote a progressive approach to applied behavior analysis (ABA) as a treatment method for ASD. These programs use a rigorous and defensible combination of assessment formats to recognize individuals who meet a high standard of practice. Learn more about the Council.

Thank You to Our Bronze Sponsor

Since 1998 we’ve helped thousands of behavior analysts become Board-certified, primarily through the CBA Learning Module Series, our premier exam prep and curriculum supplement for behavior analysts in training. We’ve helped our clients achieve success by applying the scientific principles and methods of applied behavior analysis to the development of self-paced online instructional content and software. More specifically, we use goals and specific measurable objectives to teach the discriminations necessary to ensure that those objectives are learned. We then provide plenty of practice to ensure fluency and maintenance. Learn more about Behavior Development Solutions (BDS).

Schedule

Speaker Bios & Abstracts

Invited Speakers

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

Regina A. Carroll, PhD, BCBA-DAssociate Director of the integrated Center for Autism Spectrum Disorders and the Director of the Autism Care for Toddlers Clinic

Michele Wallace, PhD, BCBA-DProfessor & ABA Program Coordinator, California State University, Los Angeles

Dorothea Lerman, PhD, BCBA-D, LBAProfessor of Behavior Analysis and Director, Center for Autism & Developmental Disabilities
College of Human Sciences and Humanities, University of Houston, Clear Lake

Jon E. Krapfl, PhDRetired Associate Dean & Chief Operating Officer, Mason School of Business, College of William & Mary

Florence D. DiGennaro Reed, PhD, BCBA-DProfessor & Chair of the Department of Applied Behavioral Science
University of Kansas

ABACLive Webinar with Judah Axe, PhD, BCBA-D
2022-11-18 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.
Judah Axe, PhD, BCBA-D, presents “Teaching Problem Solving to Address Complex Repertoires with Students with Autism”
Friday, November 18, 2022
12:00 pm – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 2 BACB® Learning CEUs.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn BACB® Learning CEUs
Abstract
Once children with autism have basic verbal and academic repertoires, behavior analysts must teach more advanced skills, such as verbal categorizations, solving math story problems, answering questions about the past, and answering questions that require researching online content. The analysis and applications of problem solving can greatly help with teaching these complex skills. Skinner defined problem solving as manipulating stimuli to increase the probability of arriving at a solution to a problem. When faced with a problem, such as a math problem or a question about a past event, an individual arrives at a solution by engaging in a few behaviors, such as working out the problem on paper, asking themselves questions, or visualizing. The presenter will provide a conceptual analysis of problem solving and covert behavior and present research on using visual imagining, self-questioning, graphic organizers, and mobile apps to teach intraverbal categorization, recalling past events, equivalence relations, and answering social questions. Teaching problem solving is a useful way to produce less rote responding and promote more generalization.
Learning Objectives:
By the end of this event, participants should be able to:

Identify a “problem” and “problem solving” from a behavior analytic perspective.
Select correct information on how to use visual imagining and self-questioning as problem-solving strategies to teach children with autism to answer intraverbal categorization questions and recall past events.
Select correct information on how to teach children with autism to use mobile apps as a problem-solving strategy to answer geography questions.

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 is currently a Professor of Behavior Analysis at Simmons University in Boston where he teaches in the on-ground and online master’s and Ph.D. programs. In addition to authoring the 10th edition of Applied Behavior Analysis for Teachers, he has published over 30 articles and book chapters, mostly on teaching verbal behavior and social skills to children with autism. Dr. Axe serves on the editorial boards of several behavior analytic journals, has served in leadership roles in ABA organizations, and received the 2021 Award for Excellence in Teaching Verbal Behavior from the Verbal Behavior Special Interest Group (VB SIG) of the Association for Behavior Analysis International (ABAI).
*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 BACB® Learning CEUs
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 BACB® Learning CEUs
Go to ABAC Website for ongoing continuing education opportunities.

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.

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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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 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.

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.

2023 Annual Meeting of the Trustees
2023-05-26 13:00 - 18:00 (America/New_York)
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

REGISTER

REGISTER

Held at the Embassy SuitesDowntown Denver Convention Center

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.

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.
