Cambridge Center for Behavioral Studies

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.

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.

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.

REGISTER

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 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.

ABACLive Webinar with Robert Pennington, PhD, BCBA-D RETURNS
2021-03-10 12:00 - 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. Robert Pennington presents “Behaving Behavior Analytic in the Provision of School Supports” RETURNS!
Wednesday, March 10, 2021
12:00 – 1:00 pm (Eastern/NY)
Dr. Robert Pennington returns to spend more time on topics covered and to offer the audience more time to discuss barriers and successes working in schools

If you were registered for the original event:

Log back into the ABAC webinar portal for Dr. Pennington’s event and join the live presentation!
This add-on event is not CE eligible

Didn’t catch the event the first time around?

ABAC will keep the event open for registration for both the free and CE sections until March 10, 2021.
Recordings of the original event and the add-on hour will remain available to view for 10 days after the live event.
2 CEUs (Learning) are available for viewing the first part of this event. No CEUs will be given for the bonus hour on March 10th or for viewing the recording of the bonus hour.

Register on ABAC Website
Abstract
Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Dr. Pennington will demonstrate the use of the program evaluation tools, model the development of behavioral objectives for addressing teacher behavior, and describe several strategies for improving teacher engagement (peer to peer coaching, training students, behavior skills training).
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 contingencies that may facilitate or hinder teacher behavior change.
Participants will be able to identify key components of model for assessing the classroom environment and identifying intervention targets.
Participants will be able to identify strategies for intervening to support teacher development.

Presenter Bio:
Robert Pennington PhD BCBA-D is the Lake and Edward J Snyder, Jr. Distinguished Professor in Special Education. He has over 30 years of experience working with individuals with disabilities, their families, and teachers. He graduated from the University of Kentucky in 2010 and since has published over 60 articles, book chapters, and books related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families. He also values service to the field and his local communities through membership on numerous advisory and editorial boards, leadership in professional organizations, and consultation. His current interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.
*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 Robert Pennington, PhD, BCBA-D
2021-02-10 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. Robert Pennington presents “Behaving Behavior Analytic in the Provision of School Supports”
Wednesday, February 10, 2021
12:00 – 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
Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Dr. Pennington will demonstrate the use of the program evaluation tools, model the development of behavioral objectives for addressing teacher behavior, and describe several strategies for improving teacher engagement (peer to peer coaching, training students, behavior skills training).
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 contingencies that may facilitate or hinder teacher behavior change.
Participants will be able to identify key components of model for assessing the classroom environment and identifying intervention targets.
Participants will be able to identify strategies for intervening to support teacher development.

Presenter Bio:
Robert Pennington PhD BCBA-D is the Lake and Edward J Snyder, Jr. Distinguished Professor in Special Education. He has over 30 years of experience working with individuals with disabilities, their families, and teachers. He graduated from the University of Kentucky in 2010 and since has published over 60 articles, book chapters, and books related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families. He also values service to the field and his local communities through membership on numerous advisory and editorial boards, leadership in professional organizations, and consultation. His current interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.
*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 Jeff Kupfer, PhD, BCBA-D, Licensed Psychologist
2020-12-09 18:00 - 21:00 (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.
Jeff Kupfer, PhD, BCBA-D, Licensed Psychologist presents: “Traumatic Brain Injury Treatment: The Role of Collaboration in Rehabilitation”
Wednesday, December 9, 2020
6:00 – 9:00 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
Traumatic brain injuries can be difficult to treat, often requiring a coordinated rehabilitation team to direct the course of treatment. Basic and complex skills may need to be relearned and individuals with brain injury may actively resist rehabilitation for multiple reasons which impedes successful outcomes.
A variety of interventions exist that address motivation and participation, in addition to effective skill teaching, which have been developed by behavior analysts. Regrettably, these techniques have been largely ignored and the benefits of collaboration remain elusive to most rehabilitation teams and behavior analysts.
This is a talk about collaboration and finding common ground for successful treatment planning. A review of the Four Causes of Behavior (Kupfer, Killeen, & Buzan, 2016) will lay the groundwork for defining the roles and boundaries of each of the rehabilitation team participants. Then, a brief overview of brain geography, function, and TBI measurement scales will be presented. Finally, three case studies will be presented that demonstrate treatment collaboration with physical therapy (PT), occupational therapy (OT), speech and language pathology (SLP) and behavior analysis. Skills acquired include walking, tooth brushing, wheelchair transfers, and self-control. Strategies that invite and support collaboration across disciplines will be reviewed.
Learning Objectives:

Participants will be able to identify the Four Causes of Behavior which define the boundaries of professional practice in treating persons with TBI.
Participants will be able to identify the major lobes of the brain and their respective functions.
Participants will be able to identify the benefits of using the Ranchos Los Amigos Scale and the Glascow Coma Scale.
Participants will be able to identify the appropriate errorless fading techniques to use when working with individuals with TBI.

Presenter Bio:
Jeff Kupfer received his doctoral degree in psychology from the University of Florida, specializing in the experimental analysis of behavior. He has conducted research in animal models of complex learning and psychopathology, as well as research examining environmental influences on bipedal travel in persons with visual loss. Jeff is a licensed psychologist in Massachusetts, Colorado, and Nebraska, a doctoral-level Board Certified Behavior Analyst, and a lecturer at the University of Colorado-Denver. He was the first president of the Four Corners Association for Behavior Analysis and is a Founder and Trustee for the Cambridge Center for Behavioral Studies.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. 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.
narkologiya24.clinic

ABACLive Webinar with Kent A. Corso, PsyD, BCBA-D
2020-11-18 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.
Kent A. Corso, PsyD, BCBA-D, presents: “Adapt and Overcome”
Wednesday, November 18, 2020
6:00 – 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
According to Miriam-Webster, adversity is a state or instance of serious or continued difficulty or misfortune. While all individuals will encounter adversity, how one handles difficult situations determines whether they will thrive or buckle under the circumstances. During this two hour event, Dr. Kent Corso, a clinical psychologist and behavior analyst, will review some of the primary literature on mental health, resilience and exceptional human behavior. The discussion will focus on common sources of adversity, including the obstacles and changes the COVID-19 pandemic has thrust upon the world, and will include suggestions about how to empower clients/patients to increase their ability to adapt to and overcome during times of adversity.
Learning Objectives:

Participants will be able to define resilience and adaptation concisely and in the context of coping with challenging life events.
Participants will be able to recognize common barriers people encounter when trying to overcome adversity.
Participants will be able to identify how clarifying one’s values, meaning and purpose in life (i.e., from acceptance and commitment therapy) can help the person adapt and overcome adversity.

Presenter Bio:
Dr. Corso is a clinical psychologist and board certified behavior analyst. He is a prior U.S. Air Force Officer and veteran of the Post-9/11 wars, and currently holds adjunct faculty appointments at Ohio State University’s Psychiatry Department and the Uniformed Services University of Health Sciences’ Family Medicine Department. Dr. Corso’s background over the last 20 years reflects one consistent theme: the application of behavioral sciences to novel areas of science and broader society. He is heavily involved in military medicine, evidence-based methods of suicide prevention and intervention, and integrating behavioral health into primary care medical settings. Dr. Corso’s research has yielded over 40 peer-reviewed publications and a book entitled Integrating Behavioral Health into the Medical Home: A Rapid Implementation Guide (Greenbranch Publishing, 2016). Most recently, his passion for facilitating meaningful change and measuring human performance resulted in the inception of an agile software firm (Xcelerate Innovations). With his partners, Dr. Corso developed the first native iOS applications for the Standard Celeration Chart (i.e., AimStar Pro and AimStar Lite).
*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.
Contraindications Hypersensitivity to the active substance or other components of the drug. Acute alcohol intoxication, acute poisoning with sleeping pills, analgesics or psychotropic drugs; severe hepatic insufficiency Tramadol Reviews, severe renal insufficiency (creatinine clearance

Behavioral Science: Applications in Leadership & Supervision Conference 2020
2020-11-13 | ONLINE
Register Now

INSTRUCTIONS FOR ENTERING CONFERENCE

A one-day live online conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.

Registration Fees

Registration Type
Fee

Student/Non-professional (No CEs)

$50

Student/Non-professional – CEs Included

$90

Professional

$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.

Dennis H. Reid, PhD, BCBA-D: Supervisory Strategies for Promoting Quality Performance and Staff Job Satisfaction
Supervisory Strategies for Promoting Quality Performance and Staff Job Satisfaction
Abstract:
This presentation will describe research-based supervisory procedures for enhancing quality work and staff satisfaction with their day-to-day jobs within human service settings. Following description of a systematic, behavior-analytic approach that promotes proficient work performance, specific strategies will be presented for using the approach in ways that also enhance staff work enjoyment. Topics to be discussed include making disliked duty assignments more preferred among staff, providing performance feedback in individually preferred ways, reducing unpleasantness associated with formal monitoring procedures, and promoting self-motivation.
Learning Objectives:
Participants will be able to:

Describe the six steps of a behavioral, outcome management approach to supervision.
Describe three procedural steps for making disliked job tasks more desirable for staff.
Identify three reasons for enhancing staff work enjoyment in association with promoting proficient job performance.

Presenter Bio:
Dr. Dennis Reid has over 40 years of experience as a clinician and supervisor in educational, residential, and community support settings for people with intellectual and developmental disabilities, and has consulted with human service agencies in the majority of states of the United States as well as Canada, Australia, and New Zealand. He has published over 140 behavior analytic journal articles and book chapters and authored or co-authored 12 books, five of which focus on staff training and supervision. In 2007 he was awarded Fellowship status in the Association for Behavior Analysis International and in 2006 received the American Association on Intellectual and Developmental Disabilities (AAIDD) International Research Award. Dennis is the founder and current director of the Carolina Behavior Analysis and Support Center in Morganton, North Carolina. He is the lead author on the AAIDD Supervisor Training Curriculum: Evidence-Based Ways to Promote Work Quality and Enjoyment Among Support Staff.

Helena Maguire, MS, LABA, BCBA - Leadership Under Fire: Effective Supervision and Organizational Integrity - A Treatment Package for Crisis Events
Leadership Under Fire: Effective Supervision and Organizational Integrity – A Treatment Package for Crisis Events
Abstract:
We continue to live and work eight months under the shadow of a pandemic crisis never seen before by emerging supervisors in the field of applied behavior analysis. The ability to provide the necessary leadership to effectively supervise and direct staff during a crisis requires the application of critical interpersonal skills and technical skills. Attempting to respond appropriately in the technical domain while remaining compassionate to the needs of employees and maintain organizational integrity is a challenge during any health related crisis, especially if the behavioral system has not been designed to support the complexities of the human worker and their range of responses for pandemic events such as COVID-19.
For new supervisors, developing appropriate skills must be supported through a behavioral systems approach at the organization and individual level in order to strengthen professional relationships among colleagues, subordinates and other stakeholders. Maintaining organizational integrity while balancing the needs of employees and clients may present competing priorities to supervisors. The commitment by supervisors to ensure they have developed effective relationships with all stakeholders must begin before a crisis emerges. The importance of practicing effective, compassionate supervision becomes paramount to successful leadership when an unexpected organizational or individual crisis occurs.
A case study review of the recent COVID-19 pandemic will be used to highlight barriers and opportunities for development of supervisors in behavior analytic organizations.
Learning Objectives:
Participants will be able to:

Identify effective organizational behavior systems necessary to develop an effective and compassionate approach to supervision.
Outline critical supervisory skills that should be developed, shaped and reinforced in preparation for the unexpected crisis.
Make recommendations at an organizational systems level for the review, development and inclusion of supervision training for all supervisors.

Presenter Bio:
Helena Maguire serves as the Executive Director of Melmark New England, a service division of Melmark, Inc., with an operating budget of over $32M. In this role, Maguire, a Licensed and Board Certified Behavior Analyst, oversees the development and implementation of programs and services, as well as the daily operations for Melmark New England. She develops strategic objectives for the Massachusetts division, and provides leadership to Melmark’s highly skilled staff to assure the achievement of these objectives. Maguire supports the CEO and Board of Directors through various committees and activities and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all of Melmark’s mission-first services.
In addition to her day-to-day work overseeing Melmark New England’s Applied Behavior Analysis (ABA) services, which include school-based and residential care, adult day and residential services, school and home-based consultation, professional development, graduate training programs and after school services, Maguire is also the primary liaison with state advocacy groups. Among those advocacy and legislative resources are: Massachusetts Association of 766 Approved Private Schools (MAAPS), Association of Developmental Disabilities Providers (ADDP), Massachusetts Interagency Commission on Restraint and Seclusion and Massachusetts Association of Applied Behavior Analysis (MassABA).
Maguire also writes curriculum for and leads conferences and trainings designed to improve the quality of ABA services, not only at Melmark’s service divisions in New England, Pennsylvania and the Carolinas, but also for providers throughout the field. She has led and participated in Melmark’s Expert Speaker Series, presented at professional conferences across the country, conducted research to improve services and to advance the Melmark Model of Program Development and Clinical Treatment, and designed and led diversity seminars for internal and external audiences. Maguire has presented numerous papers on staff management and staff training techniques, both at the local level and at the national level, and is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston. She also instructs a six-course graduate series on Applied Behavior Analysis.
Maguire’s professional experience includes extensive work in the field of community based human service delivery systems in Massachusetts. Her clinical expertise and interests range from staff training and supervision issues at the practitioner and organizational levels, organizational systems analysis and integrity, as well as the treatment of severe behavior challenges in children and young adults. Working with practitioners, parents, and siblings to improve the lives of their loved ones continues to be a core commitment for Ms. Maguire.
Previously, she has served as a Program Director at Vinfen Corporation and as the Director of Adult Services at the May Institute. In both of these positions, Maguire was responsible for the development and implementation of the staff orientation training curriculum, training for supervisory personnel and in-service training for all staff.
Earning her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston, Maguire received her Board Certification in Behavior Analysis (BCBA) in May 2002.

John Austin, PhD - Create an Environment for Success with This One Simple Skill
John Austin, PhDCEO, Reaching Results
Create an Environment for Success with This One Simple Skill
Abstract:
Management consultants are known for developing new techniques and applying these techniques are often beyond the grasp of most people in the working world. Oftentimes these techniques require a massive amount of behavior change in order to use them in the first place. “Create a burning platform”; “Don’t fear conflict”; “Hold people accountable”; “Deliver honest feedback”; “Create a safe space” and other such lofty advice often sounds very good in the moment from an intellectual perspective but for someone who is struggling with an actual problem, the techniques often don’t get used because the advice is too vague, because there are barriers to following it, and even if the actions needed were very clear, it would require monumental behavior change on behalf of the leader. An evidence-based approach would suggest that we deliver clear expectations, engage in easily-executed shaping steps from the current performance, measure, and reinforce improvement. Furthermore, when it comes to leadership and management at work, “simpler” is better, and starting with basics or fundamentals usually produces larger, quicker, and more sustainable behavior change. This presentation will describe such an approach that you can use to create a more positive work environment for you and your team.
Learning Objectives:
Participants will be able to:

Understand why most initiatives fail.
Understand one key leadership behavior that can improve the work environment.
Have 3 ideas of what they can accomplish through having better conversations at work.

Presenter Bio:
Dr. John Austin is an internationally recognized expert in human performance. He is CEO of Reaching Results, where he teaches leaders to create more effective work environments.
Dr. Austin was also a Professor of Psychology at Western Michigan University. He has consulted with organizations for 30 years to improve productivity and safety in various industries including:
Aviation, Autism/ABA Agencies, Chemical, Construction, Food service, Government, Health care and hospitals, Higher education, Manufacturing, Retail, Transportation, and Utilities.
John and his teams have been instrumental in delivering over 10,000 work improvement, quality, and safety projects that have generated millions of dollars in improvements to businesses. They have coached over 350 senior leaders from many companies and 12 countries to help them improve business performance.
In the area of improving human performance John has published nearly 100 articles and chapters, delivered hundreds of presentations at regional, national, and international conferences and business meetings, and has published three edited books, Organizational Change, Handbook of Applied Behavior Analysis, and Mindfulness at Work.
Reaching Results offers online courses and coaching in Behavioral Leadership, Effective Supervisory Conversations, and Navigating Difficult Conversations, among others, and Dr. Austin is invited keynote speaker for business events around the world.

Julie M. Smith, PhD - Putting the “Kind” into Behavioral Feedback for Humankind
Putting the “Kind” into Behavioral Feedback for Humankind
Abstract:
People who are expert in their field sometimes come across as arrogant or insensitive when they share their advice and knowledge with others. Behavior analysts are particularly susceptible to this criticism when we provide feedback to others. As scientists, we are trained to remain objective and non-judgmental, which sometimes can come across as cold and uncaring. Julie will weave together research from three different authors into easy-to-use tips on how to develop better relationships with people during the feedback process. By using these tips, behavior services providers will have an even bigger impact on their clients’ behavior change.
Learning Objectives:
Participants will be able to:

Understand the 5:1 Magic Ratio of positive to constructive feedback and the research behind it.
Describe how to deliver the “5” (positive feedback) in a way that conveys your expertise but avoids coming across as an arrogant expert.
Describe four relationship killers to avoid when delivering the “1” (constructive feedback).
Recognize when the feedback receiver is emotional and how to adjust your approach.
Identify strategies for shaping self-feedback.

Presenter Bio:
Julie’s hallmark is her astonishing ability to help leaders achieve “mission impossible.” She is a world-class expert in applying behavior science to achieve unprecedented results in global companies. As co-founder of Alula (formerly CLG), Julie and her colleagues pioneered the most powerful and practical organizational behavior-change approach available today, as evaluated by multiple independent benchmark studies. Hundreds of client case studies prove that this approach leads to superior strategy execution and dramatic performance improvement.
Recently, Julie co-founded Performance Ally to create enterprise software that digitally enables everyone in an organization to excel at targeted Vital Behaviors to achieve 5-Star Results. This software, Ally Assist, optimizes human actions by providing realtime guidance, performance feedback, and barrier removal. The behavioral processes and tools embedded in Ally Assist help reduce behavior variability, speed execution, and sustain any improvement.

Kelley Harrison, PhD, BCBA - Balancing Supervision Standards for BCBA Trainees with Standards of Clinical Practice
Balancing Supervision Standards for BCBA Trainees with Standards of Clinical Practice
Abstract:
As the number of aspiring behavior analysts continues to increase, it is imperative that certified behavior analysts provide quality supervision to those seeking BCBA certification. Providing quality supervision may facilitate quality clinical practices once those seeking supervision become certified and begin to practice independently (Leblanc & Luiselli, 2016). However, when BCBA supervision occurs within the context of providing clinical services, it can sometimes be difficult to balance quality supervision standards with quality clinical practices. Resources in clinical settings (e.g., time, availability of supervision tools, knowledge) may place constraints on supervisors (Sellers, Valentino, Landon, & Aiello, 2019). Additionally, funding requirements (e.g., number of approved service units) may place further constraints on supervisors. The purpose of this talk is to discuss common constraints or barriers supervisors may experience when providing supervision in a clinical setting. Current literature will be discussed, and suggestions based on the current literature and personal experience will be provided.
Learning Objectives:

Participants will be able to identify common barriers to providing quality supervision in a clinical setting.
Participants will be able to list the BACB guidelines for providing supervised fieldwork experience to BACB trainees.
Participants will be able to describe strategies for providing quality supervision along with quality clinical services.

Presenter Bio:
Dr. Kelley Harrison is a board certified behavior analyst who received her PhD from the University of Kansas in Behavioral Psychology in 2018. Following completion of her PhD, Kelley completed a post-doctoral fellowship with Trumpet Behavioral Health, a company that provides behavior therapy services to individuals with intellectual and developmental disabilities. Presently, Kelley is an Assistant Professor of the Practice in the Department of Applied Behavioral Science at the University of Kansas. Kelley’s areas of expertise include the application of behavioral principles to the early childhood education setting, including inclusive classrooms and early intervention classrooms, as well as the assessment and treatment of problem behavior. Her research interests include increasing compliance with heath care routines, increasing communication for individuals with developmental disabilities, and improving early childhood education practices. Kelley also serves as the chair for the Professional Development Board for the Kansas Association for Behavior Analysis.

Tyra Sellers, JD, PhD, BCBA-D: Cultural Humility and Responsiveness in the Supervisory Relationship
Cultural Humility and Responsiveness in the Supervisory Relationship
Abstract:
Helping professions typically rely on a supervision model to train and oversee trainees and newly certified or licensed practitioners. Many professions receive direction from their governing bodies regarding the structure and content of required training and supervision; however, some individual receive little to no training in effective supervisory practices in graduate school. It is likely that supervisors will train and supervisor individuals who differ from them, in terms of their culture and background. Attending to cultural humility and responsiveness in the supervisory relationship may enhance the effectiveness of supervisory practices and result in a more positive experience for both parties. This talk will focus on describing cultural humility and responsiveness in the context of clinical supervision and provide some strategies and resources for supervisors.
Learning Objectives:
Participants will be able to:

Describe the different between cultural competence and cultural humility.
Identify at least 3 resources for conducting self-evaluations.
Identify at least 2 strategies for engaging in culturally responsive supervision.

Presenter Bio:
Tyra P. Sellers, JD, PhD, BCBA-D, is the Director of Ethics at the Behavior Analyst Certification Board. She earned a B.A. in Philosophy and M.A. in Special Education from San Francisco State University, a J.D. from the University of San Francisco, and a Ph.D. from Utah State University. Her professional and research interests focus on professional ethics, training and supervision, assessment and treatment of severe problem behavior, variability, and verbal behavior. Dr. Sellers has over 20 years of clinical experience working with individuals with disabilities in a wide variety of settings. Tyra has served as a board member in various positions, for the Utah Association of Behavior Analysis. She currently serves as an associate editor for two journals and is on the editorial board for a third.

Speaker Biographies & Abstracts

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 Supervision 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!

INSTRUCTIONS FOR ENTERING CONFERENCE

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

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

Schedule

Register Now

Presented by
Cambridge Center for Behavioral Studies™ in cooperation with the Department of Applied Behavioral Science, The University of Kansas.

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

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.

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.

Register Now

Register Now

INSTRUCTIONS FOR ENTERING CONFERENCE

Schedule

Speaker Biographies & Abstracts

Invited Speakers:

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

Helena Maguire, MS, LABA, BCBAMelmark New England

John Austin, PhDReaching Results

Julie M. Smith, PhDPerformance Ally

Kelley Harrison, PhD, BCBAUniversity of Kansas

Tyra Sellers, JD, PhD, BCBA-DBehavior Analyst Certification Board
Register Now

33nd Annual Conference of the Standard Celeration Society
2020-11-05 06:00 - 2020-11-07 18:30 UTC
Visit the celeration.org website often for complete information & registration.
Join them in Denver, Colorado.

ABACLive Webinar with Alexandra (“Sasha”) Protopopova, PhD
2020-10-01 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.
Alexandra “Sasha” Protopopova, PhD presents: “Using Therapy Dogs in ABA Individual and Group Educational Sessions with Children with Autism Spectrum Disorder (ASD)”
Thursday, October 1, 2020
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
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 on 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:

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:
Dr. Alexandra (Sasha) Protopopova, MS, PhD, is an assistant professor in the Animal Welfare Program at the University of British Columbia. Sasha’s research aims are to improve animal shelter practices, improve companion animal welfare in shelters, pet homes, and in assistance roles. Sasha earned an MS and a PhD in Behavior Analysis from the University of Florida. She has published numerous peer-reviewed articles and is a frequent presenter in scientific and professional conferences. Sasha spends her days conducting behavioral research, teaching university classes in Animal Learning, going on hiking trails, and cuddling dogs.
*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 Teresa Camille Kolu, PhD, BCBA-D
2020-09-09 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.
Teresa Camille Kolu, PhD, BCBA-D presents: “An Introduction to Trauma-Informed Behavior Analysis for Behavioral, Mental Health, and Educational Professionals”
Wednesday, September 9, 2020
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
The cultural movement to extend trauma-informed services to settings and clients typically served by behavior analysis is challenged by a widespread lack of training, support, and unified understanding of how behavior analytic principles are applicable. In some cases, we lack knowledge of appropriate assessments, supervised experience with sensitive populations, and skills including rigorous risk documentation and collaboration with trauma-informed teams. These statements may be especially true, and their consequences serious, where trauma related behavior intersects with other challenges related to our vulnerable populations. This introduction to trauma-informed behavior analysis (TIBA) shares case studies where behavior analysis was applied in a trauma-informed way in a productive team context to support individuals from settings across education, autism clinics, foster families, day programs, and hospitals. Participants will learn from a collaborative perspective as we move toward operationalizing trauma-related contextual stimuli and treating related behaviors. Participants who collaborate with behavior analysts, or any of those who work in teams addressing behavioral concerns after trauma, will find this useful.
Learning Objectives:

Participants will identify ways that trauma related terms can be operationalized in ways conceptually consistent with behavior analysis.
Participants will match applications of behavior analysis to trauma-related needs.
Participants will select examples of using tools to enhance applied behavior analytic practice with people affected by trauma.

Presenter Bio:
Dr. Camille Kolu is a behavioral scientist and BCBA-D in Denver, Colorado. She is the owner of Cusp Emergence, a private practice in which she joins families and agencies to engineer behavioral cusps for individuals and their loved ones. After training, supervision and work at the University of North Texas, Dr. Kolu earned a Ph.D. in Biopsychology and Behavioral Neuroscience at Rutgers University, where she developed neurobiological animal models of autism, and examined olfactory and social contextual conditioning. Dr. Kolu practices behavior analysis across the lifespan with individuals and families affected by autism, foster care or adoption, mental illness, and/or developmental and intellectual disabilities. She partners with health and human service agencies, mental hospitals, schools, community-centered boards, and universities, and enjoys designing and teaching courses in behavior analysis and ethics. Dr. Kolu has published in peer-reviewed journals, and serves on the advisory board of the Cambridge Center for Behavioral Studies. She is active in local behavior analytic groups. Dr. Kolu explores research interests in verbal communities of reinforcement and stimulus schedules in the everyday interactions of families affected by disruption or trauma, while using her private practice to provide training, education, and behavior analytic mentorship and supervision.
*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 Ramona Houmanfar, PhD
2020-08-19 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.
Ramona Houmanfar, PhD presents: “Management of Wellbeing in Organizations and Beyond: From Rule Governance to Value Based Governance”
Wednesday, August 19,, 2020
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
Wellbeing in organizations can be discussed in terms of the level of aversive stimulation in one’s environment, individuals’ level of choice, access to positive reinforcement, and the degree to which one operates in the context of positive reinforcement contingencies for others. A growing body of scientific evidence suggest biases can be deleterious and throw decisions off course just enough to harm others (e.g., women and minorities) or unjustifiably protect special interests. In many ways, leaders’ design and implementation of contingencies can bear positive or negative influences on the wellbeing of the organizational members plus the external environment (including the physical and social environment). This webinar will provide an overview of ways behavior science can contribute to the design of healthy environments that promote well-being of workers and consumers. Moreover, an overview of values-based governance, as a means of developing and maintaining healthy, and adaptive practices in organizations will be provided.
Learning Objectives:

The audience will identify behaviors and associated outcomes that align with a behavior analytic discussion of wellbeing.
The audience will identify the behavior analytic account of implicit bias as related to emerging socio-cultural issues.
The audience will identify the foundation (concepts and principles) underlying value-based governance in organizations.

Presenter Bio:
Dr. Ramona A. Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada, Reno (UNR). She currently serves as the trustee of the Cambridge Center for Behavioral Studies, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, and editorial board member of the Journal of Organizational Behavior Management, and Behavior & Social Issues. Dr. Houmanfar recently completed her seven-year term as the editor of Journal of Organizational Behavior Management. She has served as the former senior co-chair of the Association for Behavior Analysis International, Director of the Organizational Behavior Management Network and President of the Nevada Association for Behavior Analysis.
Dr. Houmanfar has published over 70 peer reviewed articles and chapters, delivered more than 100 presentations at regional, national, and international conferences in the areas of behavioral systems analysis, cultural behavior analysis, leadership in organizations, rule governance, communication networks, instructional design, and bilingual repertoire analysis and learning. Her expertise in behavioral systems analysis and cultural behavior analysis has also guided her research associated with implicit bias, cooperation, situational awareness, decision making, and value based governance. Dr. Houmanfar has published three co-edited books titled Organizational Change (Context Press), Understanding Complexity in Organizations, and Leadership & Cultural Change (Taylor & Francis Group).
Dr. Houmanfar does not receive speaker fees for presenting as part of the ABACLive Cambridge Center Series. These fees are donated directly to The Cambridge Center for Behavioral Studies (TM). Dr. Houmanfar has a financial arrangement or affiliation with the University of Nevada-Reno (UNR) and The Performance Systems Technologies Lab at UNR.
*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.

8th Annual ETHICS in Professional Practice Conference
2020-08-07 | ONLINE
Post Conference Information

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.

Registration Fees

Registration Type
Fee

Student/Non-professional (No CEs)

$50

Student/Non-professional – CEs Included

$90

Professional

$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.

SCHEDULE

Invited Presenters

Presenter Bios & Abstracts

Jennifer Zarcone, PhD, BCBA-D - Ethical Implications of a Biobehavioral Approach to Functional Analysis
Ethical Implications of a Biobehavioral Approach to Functional Analysis
Abstract:
This presentation will focus on a variety of biological, medical and psychiatric conditions that may act as setting events or establishing operations for challenging behavior. Specifically, the role that psychotropic medication can play in addressing the mental health needs of individuals with autism will be discussed. In addition, we will look at some biological interventions that may or may not be very promising in the treatment of problem behavior.
Learning Objectives:

Attendees will learn how certain biobehavioral antecedent or setting event conditions can affect problem behavior and how they can evaluate them.
Attendees will receive information on current psychotropic medications being used to treat problem behavior and how their effects can be effectively measured.
Attendees will look at how some “alternative” biological treatments for problem behavior may or may not have some promise in the treatment of problem behavior.

Afffiliation:
Senior Vice President for Adult Clinical Services and Training, May Institute
Presenter Bio:
Jennifer Zarcone is the Senior Vice President for Adult Clinical Services and Training at May Institute. Dr. Zarcone provides consultation and clinical support to staff around severe problem behavior, staff and parent training, and medication monitoring.
Dr. Zarcone obtained her doctoral degree from the Experimental Analysis of Behavior program at the University of Florida, Department of Psychology, in 1993. She is a Board Certified Behavior Analyst and a licensed psychologist.
Dr. Zarcone has served as a co-investigator on several multi-center clinical trials in autism research at the University of Rochester Medical Center, and on self-injury at the Kennedy Krieger Institute. She is interested in further development of research in the effects of pharmacological and behavioral interventions in the treatment of severe behavior disorders as well as repetitive behavior disorders in individuals with autism.
Dr. Zarcone has served in leadership positions for the Association of Behavior Analysis (ABAI) on the ABAI Practice Board, and she is a current member of the Science Board. She was the conference coordinator for the annual Autism Conference and a Fellow of ABAI. She served as an associate editor for the Journal of Applied Behavior Analysis, and is currently an associate editor for the Journal of Intellectual Disabilities Research, and the American Journal of Developmental Disabilities. She is serving as Guest Editor for the Behavior Analysis in Practicespecial issue on Diversity and Inclusion. In addition, Dr. Zarcone is currently on the advisory boards for the Women in Behavior Analysis Conference and the Gatlinburg Conference for Research in Developmental Disabilities.

Ronald Allen, PhD, BCBA - Forgotten Lessons on the Road to an Ethical Applied Science of Behavior
Forgotten Lessons on the Road to an Ethical Applied Science of Behavior
Abstract:
It is undeniably a sign of the maturity of an applied science of behavior to develop and embrace a thorough code of ethics. Consistent with such a code is the guarantee to provide adult individuals with developmental disabilities the civil rights enjoyed by adult individuals without similar disabilities. However, the interplay and competition between the right to habilitation and the right to personal liberties as outlined in Bannerman, Sheldon, Sherman, & Harchik (1990) has yet to be fully resolved. It is here argued that civil rights associated with choice making should be afforded in step with the development and demonstration of foundational choice-making skills. Furthermore, it is argued that such development and demonstration provides the ultimate dignity for the adults we serve. Some initial thoughts on the assessment of choice-making are provided, in line with the assessment of other skills in the repertoires of the individuals we serve.
Learning Objectives:

Participants will identify at least one advantage and one disadvantage related to allowing clients to exercise personal liberties (e.g., choice making)
Participants will state the mand versus tact properties of preference assessments with and without access
Participants will list at least three foundational skills for choice-making

Affiliation:
Associate Professor of Practice & Doctoral Program Director, Department of Behavior Analysis, Simmons University
Presenter Bio:
Ron Allen received his doctorate thirty years ago from the University of Florida (Go Gators). Ron has worked both in the areas of the Experimental Analysis of Behavior and Applied Behavior Analysis. In the latter capacity he has directed three residential schools for adolescents with behavior disorders, including most recently serving for 18 years as the Director of the Ivy Street School for adolescents with brain injury. Currently he is an Associate Professor of Practice and Director of the Doctoral Program in the Department of Behavior Analysis at Simmons University. He is also the Director of Behavioral Treatment Services for Riverside Community Care supporting adult individuals with developmental disabilities and behavioral challenges. His research interests include brain injury, the management of negatively reinforced challenging behavior, adjunctive behavior, derived stimulus relations, conditioned reinforcement, and the philosophy of Behaviorism. He is a Board Certified Behavior Analyst (BCBA-D) and is licensed as an Applied Behavior Analyst in Massachusetts (LABA). He serves on the Board of Directors of the Cambridge Center for Behavioral Studies, on the Advisory Board for QBS, Inc., and as a member of a Peer Review Committee for the MA Department of Developmental Services. He is a member of ABAI, BABAT, and The Massachusetts Brain Injury Association.

Lani Fritts, MBA - Mergers, Acquisitions and Private Investors and the Impact on Clinical Services and the Mission
Mergers, Acquisitions and Private Investors and the Impact on Clinical Services and the Mission
Abstract:
The field of Behavior Analysis has gone through monumental changes over the past decade, substantially resulting from the continued rise in diagnostic rates and by the expansion of services funding options for families of individuals on the Autism Spectrum, which as of this year, now includes mandated commercial health insurance coverage in all 50 states. These dynamics have substantially increased demand for services, driving expansion in BCBA programs educating new behavior analysts, an explosion in the number of new certificants, and a substantial increase in the numbers and size of for profit and not-for-profit organizations attempting to serve this rapidly growing demand. These market factors have also substantially increased mergers and acquisitions and the interest of traditional healthcare services investors in the field, which has resulted in substantial private equity capital flowing into the companies serving the ASD community.
This presentation will explore the supply and demand dynamics driving this interest in the field, the implications of investment capital flowing into the field, and the pitfalls and the opportunities these dynamics represent for families, clinicians, and organizations.
Learning Objectives:

Attendees will be able to identify the economic factors impacting the increasing investment and M&A activities in the field of Applied Behavior Analysis
Attendees will be able to identify some risks this activity might pose to the priorities of an organization and the contingencies that have the potential to interfere with mission focus and clinical excellence
Attendees will be able to identify strategies to mitigate the risks posed by rapid growth, mergers, and private investment in an ABA organization

Affiliation:
Chief Executive Officer, Kadiant
Presenter Bio:
Lani left a 15 year career in logistics and technology related companies, and in 2009 he co-founded Trumpet Behavioral Health, a leading provider of Applied Behavior Analysis and related services to individuals diagnosed with Autism Spectrum Disorders. Since that time, Lani has been active in the ABA provider community, advocating for access to services and developing and sharing organizational and clinical standards. Lani was a founding board member and the first treasurer of The Council for Autism Service Providers (CASP), a nonprofit association focused on cultivating, sharing, and advocating for provider best practices in autism services. Lani has an undergraduate degree in Economics from Georgetown University and an MBA from the Stanford University Graduate School of Business.

Rita M. Gardner, MPH, LABA, BCBA - Ensuring Organizational Ethics: Another Case for Organizational Behavior Management
Ensuring Organizational Ethics: Another Case for Organizational Behavior Management
Abstract:
Behavior Analysts often operate in the context of larger settings that may include many other professions. The BACB’s code of Professional and Ethical Compliance Code for Behavior Analysts requires under 1.0 (Responsible Conduct of Behavior Analysts) that behavior analysts maintain the high standards of behavior of the profession. Furthermore, the code specifies in section 1.01 that there is a Reliance on Scientific Knowledge. (Behavior analysts rely on professionally derived knowledge based on science and behavior analysis when making scientific or professional judgments in human service provision, or when engaging in scholarly or professional endeavors). Ensuring that organizational systems are set up to promote compliance with the BACB ethics code may be a challenge when individuals in positions of Leadership in Human Service Organizations (HSO’s) are often not credentialed in the field of Behavior Analysis. We are seeing a rapid growth in organizations who claim to be Applied Behavior Analytic Providers, including those funded through Private Equity, whose goals may or may not be value based, and may be strictly monetary. It is critical for organizations to maintain a commitment to our ethical guidelines, and to create systems that ensure a professional work environment for all employees that maintains compliance with the BACB’s ethical codes. The goal of this presentation is to review how the code of ethics should inform the development of any ABA organizations’ operational systems.
Learning Objectives:

Attendees will gain an understanding how the BACB code of ethics can inform an HSO’s development of organizational behavior management systems.
Attendees will gain an understanding, as a Board Certified Behavior Analyst ,of your own responsibility to identify and inform leadership of organizational non-compliance with the BACB code of ethics.
Attendees will be able to Identify an HSO’s systems that monitor and establish employee protocols to ensure ethical employee behavior that complies with the BACB code of ethics

Affiliation:
President and CEO, Melmark
Presenter Bio:
Rita M. Gardner is President and CEO of Melmark, a multi-state human service provider with premier private special education schools, professional development, training and research centers. Rita has devoted 35 years to non-profit management in the field of community-based services for children and adults with the diagnosis of autism spectrum disorders, acquired brain injuries, neurological disorders and severe challenging behaviors. In addition to leading Melmark’s $95-million operations across all of its divisions, Rita is the co-founder of Melmark New England in Andover, Massachusetts and a co-founder of Melmark Carolinas in Charlotte, North Carolina.
Rita has been recognized by the Commonwealth Institute and Boston Globe, on the organizations’ list of Top 100 Women-Led Businesses in Massachusetts for the past two years (#35 in 2018 and TBA in 2019). She is dedicated to creating opportunities for skills growth and advancement for women in the field of human services. Rita does this through her work with CASP (Council of Autism Service Providers), for which she and Melmark are founding members; her leadership role as a board member of maaps (Massachusetts Association of Approved Private Schools); and her vital role in WIBA (Women in Behavior Analysis), for which Rita volunteers her time and expertise as a mentor.
As a result of her far-reaching work, Rita is known throughout the disability community as a tireless advocate for services for children and adults with intellectual disabilities and autism. She has provided project consultation to nationally-renowned organizations and was appointed to Massachusetts Governor Deval Patrick’s Special Commission Relative to Autism in 2010. She continues to serve in that capacity, appointed by the current Governor Charles Baker. Rita has testified before the legislature on numerous issues related to Autism Spectrum Disorders, written articles for professional journals, and made a number of presentations on topics ranging from program expansion and behavior management to transitioning students with brain injury back into the community.
Rita has been involved in the organization, design, development and implementation of over 100 community-based programs for children and adults. Her professional experience is focused on high level organizational design using her skills in child advocacy, clinical practice, health service administration, legal issues, public policy and fundraising. Her demonstrated focus on fiscal prudence, ability to build bridges with funding sources, and experience in the development and ongoing maintenance of donor relationships, ensures the future of services for individuals with intellectual disabilities, at Melmark and beyond.
Rita received her Master of Public Health degree from Boston University’s School of Public Health in the School of Medicine. Most important, she holds the heart of Melmark’s mission at the core of her professional standards. She is dedicated to every child, adult and family served at Melmark, as well as every member of Melmark’s professional staff.

David J. Cox, PhD, MSB, BCBA-D - Moral Philosophy, Ethical Theories, and Applied Ethics
Moral Philosophy, Ethical Theories, and Applied Ethics
Abstract:
To be alive is to reside in the expanse of constant choice. Choice about how to live and choice about what to value. Ethics. Moral philosophers have long debated how we know what choice is right and why that choice is best. When observed over time, patterns of ethical choice and justification aggregate into ethical theories that can guide ethical decision-making in novel scenarios. Ethical theories become practically relevant in the domain of applied ethics – the application of ethical theory and moral philosophy to real-world decisions made under time constraints, with missing information, and socially significant uncertain consequences. Far from esoteric and abstract, ethical theories have direct relevance for everyday ethical decision-making in professional practice. This presentation reviews common ethical theories, research on ethical decision-making, and how ethical theories and research help practitioners develop systems to improve their professional practice.
Learning Objectives:

Attendees will be able to name 5 major ethical theories and describe the approach to ethical decision-making used by each theory.
Attendees will be able to define normative and ethical behavior and describe why applied ethics requires data collection on both.
Attendees will be able to describe current methods for researching ethics and how these can be used in professional practice.

Affiliation:
GuideWell, Endicott College
Presenter Bio:
David is a Principal Analyst of Behavioral Science and Analytics in the Department of Data Science at GuideWell. His graduate education and training spans behavior analysis (PhD), behavioral economics (post-doc), data science (post-doc), and bioethics (MS). David has worked in Applied Behavior Analysis since 2006 with ages ranging from children to adults and with diagnoses spanning developmental disabilities, psychoses, anxiety, and behavioral health. His basic research foci are quantitative and computational analyses of choice, complex verbal behavior, behavioral health, ethical behavior, and scaling basic and applied research in these areas to population behavioral health, health decision making, and clinical ethics.

Noor Y. Syed, PhD, BCBA-D, LBA/LBS -Towards an Ethical Behavior Analytic Organization: Compassion, Cultural Humility, and Sustainability
Towards an Ethical Behavior Analytic Organization: Compassion, Cultural Humility, and Sustainability
Abstract:
This presentation will describe lessons learned and research utilized in building and maintaining an ethical insurance based behavior analytic organization (namely, a university-based autism clinic) and practicum site. Having a background in behavior analysis programming and supervision is critical, but also vital is knowledge of leadership, business, and sustainability practices. Of paramount importance is dedication at all levels within an organization on creating cultures of ethical operational practices which subsequently lead to sustainability. Further, a strong emphasis is placed on compassion, collaboration, and cultural humility — and always admitting mistakes! To better understand all aspects, we formed verbal communities, solicited stakeholder input (i.e, community members, caregivers, staff, and students), and engaged in continuous evaluation of our methodologies throughout development of the clinic and practicum coursework. We will also learn from leaders in the field who have built local and global organizations in behavior analysis, discovering common themes across their businesses, as well as unique. Finally, tools will be provided that can guide your own development of an ethical, sustainable organization and practicum framework.
Learning Objectives:

Attendees will be able to describe and engage in methods to build a culture of ethics, compassion, cultural humility, and sustainability within a behavior analytic organization
Attendees will be able to gain an understanding of how to build a hierarchical and sustainable practicum framework
Attendees will be able to identify challenges and potential solutions in developing a behavior analytic organization and local and broader levels

Affiliation:
Clinical Director, Lehigh University Autism Services
Faculty, Lehigh University, Department of Education and Human Services
Research Coordinator, Global Autism Project
Presenter Bio:
Noor Syed, PhD, BCBA-D is faculty with and the Clinical Director of Lehigh University Autism Services (LUAS). She is also a Research Coordinator and Clinical Consultant with the Global Autism Project. Prior to this, Dr. Syed was an Assistant Professor of Special Education with Manhattanville College. Dr. Syed is a certified general and special education teacher, birth through grade six, and a licensed behavior analyst in New York, Connecticut, and Pennsylvania. She has worked with individuals diagnosed with autism spectrum disorder and developmental disabilities for over 10 years from early intervention through adulthood. Dr. Syed received her undergraduate degree in Applied Behavior Analysis under Dr. Raymond G. Romanczyk in the Institute of Child Development at Binghamton University and completed her PhD in ABA with Dr. R. Douglas Greer at Teachers College, Columbia University.
Dr. Syed has consulted for autism clinics around the world, including in Uganda, India, Romania, Antigua and Barbuda, and Indonesia and currently serves as the international and school-based expert on ABAEthicsHotline.com with Dr. Jon Bailey. Her research interests lie in effective supervision as well as ethical, sustainable, and culturally humble practices. Most recently, Dr. Syed authored a set of criterion-referenced proficiency standards for RBTs and BCBA trainees. Dr. Syed is also currently engaging in international research collaborations with clinical sites in the Czech Republic, Kenya, and the Dominican Republic.

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

BACB® Learning CEs (6.0 ETHICS): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer Learning CE units for this conference.
APA Approved Sponsor
Psychology CE Credits (6.0) – 1 CE per speaker/presentation:
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.
**It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Location - Now Live Online
Important Notice: Now Live Online 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. Recordings of the presentations will be available for 10 days post-conference should you miss any during the day.
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 Ethics conference experience with our six invited speakers!

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

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.

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 and the University of West Florida, Center for Behavior Analysis for expanding our continuing education offerings.

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.

Post Conference Information

LOG-IN INSTRUCTIONS

SCHEDULE

Post Conference Information

LOG-IN INSTRUCTIONS

SCHEDULE

Invited Presenters

Presenter Bios & Abstracts

Jennifer Zarcone, PhD, BCBA-DSenior Vice President for Adult Clinical Services and Training
May Institute

Ronald Allen, PhD, BCBAClerk, Board of Directors
Simmons University

Lani FrittsChief Executive Officer
Kadiant

Rita M. Gardner, MPH, LABA, BCBAPresident and CEO
Melmark

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

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

With opening remarks by:

Mary Jane Weiss, PhD, BCBA-DProfessor, Institute for Behavioral Studies, Van Loan School
Endicott College

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

jasa pbn judi

ABACLive Webinar with Eitan Eldar, PhD, BCBA-D
2020-07-16 12:30 - 14:30 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Eitan Eldar, PhD, BCBA-D presents: “Using Movement and Game to Enhance Learning, Social Skills and Inclusion with People with Intellectual Disabilities, Families and Professionals”
Thursday, July 16, 2020
12:30 pm – 2:30 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
In this webinar, Dr. Eldar will present his model for using movement and games as a uniquely ideal context enabling family members and clinicians to design a challenging learning and social atmosphere for their children. The model is based on a series of scripts offering a simulation of real-life situations. It can support a specific clinical goal such as developing self-control; support a school curriculum; serve as an extended behavioral program for individuals / groups. The model has recently been implemented with Autistic children, supporting communication and social skills on an individual level and as a preparation for inclusion. The rationale behind developing the model will be discussed and specific behavioral procedures and principles supporting the model will be cited. In addition, the structure of the model will be described, followed by different examples of its optional implementation. Components of the model, modified during the past 20 years, will then be portrayed. The lecture will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. Attention will be devoted to the potential of using these procedures as a part of an individual program for ASD populations and for supporting their inclusion in the regular education system.
Learning Objectives:

Identify the unique characteristics of physical activity and games as supportive learning contexts.
Identify behavioral principles and procedures that enhance learning in these contexts.
Identify the general structure of the model and describe its components.
Design and identify various physical activities as clinical scripts, serving specific behavioral goals
Identify observation forms to evaluate students’ progress.
Identify adaptations to the components of the model to different populations and programs.
Identify the rationale of the model to parents and practitioners.

Presenter Bio:
Dr. Eitan Eldar (BCBA-D) is the head of the Applied Behavior Analysis in Psychiatry Program at Sheba Medical Center, Israel. He initiated the first ABA program in Israel and chaired it for thirty years. Served as the chairman of the Israeli Applied Behavior Analysis Association (IABA). Published books and papers in the area of Applied Behavior Analysis and Teacher Education. His book “Applied Behavior Analysis – Principles and Procedures” is the major textbook in Hebrew. Dr. Eldar developed the model – “Educating through the Physical”, integrating physical activity and games as a context for value education and behavioral rehabilitation. Received the award for International Dissemination of Behavior Analysis by SABA (San Diego, May 26, 2007).
Studied the individual inclusion of Autistic children in the regular education system and formulated an inclusion model adopted by the Israeli Ministry of Education. Developed (2006 – 2010) a comprehensive clinical program for Wucailu – an organization for supporting children with ASD – based in Beijing, China. During this period, 3 Centers have been established in Beijing – all provide services to families arriving from all over China. Dr. Eldar translated the BACB task list to Hebrew and took part in translating the code of ethics and a comprehensive glossary of ABA terms.
Dr. Eldar does not receive speaker fees for presenting as part of the ABACLive Cambridge Center Series. These fees are donated directly to The Cambridge Center for Behavioral Studies (TM). Dr Eldar will receive royalties from the sale of his book.
*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 Julie Smith, PhD
2020-06-18 10:00 - 12:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Julie Smith, PhD presents: “Getting Realtime Feedback from Healthcare Consumers to Reliably Improve Multiple Targeted Results”
Thursday, June 18, 2020
10:00 am – 12:00 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
We now live in a social media “Ratings and Reviews Economy.” Consumers can access numerous sites to choose their healthcare providers. The influence of these sites is profound and growing. Healthcare providers and their organizations are struggling to find ways to handle this enormous shift in healthcare consumerism and to use patient feedback to deliver better care while it is being delivered. One way is to gather realtime, Point of Care feedback either through surveys or leader “rounding” so care can be improved immediately.
Companies that provide Point of Care surveys and related consulting services have grown to be billion-dollar entities, but they have failed to produce reliable, sustainable performance improvements for providers—or, more importantly—to improve patient satisfaction! There are many reasons for these poor results. From a behavior analysis perspective, the top ones include: (1) Patients feel vulnerable in the care situation, resulting in less than 10% completing realtime surveys because they don’t want to risk upsetting their care provider; (2) Patient rounding and surveys do not reliably capture behaviorally-specific data, nor do their prescriptive questions adapt to specific local practices, and; (3) The data are not linked to individual providers in a valid, reliable way, so providers say, “that’s not me,” when they review the results.
Dr. Julie M. Smith will discuss a transformational software app that she and her colleagues at Performance Ally are developing. The app, Ally Assist, collects extraordinary, realtime patient feedback and ensures individual care team members convert it into actions that improve health outcomes and the total experience for both patients and employees. Dr. Smith will share the results achieved at Nemours Children’s Health System where >90% of patients participated in realtime feedback, 100% of care team members engaged in giving and receiving realtime feedback, and service adjustments were made in-the-moment based on each patient’s expectations.
Dr. Smith will share how webinar participants can begin to implement a simple system on their own to capture patient expectations and experience feedback.
Learning Objectives:
Participants will be able to identify Vital Behaviors for providers, based on creating value for consumers, providers, and leaders in your situation.
Participants will be able to define integrated feedback loops and identify the methods used to establish integrated feedback loops from multiple sources.
Participants, when presented with case studies, will be able to identify how realtime feedback improved individual and team behaviors.
*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.

2020 Annual Meeting of the Trustees
2020-05-26 08:30 - 15:00 UTC | The Chicago School of Professional Psychology, Washington, DC (North Campus), 1015 15th Street NW, Washington, DC, 20005, United States
INSTRUCTIONS FOR LOGIN

Meeting Documents for Review
Documents are available under Cambridge Center for Behavioral Studies 2020 Annual Meeting in Your Account on abacnj.com.
Instructions to log into Annual Meeting through abacnj.com
Schedule
Minutes of 2019 Annual Meeting of the Trustees
Nominations – New Trustees & Advisors
Distinguished Scholars
Special Presentations (Abstracts, Objectivess & Bios)
Financial Contributors 2019

Important Notice: Now an Online (Only) Live Meeting*
We are so happy to be able to continue our 2020 Annual Meeting of the Trustees through an online platform. Presented through our strategic partner, ABAC, participants will have a fully inclusive experience with no links to worry about, a personal portal where they will enter the meeting, and a special gallery and interactive areas. 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 meeting attendees expect from CCBS.
Join us for what will be a truly unique and informative experience.
*Powered by: ABAC’s Learning Management System and Webinar Platform

The Cambridge Center for Behavioral Studies 2020 Annual Meeting of the Trustees will held Tuesday, May 26 This meeting is open to Cambridge Center for Behavioral Studies Trustees, Advisors, Supporters and Friends! All are welcome to attend, learn more about us, our leaders, our mission, our past year and future plans.

Tuesday, May 26, 2020
ONLINE through the ABACNJ.com portal.
Tentative Times:
8:00 am – 3:00 pm (Pacific – California)
11:00 am – 6:00 pm (Eastern – NY/MA)
Information will be posted as available. Contact Rebekah Pavlik with any questions.

xemeaino

Special Presentations

M. Jackson Marr, PhD, Georgia Tech
The Creative Tripod: The Stitching and the Unstitching Revisited
There are no undebated definitions of “creativity,” and any definition will reflect how this rich topic is treated. Nearly 20 years ago I discussed how behavior analysis might contribute—or not—to an understanding of creativity. I revisit this topic, expanding on some issues and reconsidering others. As before, my focus is on scientific and mathematical accomplishments, which, though tied closely to Weisberg’s placement of creative achievements in the domains of problem-posing and problem-solving, places emphasis on the extraordinary and productive giftedness of certain individuals. From the massive empirical, theoretical, and historical literature at least three essential and dynamically interlocking dimensions of their creative achievements emerge: talent, expertise, and motivation. I emphasize “interlocking” because the productive expression of each of these elements depends on the others. The role of behavior analysis in these elements is modest, at best. It has nothing to say about talent—and even in some cases might deny its role altogether. As for expertise, with some notable exceptions, behavior analysis has had little to say about the acquisition of truly complex performances; this has been left to other fields. As for motivation, one must go well beyond naïve “pleasure and pain” accounts to more elusive, yet more powerful behavior-consequence relations. Many challenges to understanding remain for all behavioral scientists.
Learning Objectives:
Participants will be able to:

Discuss some basic definitions of creativity.
Identify some methods to study creativity.
Discuss some examples of the interlocking of talent, expertise, and motivation in major creative achievements in mathematics and science.
Identify some potential contributions and limitations of behavior analysis in these three processes.
Identify some issues challenging all behavior science to our understanding of these processes.

About Dr. Marr:
Jackson (Jack) Marr received the B.S. degree in 1961 from Georgia Tech where he studied mathematics, physics, engineering, and psychology. He received a Ph.D. in experimental psychology with a minor in physiology from the University of North Carolina at Chapel Hill in 1966. He is Professor Emeritus of Psychology at Georgia Tech where he has taught courses in physiology and behavior, behavioral pharmacology, probability & statistics, and the core course in the experimental analysis of behavior. He is one of five founding Fellows of the Association for Behavior Analysis, a Fellow of Division 25 (Behavior Analysis) and Division 3 (Experimental Psychology) of the American Psychological Association (APA), a Fellow of the Psychonomic Society, and a Federation of Associations in Behavioral and Brain Sciences Honoree. He was elected twice (the last in 2015) to President of the Association for Behavior Analysis (ABAI) and served twice as President of the Society for the Advancement of Behavior Analysis (SABA), and as President of Division 25 (Behavior Analysis) of APA and the Southeastern Association for Behavior Analysis (SEABA). He was also APA Council member representing Division 25. He is the past Editor of Behavior and Philosophy and continues to serve on its editorial board. He also serves as Review Editor of the Journal of the Experimental Analysis of Behavior, a position he has held since 1998. He served as the Co-Editor of Revista Mexicana de Análisis de la Conducta and was an Associate Editor of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst. He was Experimental Representative to the Executive Council of the Association for Behavior Analysis, served on the Board of Directors of The Society for the Quantitative Analysis of Behavior (SQAB), and currently serves on the Board of Trustees the Cambridge Center for Behavioral Studies. He has been particularly active in the international support and development of behavior analysis in Great Britain, Europe, Mexico, Brazil, China, and the Middle East. He was a Research Fellow in Pharmacology at Harvard Medical School, a visiting professor at the Universidad National Autonoma de Mexico, and the first Eminent Scholar invited to Jacksonville State University. He was a Navy contractor for Project Sanguine in a study of possible behavioral effects of extremely low frequency electromagnetic fields. As an AIEE Senior Fellow at the Naval Aerospace Medical Research Laboratory, he conducted research on the effects of microwaves as reinforcers for operant behavior and the effects of stimulant drugs on sustained military flight performance. For over 20 years (1991-2012) he was involved through NSF grants and other support in the assessment and improvement of engineering education. This work included design of instructional systems to teach classical mechanics and electromagnetism in calculus-based engineering physics using methods derived from applied behavior analysis of skill acquisition and the cognitive science of problem solving. Current scholarly interests include dynamical systems theory, the quantitative analysis of behavior, creativity, and theoretical/conceptual issues in behavioral analysis.

Kent A. Corso, PsyD, BCBA-D, NCR Behavioral Health

Broadening the Reach of Behavioral Science

Abstract:
In 2014, 60 percent of all ABA job postings were in autism spectrum disorders, while intellectual and developmental disabilities and education comprised 24% of total listings. This suggests that 84% of jobs in ABA are centered around 0.4% of the U.S. population. Can’t ABA help those who do not have autism or intellectual disabilities? Isn’t ABA useful in non-healthcare and non-education contexts? Behavior is all around us and is integral in everything from politics to science, engineering and business. There are many benefits to disseminating the science of human behavior more broadly. But how will this occur? Which academic programs extend beyond the limits of the current behavioral real estate? Which ABA organizations forge relationships with organizations outside of education, autism and disabilities communities? This discussion will explore several ways academia and professional organizations can expand the reach of our behavioral science. It will conclude with suggestions for individual ABA practitioners, citing examples of where broader applications have already occurred.
Learning Objectives:
Participants will be able to:

Identify the current limited reach of ABA compared to the size of the U.S. population.
Explain the importance of disseminating behavioral science more broadly.
Integrate what they’ve learned to develop solutions for expanding the reach of ABA outside of fields of autism, education and healthcare.

About Dr. Corso:
Dr. Kent A. Corso is a licensed clinical psychologist and board-certified behavior analyst. His career in suicidology began almost two decades ago, while serving as an officer in the U.S. Air Force. Dr. Corso has researched, developed programs and trained others to implement evidence-based methods of suicide prevention and intervention nationally and internationally. He has published numerous peer-reviewed research papers and with his expertise in behavior analysis, is a leading expert in novel scientific methods and digital technologies for analyzing variables and patterns associated with suicide.

INSTRUCTIONS FOR LOGIN

DonateDonate $50 toward defraying cost to virtually produce our Annual Meeting.
Donate

INSTRUCTIONS FOR LOGIN

DonateDonate $50 toward defraying cost to virtually produce our Annual Meeting.
Donate

M. Jackson Marr, PhDSchool of Psychology
Georgia Tech

Kent A. Corso, PsyD, BCBA-DPresident, NCR Behavioral Health

CCBS Events During ABAI's 46th Annual Convention - Washington DC
2020-05-24 08:00 - 22:00 UTC | Marriott Marquis, Washington, DC, Washington, DC, United States
Reunion #411
The Chicago School of Professional Psychology, Cambridge Center for Behavioral Studies, B. F. Skinner Foundation
Sunday, May 24, 2020
8:00 PM–10:00 PM
Marriott Marquis, Level M2, Marquis Ballroom 5
This event provides an opportunity for all ABAI attendees involved with or interested in the B. F. Skinner Foundation, the Cambridge Center for Behavioral Studies, and The Chicago School of Professional Psychology (TCS) ABA departments in Chicago, Southern California, Washington, DC, Dallas, and Online to get together, get updates on activities, and make plans for the future. This event is a great time to meet a diverse group of behavior analysts – from students to seasoned faculty to well-known researchers in the field. All ABAI attendees are invited to network, discuss common interests, and have an all-around good time! Go to ABAI Convention Program.

ABACLive Webinar with David C. Palmer, PhD
2020-05-13 18:30 - 20:30 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
David C. Palmer, PhD presents: “A Behavioral interpretation of Memory”
Wednesday, May 13, 2020
6:30 pm – 8:30 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
This presentation will be primarily a conceptual talk about how memory can be understood from a behavior analytic perspective. A brief survey of the physiological bases of memory will be offered to illustrate that the fundamental “unit” of memory is a change in synaptic connectivity, not the storage of events. Next will be an analysis of the two major kinds of mnemonic phenomena: memory as the endurance of stimulus control and memory as problem-solving. The former rests entirely on principles of learning, the latter on acquired strategic behavior. There are two main classes of strategic behavior: acquisition strategies, deployed at the time of original learning, and recall strategies, deployed at the time of recall. The two work together to permit effective responding to novel questions about the past. Most such strategic mnemonic behavior is acquired incidentally, but exceptions point the way to possible therapeutic applications. A surprising implication of this analysis is that memory is current behavior under the control of current stimuli, not past behavior retrieved from a memory storehouse.
Learning Objectives:
Participants will be able to identify what is “stored” in the brain when we speak of memory.
Participants will be able to discriminate between memory as a stimulus control phenomenon and memory as a problem-solving phenomenon.
Participants will be able to discriminate between acquisition strategies and recall strategies.
*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.

13th Annual Conference on Autism & Related Disorders: Research-Based Solutions (SOLD OUT)
2020-04-24 | CA, United States
LOG-IN INSTRUCTIONS

We are happy to announce this conference has SOLD OUT. We hope to see you at one of our other Events and next year in Wine Country!
Important Notice: Now an Online (Only) Live Conference* with Virtual Poster Session
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, a personal portal where they will enter the conference, a virtual poster session where each poster author can interact with the audience throughout the day and overtime. Certificates are available in the portal, no waiting for an email. Limited access recordings of the events will be available in addition to the resources provided by our speakers.
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. As with all ABAC events and ABACLive Cambridge Center Series Events, each of our speakers will have two personal sessions to practice using the system and all will be supported by the ABAC team throughout the process and during the day.
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

A one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.

Registration Fees (Subject to change)

Registration Type

Early Registration Ends 4/15/20*

Onsite & After 4/15/20

Student/Non-professional

$95

$125

Professional

$195

$225

Professional Group (5 or more)

$155

n/a

BACB Learning CEUs: Additional $40 for Certificate.
BCBAs and other professionals who have been laid off may apply for reduced rates or scholarships by contacting Rebekah Pavlik. We are committed to helping those affected. Let us know your situation and needs. We will get back to you once we know more.
10 Scholarships have been provided for Hancock College Faculty by the Holdsambeck Franzman foundation. These are provided on a first come first served basis.
Groups: For groups of 15 or more registering, we are offering an additional discount from early registration fees. All groups need to complete a Group Registration Form. Contact Rebekah Pavlik through pa****@******or.org or (978) 369-2227 Ext. 3.

Of Benefit to: Behavior Analysts, Parents & Caregivers, Teachers, School Administrators, Special Education Providers

SCHEDULE

Invited Speaker Presentation Titles, Abstracts & Bios

Bridget A. Taylor, PsyD, BCBA-D: Fostering Relationships with Family Members: Compassionate Care in Applied Behavior Analysis
Fostering Relationships with Family Members: Compassionate Care in Applied Behavior Analysis
Abstract:
Within certain areas of healthcare, it has been documented that treating patients with compassion and empathy can have important benefits, such as increasing patient satisfaction, enhancing adherence to treatment, and improving clinical outcomes. While current empirical support for these outcomes is mixed (Kirby, Tellegen & Steindl, 2017), there is increasing scientific interest in the benefits of compassionate care. Behavior analysts have recently begun to articulate the importance of attending to relationships in our clinical work. For example, Taylor, LeBlanc and Nosik (2018) proposed that clinical outcomes of clients may be enhanced by improving relationships with their caregivers. This presentation will review survey data documenting parent perception of compassionate care by behavior analysts, as well as behavior analysts’ impressions of training needs in this area (Leblanc, Taylor, & Marchese, 2019). Video examples of poor relationship interactions will illustrate barriers to positive relationships with family members, and practical strategies and responses will be presented to enhance relationships with caregivers.
Objectives:

Participants will be able to identify current behavioral conceptualization of empathy and perspective taking.
Participants will be able to identify responses that are potential barriers to relationship building.
Participants will be able to identify the responses parents reported on the Taylor et al. 2018 survey as behavior analyst needing to improve on.
Participants will be able to identify practical strategies that are relationship builders.

Presenter Bio:
Dr. Bridget A. Taylor is co-founder and CEO of Alpine Learning Group and is Senior Clinical Advisor for Rethink. She holds a Doctorate of Psychology from Rutgers University, and received her Master’s degree in Early Childhood Special Education from Columbia University. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is President of the Behavior Analyst Certification Board and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. She is past Associate Editor for the Journal of Applied Behavior Analysis. She also serves on the editorial board of Behavioral Interventions. Active in the autism research community, Dr. Taylor has published numerous peer-reviewed articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor was recently recognized by the Association for Applied Behavior Analysis International for her outstanding contributions to behavior analysis and was given ABAI’s Fellow designation. Dr. Taylor is considered a leading authority on effective, and innovative interventions for autism.

Rachel Taylor, PhD, BCBA-D - We All Knew They’d Grow Up: Lessons Learned and What Now?
We All Knew They’d Grow Up: Lessons Learned and What Now?
Abstract:
Applied Behavior Analysis (ABA) is the “gold standard” for service provision aimed at helping young children diagnosed with Autism Spectrum Disorders (ASD). Given the plethora of related empirical evidence, great strides have been made in ensuring the proper provision of ABA supports for this population. However, the increased attention to young children may be detracting from determining that which is necessary to promote successful outcomes for adolescents and adults with ASD. The purpose of this presentation is to discuss lessons learned from providing ABA services to this relatively older population and to outline some important considerations for producing socially significant improvements regardless of age. Special attention will also be paid to innovations in service provision, including new community-based living and day program options. Participants interested in expanding their practice to better support socially meaningful improvements across the lifespan will especially benefit from this presentation by learning actionable steps to take to this end.
Objectives:

Participants will demonstrate an understanding for the utility of Applied Behavior Analytic services beyond supporting young children with Autism Spectrum Disorders
Participants will identify several areas of early intervention that may need to be adjusted in order to ensure even greater socially meaningful improvements over time
Participants will describe how ABA services are useful for individuals across a range of ages and diagnoses
Participants will identify the services that are available to adolescents and young adults with neurodevelopmental disorders and how those services align with ABA

Presenter Bio:
Dr. Rachel Taylor (formerly Dr. Tarbox) is Founder & CEO of the Center for Applied Behavior Analysis. She has supported individuals diagnosed with neurodevelopmental disorders for more than 20 years. Dr. Taylor started her career working in several prestigious institutions including the New England Center for Children and the Kennedy Krieger Institute at Johns Hopkins Hospital. After earning her PhD she held numerous executive-level management positions in behavioral health agencies including Co-Director of Research and Development for the Center for Autism and Related Disorders (CARD), Founder and Director of CARD’s Specialized Outpatient Services, and Chief Clinical Officer for Intercare Therapy, Inc..
Dr. Taylor was also the founding Department Chair for the ABA Masters and PhD programs at The Chicago School of Professional Psychology Los Angeles and an Associate Faculty member in Psychology at California State University Los Angeles and Channel Islands. She has published numerous peer reviewed articles and her research is also featured in the seminal textbook Applied Behavior Analysis, by Cooper, Heron and Heward.
In addition to her research, clinical and academic positions, Dr. Taylor previously served on the Executive Council for the International Association for Behavior Analysis (ABAI). More recently, she was named as an Advisor to the Cambridge Center for Behavioral Studies. Dr. Taylor also serves on Board of Directors for the California Association for Behavior Analysis (CalABA) as the 2020 Conference Chair.
Her current interests include 1) protecting against a potential divide between science and practice and 2) demonstrating how ABA produces socially significant improvements regardless of age or diagnosis. Dr. Taylor is especially proud of CABAs reputation for providing high-quality ABA services to adolescents and adults across settings (e.g. community-based and residential) and she is currently increasing her focus on helping other organizations to expand the scope of their ABA practice.

Coleen R. Sparkman, M.A., CCC-SLP - The Nuts and Bolts of Early Intensive Behavioral Intervention (EIBI) for Children with Autism Spectrum Disorders
The Nuts and Bolts of Early Intensive Behavioral Intervention (EIBI) for Children with Autism Spectrum Disorders
Abstract:
It is well researched and documented that Early Intensive Behavioral Intervention is “best practice” and “evidence based”. What is less commonly understood is the specific “how to” so that young children with ASD have the best shot at achieving accelerated gains. This talk will review what an intensive program for young children with autism includes. Understanding the importance of developmental norms, early behavioral cusp skills and balanced yet ambitious programming is the goal.
Objectives:

Participants will be able to identify the core programming appropriate for children in an early intensive behavioral program. This includes: behavioral cusps to consider; relevance of developmental norms; standardized assessments to support programming.

Presenter Bio:
Coleen R. Sparkman, M.A. CCC-SLP, received her Master’s degree in Communicative Disorders from California State University, Fresno. Ms. Sparkman is President of Therapeutic Pathways, Inc. which has 6 centers (The Kendall Centers) for 600 children and adolescents with autism spectrum disorders.
Ms. Sparkman has provided early intervention services to children and technical assistance to school personnel and regional center staff since 1979. She was also a member of the Advisory Committee on the State of California Developmental Disabilities Task Force on Autism Spectrum Disorders and a conceptual reviewer for the National Standards Project, a national task force devoted to the identification of evidence-based treatment for individuals with autism spectrum disorders. There are many expository essays based on the topic of autism, some of them you may find by the link, in other cased studies made on 2014 tells us more.
Ms. Sparkman’s work has been presented at numerous professional meetings including California Association for Behavior Analysis, the Cambridge Center Autism Conference, as well as The European Association for Behavior Analysis. She is a co-author of 2 outcome studies (Howard et.al 2005 & 2014) as well as a chapter on choosing effective goals for behavioral programming in a the book ABA for SLPs.

Ruth Anne Rehfeldt, PhD, BCBA-D - Relational Operants and Child Development: The Science and the Practice
Relational Operants and Child Development: The Science and the Practice
Abstract:
This presentation will provide an overview of the concept of relational learning and what it means in terms of language and social development in children. The role of arbitrarily applicable relational responding and multiple exemplar instruction will be emphasized as it applies to the acquisition of basic, rudimentary language, early academic skills, and more complex repertoires such as perspective-taking and problem-solving. Representative research and curricular approaches for children will be discussed.
Objectives:

Participants will be able to design a simple teaching protocol to establish relational skills in students.
Participants will be able to recognize the efficiency that programming relational responding repertoires provides.
Participants will be able to articulate the concept of relational operants and their role in many important educational tasks.

Presenter Bio:
Dr. Rehfeldt holds a BA in psychology from the University of Puget Sound in Tacoma, WA (1993), and masters and Ph.D. degrees from the University of Nevada (1998). Dr. Rehfeldt is now serving as assistant chair and professor in the Applied Behavior Analysis program at the Chicago School of Professional Psychology Chicago campus. She is ecstatic to be living and working again in Chicago. Dr. Rehfeldt has published over 100 articles and book chapters in behavior analysis, most of which have focused upon language interventions for persons with developmental disabilities. She co-edited a book with Yvonne Barnes-Holmes entitled, “Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities,” and recently co-edited a text entitled, “Applied Behavior Analysis of Language and Cognition,” with Mitch Fryling, Jonathan Tarbox, and Linda Hayes as co-editors, due to be released in 2021. Dr. Rehfeldt served as the editor and business manager for The Psychological Record for 12 years, a journal started by J. R. Kantor and for which B. F. Skinner was one of the first editorial board members. She is or has been an editorial board member for a number of prominent behavior analytic journals, including Journal of Applied Behavior Analysis and Journal of the Experimental Analysis of Behavior, and has held a number of leadership positions within the Association for Behavior Analysis International. She is currently serving as Program Chair for the ABAI Annual Autism Convention, and at-large representative on the ABAI Council. Dr. Rehfeldt was a professor in the Behavior Analysis and Therapy program at Southern Illinois University for twenty years, where she won a number of teaching and research awards and served as PI on several state and federal autism-related grants. Some recent accomplishments include being awarded ABAI Fellow designation, a recognition granted to outstanding contributors in research and scholarship, and co-authoring a chapter on relational framing which was published in the highly anticipated Cooper et al 3rd edition text (the “white book.”)

Jonathan Tarbox, PhD, BCBA-D -Acceptance and Commitment Training: Self-Care and Compassion in Applied Behavior Analysis Service Delivery
Acceptance and Commitment Training: Self-Care and Compassion in Applied Behavior Analysis Service Delivery
Abstract
Careers in applied behavior analysis (ABA) can be simultaneously incredibly rewarding and incredibly challenging. Behavior analysts are passionate about what we do and this can contribute to the stress and burnout that many of us struggle with. The organizational behavior management literature is replete with evidence-based practices for creating and maintaining excellent job performance but relatively little research has been done on behavioral approaches to addressing stress and burnout. Of course, stress and burnout are not mental problems, they involve things we do. That is, stress and burnout involve overt and covert behavior-environment relations, so the science of behavior analysis should have something to say about them. Acceptance and Commitment Training (ACT) is a behavior analytic training approach that has research support for improving resilience in other professions and is just now being implemented for this purpose inside of mainstream ABA practice. Although ACT was originally developed for use by clinical psychologists, it has broadened substantially and is now commonly practiced by many disciplines outside of psychology. Implementing ACT does not require psychotherapy and many of the ACT-based strategies for self-care in the practice of ABA require no specialized training. This presentation will describe small self-care changes that we can put into practice in our daily lives in order to help us thrive while we struggle in our work lives.
Objectives:

Participants will be able to describe how to implement one values-based self-care procedure for behavior analysts
Participants will be able to describe how to implement one self-compassion procedure for behavior analysts
Participants will be able to describe how to implement one acceptance-based self-care procedure for behavior analysts

Presenter Bio:
Dr. Jonathan Tarbox is the Program Director of the Master of Science in Applied Behavior Analysis program at the University of Southern California, as well as Director of Research at FirstSteps for Kids. Dr. Tarbox is the Editor-in-Chief of the journal Behavior Analysis in Practice and serves on the editorial boards of several scientific journals related to autism and behavior analysis. He has published four books on autism treatment, is the Series Editor of the Elsevier book series Critical Specialties in Treating Autism and Other Behavioral Challenges, and an author of well over 70 peer-reviewed journal articles and chapters in scientific texts. His research focuses on behavioral interventions for teaching complex skills to individuals with autism and applications of Acceptance and Commitment Training (ACT) inside of applied behavior analysis.

Judah B. Axe, PhD, BCBA-D, LABA - Improving Social Skills by Teaching Problem Solving
Improving Social Skills by Teaching Problem Solving
Abstract:
Children with autism struggle with social skills. The social world is full of “problems,” defined as situations in which a response is in the child’s repertoire but is not immediately evoked. For example, a child may be able to initiate conversations, but in a crowded social situation, it is difficult to know when to do so. Problem solving is arranging stimuli to increase the probability of arriving at a solution. This might involve looking at each group of people and deciding if it is an appropriate time to start a conversation. Talking about the past also presents problems and problem solving as people often have to “think back” to what happened to arrive at a response. We also solve many of our problems by “Googling it.” The presenter will describe these phenomena and share studies on teaching problem solving to students with autism to improve how they talk about past events and answer social questions about planning a trip, such as “how far” and “what’s the weather?”
Objectives:

Participants will define a “problem” and “problem solving” from a behavior analytic perspective.
Participants will explain how to use visual imagining and self-questioning as problem-solving strategies to teach children with autism to recall past events.
Participants will explain how to teach children with autism to use phone apps as a problem-solving strategy to answer social questions about planning a trip.

Presenter Bio:
Judah B. Axe, Ph.D., BCBA-D, LABA, received his M.A. and Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University. He is currently an Associate Professor of Education and Behavior Analysis at Simmons University in Boston, MA, where he has taught for 12 years. Dr. Axe teaches in the master’s programs in Special Education and Behavior Analysis, the fully online master’s program in Behavior Analysis, and the Ph.D. program in Behavior Analysis. He conducts research with children with autism in the areas of verbal, social, and challenging behavior. Dr. Axe serves on the editorial boards of five behavior analytic journals. He is a Trustee of the Cambridge Center for Behavioral Studies (CCBS) and has previously served as Chair of the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International (ABAI), Co-Coordinator of the Verbal Behavior Area for the ABAI Conference, Director of the Student Relations Committee of the Berkshire Association for Behavior Analysis and Therapy, and the Continuing Education Coordinator of CCBS.

Continuing Education Opportunities
BACB® Learning CEs. (An additional $40 fee is required for continuing education certification.)
BACB® Learning CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer Learning CE units for this conference.

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 for expanding our continuing education offerings.

Call for Student Research PostersPoster presentations are a channel to disseminate empirically based ABA research in visual format now through our online format due to the change in venue to keep all safe through the coronavirus pandemic. Get application here.
Call for Student Research Posters

LOG-IN INSTRUCTIONS

SCHEDULE

Call for Student Research PostersPoster presentations are a channel to disseminate empirically based ABA research in visual format now through our online format due to the change in venue to keep all safe through the coronavirus pandemic. Get application here.
Call for Student Research Posters

Invited Speakers:

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

Rachel Taylor, PhD, BCBA-DCenter for Applied Behavior Analysis

Coleen R. Sparkman, M.A., CCC-SLPTherapeutic Pathways, The Kendall Centers

Ruth Anne Rehfeldt, PhD, BCBA-DSouthern Illinois University, Carbondale

Jonathan Tarbox, PhD, BCBA-DUniversity of Southern California

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

With opening remarks by:

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

ABACLive Webinar with Amanda N. Kelly, PhD, BCBA-D, LBA
2020-04-16 18:00 - 20:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Amanda N. Kelly, PhD, BCBA-D, LBA presents: “Ethics of Effective Advocacy”
Thursday, April 16, 2020
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
As behavior analysts, we believe behavior change can be achieved, whether it is organizational, individual, or systemic change. Changes in public policy at both a state and federal level in the United States have continued to impact the practice of behavior analysis in recent years (e.g., licensure laws, autism insurance, mental health parity). These developments have made it more important than ever for behavior analysts, and those impacted by these policies, to participate in public policy efforts. This presentation will discuss the basics of public policy from a behavior analytic perspective, review public policies relating to the practice of behavior analysis, and provide useful strategies to increase the effectiveness of grassroots advocacy efforts, while highlighting our ethical obligations along the way.
Learning Objectives:
Participants will be able to identify questions to ask and answer when engaging in public policy activities.
Participants will be able to identify useful strategies to increase effectiveness of grassroots advocacy efforts.
Participants will identify at least three ethical code elements related to effective advocacy.
*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 Matt Tincani, PhD, BCBA-D
2020-03-12 18:00 - 21:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Matt Tincani, PhD, BCBA-D presents: “Conducting and Appraising Systematic Reviews and Meta-Analyses of ABA Research”
Thursday, March 12, 2020
6:00 pm – 9:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® CEUs (Learning).
Register on ABAC Website
Abstract
Systematic reviews and meta-analyses are valuable tools to explore research questions about the effectiveness of ABA interventions. Systematic reviews employ strategies to carefully cull the research literature to answer specific questions, whereas meta-analyses aggregate the effects of interventions across multiple studies. In this webinar, Dr. Tincani will overview the rationale and strategies for appraising and conducting systematic reviews and meta-analyses. Specifically, he will discuss the kinds of research questions appropriate for systematic reviews and meta-analyses, current best practices for extracting studies, and strategies for data aggregation and analysis, with a specific focus on single-case research. Issues related to preregistration, publication bias, and the pros and cons of various statistical methods will be explored.
Learning Objectives:
Participants will be able to identify the importance of systematic reviews and meta-analyses for appraising ABA research.
Participants will be able to identify research questions appropriate for a systematic review or meta-analysis.
Participants will identify strategies for extracting studies and aggregating data for systematic reviews and meta-analyses.
Participants will identify advantages and disadvantages of non-overlap and statistical methods for aggregating single-case findings.
*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 Dr. Timothy Ludwig
2020-02-07 10:00 - 12:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Timothy Ludwig, PhD presents: “Dysfunctional Practices That Kill Your Work Culture (and What To Do about Them)”
Friday, February 7, 2020
10:00 am – 12:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Type II CEs.
Register on ABAC Website
Abstract
Coming soon.
Learning Objectives:
Coming soon.
*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 2 Type II CEUs. (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 Type II CEUs (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 Dr. Abigail B. Calkin
2019-12-11 18:00 - 20:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Abigail B. Calkin, PhD presents: “Expanding the Chart to Precision Business, Precision Inners, Precision Military and More”
Wednesday, December 11, 2019
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® Type II CEs.
Register on ABAC Website
Abstract
Measurement of human behavior began as an extension of Lindsley’s work with rats and dogs in Skinner’s labs at Harvard University. In the early 1950s, Lindsley extended his lab work to studying human behavior including with schizophrenic and psychotic patients at the Behavior Research Lab located at Metropolitan State Hospital in Waltham, Mass. In 1965, he moved to Kansas where he and his students expanded the work yet again to develop the standard behavior chart, now the standard celeration chart (SCC) in the study of education, inner behavior, social work, and nursing. His vision was that we would have Precision Teaching, Precision Inners, Precision Nursing, Precision Social Work, and later Precision Psychotherapy and Precision Business. The one that stuck and expanded the most was Precision Teaching while some others slid to the side for several decades. During the expansion of Precision Teaching, Precision Inners, Precision Nursing and Precision Business quietly moved along thanks to a few dedicated people invested in more than education. Since then, these three fields expanded. The SCC has also now taken a small foothold in the military and in law enforcement. This presentation will include charts from the various areas that lie outside of teaching and discussions of the importance of expansion of the chart to these various areas.
Learning Objectives:
By the end of this presentation the participants will be able to identify:
What is it in the beginnings of the SCC and its design that make it so desirable to measure human behavior?
What are the strengths of the SCC and of its data analyses?
How have we expanded to use this measurement tool to make it valuable in other fields?
*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 2 Type II CEUs. (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 Type II CEUs (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 2019
2019-11-22 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
Registration OPEN!

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.

Registration Fees (Subject to change)

Registration Type

Early Registration Ends 11/15/19*

Onsite & After 11/15/19

Student/Non-professional

$75

$100

Professional

$165

$200

Professional Group (Min 5 or attendees)

$125 ea registration

n/a

Continuing Education credits/units desired: $40 for Each Certificate requested.
Groups: For groups of 15 or more registering, we will offer a discount from early registration fees. All groups need to complete a Group Registration Form. Contact Rebekah Pavlik through pa****@******or.org or (978) 369-2227 Ext. 2. The Center will need all registration information prior to October 15, 2019.

E. Scott Geller, PhD: Improving Well-Being and Life Satisfaction with Humanistic Behaviorism: From Managing Behavior to Leading People
Improving Well-Being and Life Satisfaction with Humanistic Behaviorism: From Managing Behavior to Leading People
Abstract:
The term “humanistic behaviorism” was popular in the 1970’s, but has rarely been used since. However, B.F. Skinner affirmed in 1978 that “behaviorism makes it possible to achieve the goals of humanism more effectively.” Relatedly, the presenter has combined fundamentals of behaviorism (e.g., positive reinforcement, observational learning, and behavior-based feedback) with select principles from humanism (e.g., empathy, self-determination theory, and Maslow’s Hierarchy of needs) to enhance and sustain positive relations between teachers and students, parents and children, work supervisors and employees, and between police officers and the citizens they serve. The presenter claims that effective leaders practice humanistic behaviorism, in contrast to managers who essentially hold people accountable with extrinsic contingencies.
This presentation will review the presenter’s attempts to improve human welfare on a large scale—first with applied behavioral science, and subsequently with humanistic behaviorism—leading to his belief that “humanism makes it possible to achieve the goals of behaviorism more effectively.” Domains of application to be highlighted from the presenter’s 50 years of intervention development and evaluation include: environmental preservation, prison management for death-row inmates, vehicle safety and road rage, occupational health and safety, and the cultivation of an actively-caring-for-people (AC4P) culture in educational facilities, organizations, and the community at large (see www.ac4p.org and www.gellerac4p.com.
Learning Objectives
Participants will be able to:

Define select principles from humanism that need to be practiced by ABA therapists working with individuals, organizations, and communities
Participate as a leader of the worldwide Actively Caring for People (AC4P) Movement
Explain practical differences between management and leadership with real world examples

Presenter Bio:
Scott Geller, Ph.D. is an Alumni Distinguished Professor in the Department of Psychology at Virginia Tech. For 50 years, Professor Geller has taught and conducted research as a faculty member and Director of the Center for Applied Behavior Systems at Virginia Tech. He has authored, coauthored, or edited 49 books, 88 book chapters, 38 training manuals, 270 magazine articles, and over 300 research articles addressing the development and evaluation of applied behavioral science interventions to improve quality of life. His most recent 700-page textbook: Applied Psychology: Actively Caring for People, defines Dr. Geller’s entire research, teaching, and scholarship career at Virginia Tech, which epitomizes the VT logo: Ut Prosim–“That I May Serve”. He has received lifetime achievement awards from the International Organizational Behavior Management Network (in 2008) and the American Psychological Foundation (in 2009). In 2011, the College of Wooster awarded Dr. Geller the Honorary Degree: Doctor of Humane letters. Scott Geller received a prestigious teaching award in 1982 from the American Psychological Association, and since then he has received every university-wide teaching award offered at Virginia Tech. In 2005, he was awarded the statewide Virginia Outstanding Faculty Award by the State Council of Higher Education, and that year Virginia Tech conferred the title of Alumni Distinguished Professor on him.

Janet Twyman, PhD, BCBA, LBA: Virtual Supervision Doesn’t Have to Mean You’re Distant: Making Remote Supervision Meaningful
Virtual Supervision Doesn’t Have to Mean You’re Distant: Making Remote Supervision Meaningful
Get Presentation
Abstract:
Whether due to distance, availability, or time constraints, supervisors now regularly oversee the work of behavioral service providers who are primarily based in other locations. One of the biggest challenges facing supervisors today is working with remote supervisees. Recognizing the challenges faced by remote work, developing protocols to enhance remote supervision, and using tools to support the process can improve the quality of services provided and encourage learning and performance satisfaction for staff at all levels. The use of digital technologies means that observations and meetings no longer need to be in person to facilitate communication, strengthen relationships, and improve outcomes. Professional support activities achieve best outcomes when they are underpinned by established frameworks and educational principles. After discussing caveats and concerns, this presentation will share best practices concerning the role of technology and communication tools in shaping, monitoring, and measuring staff progress and overcoming the drawbacks of distance usually faced in remote supervision.
Objectives:

Participants will identify at least 3 barriers associated with remote supervision and measurable methods to overcome them.
Participants will be able to list at least 3 caveats or concerns regarding the use of digital technologies in remote supervision.
Participants will take part in the demonstration of at least 3 digital tools to support remote supervision and consider their use within the setting in which they work.

Presenter Bio:
Dr. Janet Twyman is an education innovator, thought leader, and founder of blast: a learning sciences company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School, and formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations cover behavior analysis, instructional design, technology, and educational systems; she also co-edited two books on educational innovation and personalized learning. She has presented to and worked with education systems, organizations, and institutions over 40 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. 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.

Rob Holdsambeck, EdD, LCP, BCBA-D: Supervision: Flying Over Kansas Thinking About OZ
Supervision: Flying Over Kansas Thinking About Oz
Get Presentation
Abstract:
The movie version of Frank Baum’s classic 1900’s children’s novel (The Wizard of Oz, Warner Brothers, 1939) has been analyzed for decades from various angles. There are archetypes like Glenda the good witch and Toto the trickster, yellow brick roads (i.e., golden path that lead to hopes and dreams), a false wizard, and a long treatise on courage, intelligence, and heart. In the end, the journey showed how weathering storms and pursuing dreams can produce positive outcomes. This is of course unless the flying monkeys and fields of poppies get you first.
The journey of supervision can be viewed as a parallel experience to those that Dorothy and her peers experienced in The Wizard of Oz. Providing a structure for leadership and supervision in the fields of clinical psychology and applied behavior analysis can be a challenge. It takes weathering adversity, surrounding yourself with the right friends, following the right path, and valuing diversity. In this talk I will cover some strategies for providing supervision in challenging environments both in my current practice of ABA and my past work as a clinical psychologist.
Learning Objectives:
Participants will be able to:

List two archetypes from the movie The Wizard of Oz that relate to their current practice in either ABA or clinical psychology and how they help or hinder their work
List two benefits to creating and maintaining a diverse workplace
List two exemplars of workplace poppy fields in their current or potential work environment

Presenter Bio:
Dr. Holdsambeck is a licensed psychologist with over 40 years of clinical experience delivering services to people with developmental disabilities, including those on the autism spectrum. He was one of the first to become board certified in behavior analysis (#0007). The company he founded, currently named Holdsambeck Behavioral Health, employs over 250 clinicians serving 1500+ individuals annually in California and Hawaii. Previously he served his country as a Captain in the Air Force and his community as a tenured professor of behavior analysis and human sexuality. He was selected as the 2010 distinguished colleague by the Chicago School of Professional Psychology’s Department of Applied Behavior Analysis. In 2011, he received the outstanding service award from the Cambridge Center for his work in bringing evidence-based practices to California. Dr. Holdsambeck is an author and frequent keynote speaker at national and state conferences. His most recent publications are the highly acclaimed books, Behavior Science: Tales of Inspiration, Discovery, and Service (Holdsambeck and Pennypacker Eds., 2017, Volumes I -3 and Omnibus). In addition to the activities mentioned above, Dr. Holdsambeck is currently serving, pro bono, as the Executive Director of the prestigious Cambridge Center for Behavioral Studies™.

Florence D. DiGennaro Reed, PhD, BCBA-D, LBA: Performance Management in Service Settings
Performance Management in Service Settings
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.
Participants will be able to:

Describe why targeting staff performance is important
Identify and describe the components of behavioral skills training and an evidence-based approach to performance management of staff
Discuss results of studies evaluating the components of behavioral skills training

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 an Associate Professor in and Chairperson of the Department of Applied Behavioral Science at the University of Kansas where she directs the Performance Management Laboratory. Her research examines effective and efficient staff training and performance improvement practices. Florence has published over 75 articles and book chapters and two edited books on a variety of topics including training, performance management, assessment, and intervention. Moreover, she has been an Associate Editor for Journal of Applied Behavior Analysis, Journal of Behavioral Education, and Behavior Analysis in Practice.

Ellie Kazemi, PhD, BCBA-D: Great Leaders are Made, Not Born!
Great Leaders are Made, Not Born!
Abstract:
The growth of behavior analysis has been remarkable. Now, it is time for us to take a step back, think of what has made us successful thus far, and consider how supervisors, as leaders, can cultivate a culture of care and synergize our profession’s growth.
Learning Objectives
Participants will be able to:

Explain how supervisors can deliver the effects we promise as an evidence-based practice
Explain how supervisors can promote the profession of behavior analysis so that behavior analysts are more likeable
State at least 2 strategies for creating an organizational culture of care
Presenter Bio:

Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.

Learn more about Dr. Kazemi on CSUN website.

Thomas Zane, PhD, BCBA-D: The Ethics of Good Supervision: A Review of Our Obligations and Helpful Hints
The Ethics of Good Supervision: A Review of Our Obligations and Helpful Hints
Abstract:
In the recent Professional and Ethical Compliance Code for behavior analysts, the area of supervision has earned its own distinct section, showing how important this set of ethical obligations is to ethical performance. This issue of supervision has broad implications to the entire practice of behavior analysis, including the supervision of students, parents, teachers, and candidates for BACB certification. Competent supervision is recognized as a crucial area for maximizing professionalism in the people we train and, ultimately, client outcomes. This presentation will review the code section describing the components of effective supervision, describe the importance of competent supervision, and specific strategies for enhancing the quality of supervision. These topics will be explored from both the perspective of the supervisor as well as the supervisee. Case examples will be offered, to illustrate the ‘real-life’ nature of supervision difficulties and ways to solve them.
Learning Objectives:
Participants will be able to:

Describe the section of the ethical code regarding supervision
Describe a minimum of 5 supervision difficulties or bad practice, each from the perspectives of supervisor and supervisee
Provide ethical and reasonable solutions to specific supervision problems presented

Presenter Bio:
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.

Location & Hotel
The University of KansasEdwards CampusRegnier Hall12600 Quivira RoadOverland Park, Kansas 66213
KU Edwards Campus Map (PDF Link)
Local Hotel Recommendations from KU
The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Director of the Office of Institutional Opportunity & Access, IO*@**.edu, Room 1082, Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas medical center campuses.)

Continuing Education Opportunities
An additional $40 fee is required for continuing education.
BACB® Type II CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 SUPERVISION CE units for this conference.

Psychology CE Credits (6.0): Orlando Behavior Health Services, LLC is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Orlando Behavior Health Services, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. Orlando Behavior Health Services, LLC maintains responsibility for this program and its content. *Attendees must be present during the entire conference.
*It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Presented by
Cambridge Center for Behavioral Studies™ in cooperation with the Department of Applied Behavioral Science, The University of Kansas.

Special thanks to Orlando Behavior Health Services, LLC and the University of West Florida, Office of Applied Behavior Analysis for expanding our continuing education offerings.

Registration OPEN!

Live Webcast Registration Available

Registration OPEN!

Get Schedule

Invited Speakers:

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

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

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

Florence D. DiGennaro Reed, PhD, BCBA-DUniversity of Kansas

Ellie Kazemi, PhD, BCBA-DCalifornia State University, Northridge

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

Live Webcast Registration Available

Get Schedule

ABACLive Webinar with Dr. Nicole M. Davis
2019-11-20 18:00 - 21:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Nicole M. Davis, PhD. BCBA LABA presents: “The Interrelationship Between Behavior Analysis and Instructional Design: Towards a Behavioral Approach to Improve Synchronous and Asynchronous College and University Instructional Outcomes”
Wednesday, November 20, 2019
6:00 pm – 9:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 3 BACB® Type II CEs.
Register on ABAC Website
Abstract
Like other fields, the prevalence of online learning opportunities in behavior analysis has continued to expand in recent years. A wide variety of pedagogical models of online instruction have been suggested by members of various teaching and training professions. Although these models may appear contrary to behavior analytic teachings, several cite Skinner’s Programmed Instruction (1958) as an influence. Behavior analysts may be uniquely positioned to detect and assess the effectiveness and efficacy of the elements that make up such models, which would involve identifying, examining, and operationalizing the components of numerous suggested models. Examination of such models may lead toward advancement of behavior analytic teaching technologies.
The purpose of this webinar is to examine the potential interrelationship between behavior analytic approaches to learning and other pedagogical models of online instruction. First, multiple pedagogical models outside the field of behavior analysis, the components of each, and how behavioral technologies may be included will be discussed. A framework to assess the effectiveness and utility of the models will also be suggested. Lastly, the methods and results from a current study incorporating the framework will be shared.
Learning Objectives:
By the end of this presentation the participants will be able to:
Identify, describe, and list components of pedagogical models of online instruction outside the area of behavior analysis.
Compare and contrast behavioral approaches to teaching with the pedagogies.
Describe methods for incorporating behavioral technologies into other models of online instruction.
Describe a method to assess the efficacy of components of different pedagogical models of online instruction.
*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 3 Type II CEUs. (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 Type II CEUs (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.

32nd Annual Conference of the Standard Celeration Society
2019-11-07 08:00 - 2019-11-09 17:00 UTC
This year in St. Pete’s Beach, Florida!
Visit the website of the Standard Celeration Society for up-to-date information & registration.

ABACLive Webinar with Drs. Robyn M. Catagnus & Bobbie Gallagher
2019-10-30 10:00 - 12:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Robyn M. Catagnus, EdD, LBA, BCBA-D & Bobbie Gallagher, Phd, BCBA present: “Happiness and Flourishing through ABA: Designing programs that increase the quality of life for families and clients”
Wednesday, October 30, 2019
10:00 am – 12:00 noon (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Type II CEs.
Register on ABAC Website
Abstract
We think happiness, quality of life, and strengths are being overlooked by many practitioners. Did you know that parents report their child’s happiness as the #1, most important way to assess if treatment is working? But many professionals simply don’t include happiness, quality of life, or well-being assessment in programs. We find many students and colleagues are approaching programming from a deficit model, and leaving out strengths, fun, joy, and optimism. We will share professional and personal advice for supporting happy, successful children and families through ABA programming. We will discuss existing interdisciplinary research, curricula, and strategies for measuring happiness, making ‘treatment’ more enjoyable, building relationships with clients, and creating programs that build on strengths. And, we explain a little bit of neuroscience science behind why professionals often inadvertently increase anxiety and make intervention unpleasant – and what to do about it. Most importantly, we share the surprising good news that spending time on happiness and stress reduction, for clients and YOU, can facilitate learning, skill development, and cooperation overall.
Learning Objectives:
By the end of this presentation the participants will be able to identify:
Professional practices that may inadvertently increase anxiety.
Causes of anxiety that may require investigation and analyis prior to implementation of interventions/treatment of problem behavior.
Assessments and strategies for increasing observable behaviors in the area of happiness and quality of life.
Measures that will indicate increases in happiness and quality of life.
*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 2 Type II CEUs. (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 Type II CEUs (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 Cross-Over Event on Applications of the Standard Celeration Chart
2019-10-24 12:00 - 14:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Standard Celeration Society Chair: Mary K. Reagan, J.D., M.S., BCBA, LBA & Board Member Panelists present: Standard Celeration Society Board Members “Applications of the Standard Celeration Chart: An Interactive Discussion with the Standard Celeration Society Board of Directors and International Graduate Students”
Thursday, October 24, 2019
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® Type II CEs.
Register on ABAC Website
Abstract
Since 1992 the Standard Celeration Society (SCS) has comprised a collegial organization for all persons who use Standard Celeration Charts to monitor and change human behavior frequencies. The Society’s mission is to enable measurement of learning and performance to better understand, manage, and improve the well-being of individuals, organizations and the world. The Society’s heritage lies greatly in Precision Teaching and its founder Ogden R. Lindsley. This webinar will feature the Board of Directors and the VP of the Scientific and Academic Committee discussing applications of the Standard Celeration Chart and answering questions submitted by graduate students attending the University of South Wales and the National University of Ireland, Galway.
Learning Objectives:
By the end of this presentation the participants will be able to:
Identify the clinical applications of the Standard Celeration Chart..
Identify the business applications of the Standard Celeration Chart.
Identify the educational applications of the Standard Celeration Chart.
Identify the measurement implications of the Standard Celeration Chart in relation to the ability to analyze data and make data-driven decisions moment to moment to benefit the client, student, or organization.
*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 2 Type II CEUs. (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 Type II CEUs (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 Safety Now 2019
2019-10-15 08:00 - 2019-10-17 17:00 UTC | Hyatt Regency Orlando International Airport, 9300 Jeff Fuqua Blvd, Orlango, FL, 32827, United States
The Cambridge Center is proud to announce that we will be offering BACB® Type II CEUs for 22 Pre-Conference Workshops and Breakout Sessions during Behavioral Safety Now 2019. Now in its 25th year!
Board Certified Behavior Analysts get a reduced registration rate and can earn up to 8 BACB Type II CEUs by attending two pre-conference workshops and up to 6 BACB Type II CEUs choosing from 17 Breakout Sessions.
Behavioral Safety Now BACB Type II CEU
Visit behavioralsafetynow.com for complete information.
