Cambridge Center for Behavioral Studies

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

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

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

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

Presenter Bio:

Dr. McSween is a nationally recognized expert in the field of behavioral safety. He is CEO and cofounder of Quality Safety Edge, a company that helps organizations improve safety and leadership through behavioral psychology. Dr. McSween is author of the book, The Values-Based Safety Process, and numerous publications and research articles on behavioral safety. He has received numerous awards, including the ASSE’s 1993 Scrivener Award, the OBM Network’s 2001 Outstanding Contribution Award and its 2010 Lifetime Achievement Award, Western Michigan University Distinguished Alumni in 2007, and in 2017 the Texas Association for Behavior Analysis recognized him for his Career Contributions to Behavior Analysis in Texas, all for his work in behavioral safety. He is also the founder of the Behavioral Safety NOW conference.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

REGISTER

Held at Howard Gittis CenterTemple UniversityPhiladelphia, Pennsylvania

REGISTER

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

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

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

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

Presenter Bio:
University of Florida
Faris R. Kronfli received his master’s degree in Behavior Analysis from the University of Maryland Baltimore County in 2014 and his Ph.D. in Psychology from the University of Florida in 2019. His research has included the assessment and treatment of problem behavior among at-risk youth and individuals diagnosed with autism spectrum disorder (ASD). While at the University of Florida, Dr. Kronfli helped establish a social skills clinic for adolescents and adults on the spectrum and has continued to focus on developing programs to support individuals as they transition to adulthood. He was the recipient of the 2018 B.F. Skinner Foundation Florida Graduate Student Research Award and the 2019 Christopher Rubow Memorial Award. He is currently the program coordinator for the Behavior Analysis Research Clinic’s school-based consultation program and an Assistant Instructional Professor at the University of Florida.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

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

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

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

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

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

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

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

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

Identify fundamental OBM principles and operations.

Describe critical behaviors systems within human services organizations.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Schedule

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Presenter Biographies/Abstracts/CE Instructions

Our Conference Host

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

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Schedule

Presenter Biographies/Abstracts/CE Instructions

Invited Speakers

Andy Bondy, PhDPyramid Educational Consultants (PECS)

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

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

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

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

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

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

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

Schedule

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

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

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

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

Presenter Bio:
Tara Fahmie, PhD, BCBA-D
Dr. Tara Fahmie is currently the Associate Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). She earned her master’s degree from the University of Kansas, under the mentorship of Dr. Gregory Hanley, and her PhD from the University of Florida, under the mentorship of Dr. Brian Iwata. Dr. Fahmie is a BCBA-D and has over 15 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Her main area of expertise is in the assessment and treatment of severe problem behavior; she has conducted research, authored chapters, and received grants for her work in this area. Her initial interests in the functional analysis of problem behavior and acquisition of social skills in young children led to her emerging passion for research on the prevention of problem behavior.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

Presenter Bio:
Peter F. Gerhardt, EdD
Peter Gerhardt, Ed.D., is the Executive Director of the EPIC School in Paramus, NJ. Dr. Gerhardt has over 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential and community-based settings. He is the author or co-author on a number of articles and book chapters on the needs of adolescents and adults with ASD and has presented nationally and internationally on this topic. Dr. Gerhardt serves as Co-Chairman of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards including the Cambridge Center for Behavioral Studies. He currently serves as adjunct faculty in the Institute for Behavioral Studies at Endicott College. Dr. Gerhardt received his doctorate from Rutgers, The State University of New Jersey’s Graduate School of Education.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

Schedule

Presenter Bios, Abstracts & CE Info

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

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

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

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

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

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

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

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

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

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

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

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

Describe and understand the key features of BST.

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

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

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

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

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

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

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

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

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

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

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

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

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

Schedule

REGISTER

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsors

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Schedule

Presenter Bios, Abstracts & CE Info

Invited Speakers

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

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

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

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

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

STUDENT POSTER & VIDEO INTRODUCTION

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

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

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

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

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

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

Presenter Bio:
Anna Linnehan, PhD, BCBA-D, LABA
Anna M. Linnehan is the Director of Academic Operations for the Institute of Applied Behavior Analysis at Endicott College. Anna earned her masters and doctoral degrees in Applied Behavior Analysis from Endicott College. She began her career as a professional chemist and has a passion for improving the lives of others through science. Her doctoral dissertation, Variables in Tacting Emotions, A Programming Contingency Analysis, utilized the Goldiamond-Layng Theory to teach emotional concepts using a contingency analytic framework. Her research interests include using contingency analysis paired with instructional design to develop programs to help individuals identify and problem solve their own emotions and emotional behavior. Anna is also interested in the application of signal detection theory to analyze decisions and decision-making behavior. Additionally, she is passionate in the dissemination of nonlinear contingency analysis and programming based on Israel Goldiamond’s constructional approach. She recently co-authored a book, Decisions and Judgments in Ambiguous Situations: A Conceptual Introduction to Signal Detection Theory, with Dr. T. V. Joe Layng. She has also served as a member of review boards for a variety of behavioral journals and serves as an Advisor of the Cambridge Center for Behavioral Studies.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

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

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

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

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

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

Presenter Bio:
Abigail Blackman, PhD, BCBA
Dr. Abigail Blackman, a Board Certified Behavior Analyst, is the Director of Customer Success at Behavior Science Technology. She earned her Ph.D. in Behavioral Psychology at the University of Kansas, under the supervision of Dr. Florence DiGennaro Reed, PhD, BCBA-D. Her training is in Applied Behavior Analysis and Organizational Behavior Management. Her passion lies in improving clients’ lives by equipping staff and supervisors with the tools to carry out their job responsibilities successfully. She has five years of experience consulting with human-service organizations to assist with their training and systems-level initiatives. Abigail enjoys conducting research to evaluate effective procedures to improve the repertoires of staff and supervisors and the influence of staff integrity on consumer outcomes.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

11th Annual ETHICS in Professional Practice Conference
2023-08-04 | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
Recording links/presentations have been emailed from be**********@***il.com on Wednesday, August 9 at 2:40 pm.
If you did not receive the email, contact Rebekah Pavlik at pa****@******or.org.
If you completed the attendance verification process before August 10, 2023, certificates were processed & emailed between 8/10/23 and 8/14/23. BACB Learning CEU certificates were emailed from be**********@***il.com while Psychology CE Credit certificates were emailed from pa****@******or.org. If you did not get yours, contact Rebekah Pavlik at pa****@******or.org.

This is a one-day conference featuring leaders in the fields of Ethics, Psychology, Business, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference. (Schedule)
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.

REGISTER

Invited Presenters

Jomella Watson-Thompson, PhD: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action
Jomella Watson-Thompson, PhDAssociate ProfessorDepartment of Applied Behavioral ScienceUniversity of Kansas
Presentation Title: Ethics of Collaboration: Using A Behavioral-Community Approach to Address Disparities through Collaborative Action
Abstract:
There is increased attention to addressing problems of significant societal concern to contribute to improving community health and well-being. The application of behavioral community approaches to advance community change through multisector collaboration is examined as a method of social validation. As an example, initiatives that integrate behavioral community approaches to prevent youth and community violence through multisector collaboration are presented. The importance of addressing determinants or underlying factors that may serve as setting events and contribute to disparities in access to services and cultural representation in the field are raised. Ethical considerations will be examined including the strengths, challenges, and opportunities for using a behavioral science approach to advance community applications through multidisciplinary and multisector collaboration. Strategies to facilitate change across systems through multisector collaboration to foster broader applications of our science and engagement with diverse scholars, practitioners, and communities will be examined.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. Jomella Watson-Thompson is a Professor in the Department of Applied Behavioral Science and a researcher affiliated with the Center for Community Health and Development. She is also the Director of the Center for Service Learning at the University of Kansas. Dr. Thompson leads the Youth Violence Prevention Center- Kansas City, a Center for Disease Control and Prevention National Center of Excellence in Youth Violence Prevention. Her research has focused on behavioral-community approaches to neighborhood development, substance abuse prevention, and youth and community violence prevention. She also works with community collaboratives to examine social determinants or factors, including educational attainment and access to resources and supports, that may contribute to disparities, particularly for racial and ethnic groups and underserved communities. Dr. Thompson researches and promotes community-academic partnerships through community-engaged scholarship as an approach to foster sustainable change and improvement in communities. She has examined the effects of community-based processes and behavioral-community interventions to promote mobilization and change in communities. Dr. Thompson has received numerous funding awards and co-authored articles on community capacity-building, youth and neighborhood development, and adolescent substance abuse, and youth and community violence prevention. She serves on the Executive Council for the Association of Behavior Analysis International and has served as an Associate Editor with Behavior and Social Issues. Dr. Thompson serves as an advisor to the Cambridge Center for Behavioral Studies. She is a principal consultant with Ad Astra Community Innovations Group. She attained a Ph.D. in Behavioral Psychology, a Masters of Urban Planning from the University of Kansas, and a B.A. in Urban Studies from Jackson State University.

Videsha Marya, PhD, BCBA-D: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors
Videsha Marya, PhD, BCBA-DDirector of Practicum and Immersion ExperiencesInstitute for Applied Behavioral ScienceEndicott College
Presentation: Teaching an Ethical Skill-set: Practical Guidelines for Instructors and Supervisors
Abstract:
In higher education, a primary goal of graduate instruction is to produce content area experts in their chosen fields. Within behavior analysis, this is especially important, as the master’s rank of the profession is eligible for independent, unsupervised professional practice, often serving vulnerable populations. For the instructor, the task of teaching ethics is an enormously important one. While all instruction presents an opportunity to model ideal professional behavior, the ethics class presents the most impactful of these opportunities. While resources are few and evidence is scant, effective instructional methods for developing this complex skill set exist and can be applied to the development of ethical conduct. In this presentation, component skills that can equip aspiring behavior analysts with the skills to arrive at the most ethical decisions and to engage in consistent ethical conduct are delineated. Effective instructional strategies and formats are also identified. The goal of this presentation is to provide supervisors and instructors with a roadmap to guide the development of this critically important skill set, in ways that prepare students and supervisees for the situations they are likely to encounter as professional behavior analysts. Furthermore, a multitude of resources and specific instructional guidelines to ensure broad and deep coverage of the ethical decision-making skill set will be discussed.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Videsha Marya is the Director of Practicum and Immersion Experiences and an Adjunct Professor at Endicott College. She received her doctoral degree in ABA from Endicott College under the advisement of Dr. Alice Shillingsburg. Videsha has provided behavior analytic services to children with autism since 2011. Over the course of her professional experience, Videsha has gained national and international experience in the field of behavior analysis. Within the US, she has worked in autism clinics in Oklahoma, Colorado, Houston, and Georgia. She has presented poster and oral presentations at regional and national conferences as well as co-authored several peer-reviewed papers and book chapters. She has been the recipient of numerous awards including the Endicott Academic Excellence Award and research awards through two Special Interest Groups from ABAI. Her research interests include verbal behavior, ethics in behavior analysis, international dissemination, and evaluating effective and efficient teaching practices.

Paul "Paulie" Gavoni, EdD, BCBA: Positional Authority Ain't Leadership
Paul “Paulie” Gavoni, EdD, BCBADirector, Professional Crisis Management AssociationAdjunct Professor, Institute for Applied Behavioral Science, Endicott College
Presentation: Positional Authority Ain’t Leadership
Abstract:
Supporting the needs of consumers across contexts requires good leadership. However, leadership isn’t about position or title (e.g., CEO, Director, Supervisor, Lead BCBA, etc.); it’s about positively influencing behavior toward a common goal. And in the field of Behavior Analysis, too many leaders seem to be suffering from “Behavioral Myopia” as they appear to forget about the basic principles of behavior when attempting to improve employee performance. Thankfully, decades of research on Organizational Behavior Management (OBM) across organizations and leadership practices have given us a number of approaches proven to improve meaningful results. The purpose of this, at times humorous talk, is to dissect ethical leadership through a behavioral lens as means of producing socially valid outcomes in any organization.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. Paul Gavoni is a behavior analyst who is passionate about applying and sharing Organizational Behavior Management (OBM) strategies with an international audience. He loves to inspire and help leaders establish positive and engaging environments across industries to bring out the best in those they serve using the science of human behavior.
A Wall Street Journal and USA TODAY best-selling author, he is co-host of the Crisis in Education Podcast, Thoughts & Rants of a Behavior Scientist, and is also an active Board Member of the Opioid Awareness Foundation and The World Behavior Analysis Day Alliance.
Beyond his work in education and human services, Dr. Gavoni is a former Golden Gloves Heavyweight Champion and highly respected striking coach in combat sports. Coach “Paulie Gloves,” as he is known to the Mixed Martial Arts community, has trained world champions and UFC veterans using technologies rooted in Applied Behavior Analysis. Coach Paulie has been featured in the books Beast: Blood, Struggle, and Dreams at the Heart of Mixed Martial Arts and A Fighter’s Way. He was also a featured fighter in FX’s highest rated reality show at the time, The Toughman, and most recently in the Lifetime reality series, Leave it to Geege.

Jessica Cauchi, PhD, BCBA-D, CPBA-AP: The Ethics of Sex Education
Jessica Cauchi, PhD, BCBA-D, CPBA-APClinical DirectorAtlas Behaviour Consultation
Presentation: The Ethics of Sex Education
Abstract:
Sexuality education is one of the areas of education most filled with challenge and controversary. This is exacerbated when considering providing sex education to people with autism spectrum disorder or other developmental disabilities. This talk will explore the reasons why sex education is important specifically for this population. It will cover some of the ethical challenges encountered by clinicians when teaching in this area, as well as some proposed solutions. Ethics of research in sex education will also be discussed.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Jessica is a behaviour analyst that has worked with people on the autism spectrum for over 20 years. She resides in Ontario Canada and is the Clinical Director of Atlas Behaviour Consultation. Jessica received her Ph.D. in Applied Behavior Analysis from Endicott College and is a doctoral level Board Certified Behaviour Analyst, as well as a Certified Progressive Behaviour Analyst – Autism Professional. Dr. Cauchi is interested in research and clinical practise in curriculum development and effective teaching practises in sexuality skills for persons on the autism spectrum, meaningful programming, rapport and assent, and progressive ABA. She has published work in these areas, as well as presented on these topics across Canada and North America.

David J. Cox, PhD, MSB, BCBA-D: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research, Education, and Practice
David J. Cox, PhD, MSB, BCBA-DPrincipal InvestigatorBehavioral Data Science Research LabInstitute for Applied Behavioral Science
Presentation: Ethical Artificial Intelligence: Topics Important to Behavior Analytic Research, Education, and Practice
Abstract:
Artificial intelligence (AI) is increasingly a part of our everyday lives. Though much AI work in healthcare has been outside of applied behavior analysis (ABA), researchers within ABA have begun to demonstrate many ways that AI might improve the delivery of ABA services. However, absent from the literature thus far is conversation around ethical considerations when developing, building, and deploying AI technologies for ABA service delivery settings. Further, though AI is already used in ABA, it is unknown the extent to which behavior analytic practitioners are familiar (and comfortable) with the use of AI in ABA. The purpose of this presentation is threefold. First, to provide a primer on what AI is and how it is developed into technologies that scale to the size needed to influence everyday clinical decision-making. Second, to raise questions about using AI in ABA from clinical ethical frameworks that already dominate ethics in ABA. Lastly, to raise questions about using AI in ABA from alternative ethical frameworks uncommon to ethics in ABA (e.g., AI ethics, technology ethics, data ethics). In total, we hope this presentation sparks proactive dialog around the ethical use of AI in ABA service delivery before we are required to have a reactionary conversation.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. David J. Cox, Ph.D., M.S.B., BCBA-D has worked within the behavioral health industry for 17 years. He began working in behavioral health by providing and then supervising Applied Behavior Analysis (ABA) programs for individuals with autism spectrum disorders. After 8 years of clinical work, Dr. Cox went back to school to earn his PhD in Behavior Analysis from the University of Florida, Post-Doctoral Training in Behavioral Pharmacology and Behavioral Economics from Johns Hopkins University School of Medicine, and Post-Doctoral Training in Data Science from the Insight! Data Science program. Since 2014, Dr. Cox’s research and applied work has focused on how to effectively leverage technology, quantitative modeling, and artificial intelligence to ethically optimize behavioral health outcomes and clinical decision-making. Based on his individual and collaborative work, he has published over 45 peer-reviewed articles, three books, and over 150 presentations at scientific conferences.

Yulema Cruz, PhD, BCBA-D: Ethical Visions: Navigating the Supervisory Compass
Yulema Cruz, PhD, BCBA-DAssistant Teaching ProfessorDepartment of Applied PsychologyGraduate School of Applied and Professional Psychology (GSAPP)Rutgers University
Presentation: Ethical Visions: Navigating the Supervisory Compass
Abstract
In the field of applied behavior analysis, effective mentoring and supervision play a pivotal role in shaping the ethical conduct and professional growth of behavior analysts. However, the complexities and nuances of ethical decision-making in the supervisory context can pose significant challenges. This talk aims to explore ethical mentoring and supervision and provide behavior analysts with practical guidance for navigating the supervisory compass. During the session, we will discuss the essential components of an ethical supervisory relationship. Furthermore, we will explore potential ethical dilemmas that supervisors may encounter and provide strategies for effectively addressing these challenges. Participants will gain insights into promoting ethical decision-making skills among supervisees and encouraging critical thinking within the boundaries of ethical conduct.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. Yulema Cruz received a PhD in Education with a concentration in applied behavior analysis from Nova Southeastern University. She is also a Board Certified Behavior Analyst-Doctoral with over 20 years of experience in the field. Dr. Cruz is an Assistant Teaching Professor at Rutgers University. Her academic interests include ethics and supervision in ABA. She also teaches ABA courses in Spanish. Dr. Cruz is an ABA consultant, supervisor, speaker, and author. She works in the development of supervision systems and the dissemination of ABA to other countries and languages. Dr. Cruz was elected to serve on the Florida Association for Behavior Analysis’ (FABA) board for over 6 years, holding the positions of Member-At-Large, President, and co-chair of the Legislative and Public Policy Committee. She co-authored The Supervision Handbook: A Guide to Quality Fieldwork Experience and The Consulting Supervisor Handbook: Helping Newly Certified BCBAs Navigate Supervision, among other publications. Dr. Cruz has also presented over 40 talks at regional and national conferences. As an ethics hotline consultant, Dr. Cruz provides advice in the area of ethics in supervision.

SCHEDULE

Presenter Bios/Abstracts/CE Opportunities

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

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

Location - Endicott College, Beverly, MA and online
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly, Massachusetts.
For In-Person:
Event Venue: Cleary Lecture Hall, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map
The Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus, you need to download and print out the parking permit for your vehicle.
Enter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you.
For virtual attendance:
The Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference. IF you do not receive, email pa****@******or.org.

REGISTER

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

SCHEDULE

Presenter Bios/Abstracts/CE Opportunities

REGISTER

Invited Speakers

Jomella Watson-Thompson, PhDUniversity of Kansas

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

Paul Gavoni, EdD, BCBAProfessional Crisis Management Association
Endicott College

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

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

Yulema Cruz, PhD, BCBA-DRutgers University
SCHEDULE

Presenter Bios/Abstracts/CE Opportunities

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

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

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

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

Presenter Bio:
Andressa Sleiman, MS, BCBA
Dr. Andressa Sleiman earned her Ph.D. in Psychology at the University of Florida. She received her B.A. in Psychology from Florida International University and her M.S. in Applied Behavior Analysis (ABA) and Organizational Behavior Management (OBM) from the Florida Institute of Technology. Dr. Sleiman is a faculty member at Florida State University who specializes in Organizational Behavior Management (OBM), which applies the science of behavior to organizations to increase productivity, safety, and staff satisfaction. She is also an advisor of the Cambridge Center for Behavioral Studies (CCBS), and a commissioner for the CCBS Safety Accreditation Committee. Dr. Sleiman has published over 20 articles and book chapters in scientific journals. Her primary research interests include behavioral safety, healthcare procedural adherence and related outcomes, and conditions that promote feedback effectiveness. In addition to research, she is passionate about teaching undergraduates and graduate students about OBM and behavior analysis.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

Presenter Bio:
Sarah C. Mead Jasperse, PhD, BCBA-D
Dr. Sarah C. Mead Jasperse is an Assistant Professor at Emirates College for Advanced Education (ECAE) in Abu Dhabi, United Arab Emirates (UAE). At ECAE, she teaches in their graduate programs, conducts applied research with community-based colleagues, and partners with local organizations to promote inclusive experiences in the region. She has been working in the field of applied behavior analysis for over 15 years and has experience working clinically and as a faculty member in both the USA and UAE.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

REGISTER

REGISTER

Held at the Embassy SuitesDowntown Denver Convention Center

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

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

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

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

Presenter Bio:
Dr. Amber Valentino
Dr. Valentino is the Chief Clinical Officer for Trumpet Behavior Health where she develops workplace culture initiatives, supports clinical services, leads all research and training activities, and builds clinical standards. Her research and clinical work span a variety of topics including verbal behavior, ways to connect the research to practice gap, professional ethics, and effective supervision. She has published several peer-reviewed research articles, invited book chapters, and she recently published a book in partnership with New Harbinger Publications titled Applied Behavior Analysis Research Made Easy: A Handbook for Practitioners Conducting Research Post-Certification. Dr. Valentino serves as an Associate Editor for Behavior Analysis in Practice and previously served as an Associate Editor for The Analysis of Verbal Behavior. She is on the editorial board for the Journal of Applied Behavior Analysis (JABA) and serves as a frequent reviewer for several behavior analytic journals. She works to support dissemination of behavior analysis to the general parent population through her personal website, behavior-mom.com.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

Presenter Bio:
Chunying Jin, PhD, BCBA-D
Chunying Jin PhD, BCBA-D currently teaches at the California State University, Northridge (CSUN) where she advises graduate students in the Master of Science in Applied Behavior Analysis program. Dr. Jin received her doctoral degree in Behavior Analysis under the mentorship of Dr. Gregory Hanley at Western New England University. She has been applying the principles of learning to improve the lives of individuals of typical development and individuals with developmental disabilities for over 10 years. Dr. Jin has published in areas such as the assessment and treatment of sleep problems in young children and function-based interventions for severe problem behavior associated with autism. Her research and clinical interests include assessment and treatment of sleep problems, child development and early life skills, prevention of challenging behavior, pedagogical tactics in higher education, and function-based interventions.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

BACB® Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
IMPORTANT NOTES:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links were emailed from be**********@***il.com on Sunday, April 30. The deadline for completing the online evaluation and code quiz is MONDAY, MAY 15. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
Start the process with your evaluation of our conference:
https://forms.gle/fRhLd22YauTkqev96
Those who complete the process immediately post-conference by Monday, April 24, will receive their certificates within 2 weeks of that date. Certificates for BACB® Learning CEUs will be emailed from be**********@***il.com.
Those completing the process later and through home-study of recordings will receive certificates within 30 days of the completion deadline (May 15th). (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
Questions or concerns? Contact Rebekah Pavlik pa****@******or.org
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Invited Speakers

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

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

Lorri Unumb, EsqThe Council of Autism Providers (CASP)

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

Jennifer Posey, MA, BCBAHoldsambeck Behavioral Health

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

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

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

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

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

Presenter Bio:
Dr. Eduardo J. Fernandez
Eduardo J. Fernandez is a Senior Lecturer of Applied Animal Behaviour and Welfare in the School of Animal and Veterinary Sciences at the University of Adelaide (Australia). He received his Ph.D. in Psychology (minors in Neuroscience and Animal Behavior) from Indiana University, where he worked with the Indianapolis and Cincinnati Zoo. He received his M.S. in Behavior Analysis from the University of North Texas, where he founded the Organization for Reinforcement Contingencies with Animals (ORCA). Most of his past and current work involves behavioral research applied to the welfare and training of zoo, aquarium, and companion animals. His past positions include a Visiting Professorship in the Psychology Department at Seattle Pacific University, a Visiting Professorship in the School of Behavior Analysis at the Florida Institute of Technology, an Affiliate Assistant Professorship in the Psychology Department at the University of Washington, a Research Fellowship with Woodland Park Zoo, and a National Science Foundation Postdoctoral Fellowship. While working with UW and the Woodland Park Zoo, he started the Behavioral Enrichment Animal Research (BEAR) group, which conducted welfare research with many of the species and exhibits located throughout the zoo. He currently runs the Operant Welfare Lab (OWL), which is dedicated to the use of learning principles to improve the lives of animals across many settings, including exotic animals in zoos and companion animals in homes and shelters. OWL is also part of the broader Animal Behaviour, Welfare, and Anthrozoology Lab (ABWAL; abwal.com). Many of Eduardo’s past publications, research projects, and presentations can be found on his ResearchGate profile: https://www.researchgate.net/p…
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Judah Axe, PhD, BCBA-D
2022-11-18 12:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Judah Axe, PhD, BCBA-D, presents “Teaching Problem Solving to Address Complex Repertoires with Students with Autism”
Friday, November 18, 2022
12:00 pm – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 2 BACB® Learning CEUs.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn BACB® Learning CEUs
Abstract
Once children with autism have basic verbal and academic repertoires, behavior analysts must teach more advanced skills, such as verbal categorizations, solving math story problems, answering questions about the past, and answering questions that require researching online content. The analysis and applications of problem solving can greatly help with teaching these complex skills. Skinner defined problem solving as manipulating stimuli to increase the probability of arriving at a solution to a problem. When faced with a problem, such as a math problem or a question about a past event, an individual arrives at a solution by engaging in a few behaviors, such as working out the problem on paper, asking themselves questions, or visualizing. The presenter will provide a conceptual analysis of problem solving and covert behavior and present research on using visual imagining, self-questioning, graphic organizers, and mobile apps to teach intraverbal categorization, recalling past events, equivalence relations, and answering social questions. Teaching problem solving is a useful way to produce less rote responding and promote more generalization.
Learning Objectives:
By the end of this event, participants should be able to:

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

Presenter Bio:

Dr. Judah Axe received his M.A. and Ph.D. in Applied Behavior Analysis and Special Education from The Ohio State University. He is currently a Professor of Behavior Analysis at Simmons University in Boston where he teaches in the on-ground and online master’s and Ph.D. programs. In addition to authoring the 10th edition of Applied Behavior Analysis for Teachers, he has published over 30 articles and book chapters, mostly on teaching verbal behavior and social skills to children with autism. Dr. Axe serves on the editorial boards of several behavior analytic journals, has served in leadership roles in ABA organizations, and received the 2021 Award for Excellence in Teaching Verbal Behavior from the Verbal Behavior Special Interest Group (VB SIG) of the Association for Behavior Analysis International (ABAI).
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn BACB® Learning CEUs
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn BACB® Learning CEUs
Go to ABAC Website for ongoing continuing education opportunities.

4th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2022-11-11 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
Recording links were emailed from be**********@***il.com on Monday, November 21 at 4:20 pm (EST). Certificates have been emailed for those completing the attendance verification process by the deadline of December 5, 2022. If you did not receive your certificate, please contact Rebekah Pavlik at pa****@******or.org.
Friday, November 11 – In-Person in Lawrence, Kansas OR Online Virtually
A one-day conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.

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Speaker Bios & Abstracts

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BACB® SUPERVISION Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
IMPORTANT NOTES:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
Start with the Evaluation Process here.
Recording links were emailed from be**********@***il.com on Monday, November 21 at 4:20 pm (EST). IF you did not receive, contact Rebekah Pavlik at pa****@******or.org.
The deadline for completing the online evaluation and code quiz is Monday, December 5, 2022*. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
The Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one within 30 days of December 5, 2022*, the deadline for home-study through recordings. Your certificates come from be**********@***il.com.
*Recording and deadline dates have been changed since originally posted.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

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

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

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

REGISTER

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

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

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

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

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

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

Thank You to Our Bronze Sponsor

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

Schedule

Speaker Bios & Abstracts

Invited Speakers

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

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

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

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

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

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

ABACLive Webinar with Julia Fiebig, PhD, BCBA-D
2022-09-30 12:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Julia Fiebig, PhD, BCBA-D, presents “Expanding the Behavior Analyst’s Repertoire: Sustainability and Environmental Justice”
Friday, September 30, 2022
12:00 pm – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
From the individual to industry level, every job and work setting provides an opportunity to improve human behavior and interactions to build more sustainable and equitable communities. In this 3-hour event, CCBS Advisor, Dr. Julia H. Fiebig will provide behavior analysts and students of behavior analysis with an overview of critical issues in sustainability and how behavioral science is an important contributor to moving towards more sustainable communities. In addition to providing an overview of the work and the research being done in this area and the opportunities we can create in collaboration with other professionals, Dr. Fiebig will discuss how an understanding of language as it relates to values is critical to building cooperative contexts and communication around issues of sustainability.
Learning Objectives:
By the end of this event, participants should be able to:

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

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

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

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

Invited Presenters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BACB® ETHICS Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.
APA Approved Sponsor
Psychology CE Credits (6.0 )*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
IMPORTANT NOTES:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Tuesday, August 9. The deadline for completing the online evaluation and code quiz is Tuesday, August 23. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org)
The Cambridge Center will process Certificates in two batches. One immediately following the conference for those completing the process without home-study and one after Tuesday, August 23, the deadline for home-study through recordings.
Start the process with your evaluation of our conference:
https://forms.gle/iTyo7VSUdNPVCLWP8

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

Location - Endicott College, Beverly, MA and online
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly, Massachusetts.
For In-Person:
Event Venue: Cleary Lecture Hall, Endicott College’s main lecture hall located in the Hempstead Commons Building at the center of campus. Interactive Campus Map
The Parking Garage is open this year! It is located near the Hempstead Commons Building & Wax Academic Center. For parking anywhere on campus, you need to download and print out the parking permit for your vehicle.
Enter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you.
COVID Related
Endicott College is operating in accordance with state and local government requirements and is abiding by CDC recommendations regarding COVID-19.
Masks are now optional on the Endicott campus regardless of vaccination status. Individuals are encouraged to do what they are comfortable with in regard to mask wearing and are asked to respect others.
For virtual attendance:
The Zoom meeting link and access information was from be**********@***il.com the week of the conference. And for those who didn’t open, it was re-mailed from pa****@******or.org (Rebekah Pavlik). IF you did not receive, email pa****@******or.org.

Thank You to Our Gold Sponsors

Thank You to Our Silver Sponsors

Invited Speakers:
Speakers are subject to change.

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

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

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

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

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

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

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

ABACLive Webinar with Tara A. Fahmie, PhD, BCBA-D
2022-06-15 14:00 - 16:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Tara A. Fahmie, PhD, BCBA-D, presents “Ten Tips for Becoming a Productive Writer”
Wednesday, June 15, 2022
2:00 pm – 4:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
While often associated with treatment for individuals with autism spectrum disorder, the field of behavior analysis has a lot to offer all professionals in the self-management of productive writing schedules. This workshop is designed for students or professionals who find themselves writing assessments, reports, treatment plans, IEP goals, research protocols, manuscripts, reviews, and more. Writing constitutes a large portion of professional correspondence in psychology, and often its efficiency is not directly trained. In this workshop, you will be provided with ten strategies to improve your own writing efficiency. Join Dr. Fahmie in the exploration and transformation of habits that may lead to missed deadlines, missed opportunities for funding, and overall lack of productivity. Participants will complete a workbook to guide the initial self-management of a productive writing schedule, so whether you find yourself avoiding writing tasks altogether, or you simply want to use your time more efficiently, this workshop will get you back on track.
Learning Objectives:
By the end of this event, participants should be able to:

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

Presenter Bio:
Dr. Tara Fahmie is currently the Associate Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). She earned her master’s degree from the University of Kansas, under the mentorship of Dr. Gregory Hanley, and her PhD from the University of Florida, under the mentorship of Dr. Brian Iwata. Dr. Fahmie is a BCBA-D and has over 15 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Her main area of expertise is in the assessment and treatment of severe problem behavior; she has conducted research, authored chapters, and received grants for her work in this area. Her initial interests in the functional analysis of problem behavior and acquisition of social skills in young children led to her emerging passion for research on the prevention of problem behavior.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

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

REGISTER

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

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

REGISTER

Our Host in Boston for the Meeting

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

ABACLive Webinar with Marianne L. Jackson, PhD, BCBA-D
2022-05-04 12:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Marianne L. Jackson, PhD, BCBA-D, presents “ABA, VB, RFT and LOL: A Behavior Analytic Account of Teaching Humor Comprehension”
Wednesday, May 4, 2022
12:00 noon – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for a discounted price with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Humor comprehension and joke telling are important aspects of an individual’s behavioral repertoire. They have social benefits and various health benefits and improvements in this repertoire may lead to positive outcomes in these areas. Professionals interested in the behavioral conceptualization of humor and how humor can be taught, benefit from instruction in the analysis of humor as a response and an examination of the behavioral repertoires that are relevant to humor comprehension. At the end of the presentation, audience members should be able to explain the behavioral components involved in humor comprehension of simple double-meaning jokes and describe a procedure to teach these skills.
Target Audience: Professionals interested in the behavioral conceptualization of humor and how humor can be taught. Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

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

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

Speaker Bios & Presentations Doc (PDF for Download)

Schedule

Tara Fahmie, PhD, BCBA-D: Rethinking the Safety of Functional Analyses
Rethinking the Safety of Functional Analyses
Viagra: How to take and how long does it work?How to take Viagra tablets correctly:

Orally, on an empty stomach – coated tabletsOrally with water or without water – tablets dispersible in the mouth.Recommended dose 50 mg per oral intake60 min before sexual activity this linkfrequency of dosing – not more than once a daymaximum daily dose 100 mgRecommended dose may be decreased to 25 mg or increased to 100 mg, depending on efficacy, tolerability, and patient’s disease
Data from a study of the drug showed that increasing the dose to 200 mg did not increase the effect, but there were more frequent side effects (headache, “hot flashes”, dizziness, stomach problems, nasal congestion, visual disturbances).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BACB® Learning CEUs (6.0 – INCLUDING 1.0 ETHICS): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. SEE BELOW.

APA Approved Sponsor
Psychology CE Credits (6.0)*:Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
IMPORTANT NOTE:
For BOTH In-Person and Virtual attendance, we need to verify your attendance.
Each presentation will have three (3) unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. Presentation recordings will be available for 14 days post-conference. Recording links to be emailed by Tuesday, May 3. The deadline for completing the online evaluation and code quiz is Tuesday, May 17. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.)
You must start the process with your evaluation of our conference.
https://docs.google.com/forms/d/e/1FAIpQLSf7paI7zhRwRGxq4hXhlIeUjxPuxtCgfvDVK-J7uBg0DcJ2Bw/viewform?usp=sf_link
If you complete your evaluation and miss the link for the code-quiz submission form:
https://docs.google.com/forms/d/e/1FAIpQLScBZM3iSGiD3_Nz5xcF4Adnq8wzKWX5NGAj-BoFGJqWY-W78A/viewform?usp=sf_link
If you would like a visual aid, click here for a PDF of the process.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

LOCATION
HOTEL CORQUE400 Alisal RoadSolvang, CA 93464(805) 688-8000Website: www.hotelcorque.com
To book a room: Call the Hotel Corque Customer Care Center at 800-248-6274 and ask for the Cambridge Center for Autism rate. The Center is open 6:00am – 11:00pm, 7 days a week.
Deadline: April 1, 2022

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

Thank You to Our Sponsors

Banking the Central Coast Way
We live, work and play on the Central Coast just like you do. Which means we also understand your needs when it comes to finances. Let us put your money into the Central Coast context, rather than a cookie-cutter solution. A national bank doesn’t understand what it’s truly like here on the Central Coast – bank confidently.

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

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

Schedule

Speaker Bios & Presentations Doc (PDF for Download)

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

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

Invited Speakers:
Speakers are subject to change.

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

Alice Shillingsburg, PhD, BCBA-DMay Institute

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

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

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

Jill C. Dardig, EdDOhio Dominican University

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

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

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

Presenter Bios:
Francisco I. Perez, PhD, graduated from the University of Florida with a degree in clinical psychology in 1972. He has been on the faculty at the University of Houston and Baylor College of Medicine and currently at UT School of Public Health. He is a board-certified neuropsychologist. He now teaches Occupational Health Psychology in the Total Workers Health Program in the Division of Occupational Health and Safety. He has received NIH funded grants and his research has focused on cognitive rehabilitation of people with dementia and multiple sclerosis.
Henry S. Pennypacker, PhD, is a Professor Emeritus of the University of Florida and founder and Director of the MammaCare Foundation and Chairman of the Board of Directors of the Cambridge Center for Behavioral Studies. He is past president of the Association for Behavior Analysis International. A major area of interest has been applying behavioral principles to the solution of human problems. He has published extensively in peer reviewed journals and has authored books on Behavior Analysis Research Methodology.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Joanne Robbins, PhD; Sean Will, MS; Lucero Neri-Hernandez: MS, BCBA, LBA; and Lilly Alejandra Flores-Fiumara, MA, BCBA
2022-03-24 18:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Joanne Robbins, PhD; Sean Will, MS; Lucero Neri-Hernandez: MS, BCBA, LBA; and Lilly Alejandra Flores-Fiumara, MA, BCBA present “Say! Say! Say! Finding a Common Language for Teaching and Learning Reasoning Skills”
Thursday, March 24, 2022
6:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Whether the “problem solver” is a scholar, a scientist, an artist, a writer, a child, a parent, or an entrepreneur, certain repertoires are required to tackle the problem-solving environment successfully. A strategy designed decades ago is currently implemented in various settings by behavior analysts. This strategy called TAPPS (Think Aloud Pair Problem Solving) or TAPS (Talk Aloud Problem Solving) can be implemented with elementary to college-age students in general education and special education settings and by career professionals, parents, and others. The presenters will describe the implementation of a TAPS program through the context of a Constructional Approach (Goldiamond, 1974), the three repertoires that are required to successfully reason and problem solve, and present a contingency analysis regarding creating a “culture” of problem-solving in a group of individuals, ensuring that the teaching and implementation of TAPS maintains over time and lineages of individuals (Glenn, 2004; Layng et al., 2020). Those attending will leave with a more complete picture of what problem-solving is, what it takes for someone to reason through a problem independently, and learn of the various settings that take advantage of its utility.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

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

ABACLive Webinar with Paula Danquah-Brobby, PhD, BCBA, LBA, IBA
2021-12-09 12:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Paula Danquah-Brobby presents “ABA Without Borders”
Thursday, December 9, 2021
12:00 pm – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder with an onset in early childhood. Studies have shown that interventions utilizing the science of applied behavior analysis (ABA) have been the most effective at ameliorating ASD symptoms and associated features. As we become a more globally connected community, access to behavior analytic services has increased and expanded internationally, specifically in non-westernized cultures. Although this progress is positive for families in need of ABA services worldwide, there are important treatment considerations that western behavior analysts and technicians must take into account when working in non-western contexts. In this session, the presenter will discuss the state of ASD and ABA in low- and middle-income countries (LAMICs), examine the problematic approach of “transport and test” interventions, and discuss essential cultural and ethical factors that should be considered when providing ABA services internationally.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

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

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

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

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

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

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

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

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

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

Friday, November 12 – In-Person in Lawrence, Kansas OR Online Virtually
A one-day conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.

REGISTER

SCHEDULE

DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Continuing Education Opportunities
Continuing Education opportunities:
BACB® SUPERVISION Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 10 days. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous completion.)

BACB® SUPERVISION Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 SUPERVISION CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 10 days post-conference for asynchronous home-study to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education.

APA Approved Sponsor
Psychology CE Credits (6.0)*:Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
Attendees must complete all six presentations in-person, virtually or through home-study* to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *If you are completing the conference through recordings for home-study, there is a DIFFERENT process through Amego Prepare for those seeking a certificate for Psychology CE Credits. Contact Michael Weinberg at MW*******@******nc.org.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.
POST-CONFERENCE INSTRUCTIONS: For BOTH In-Person and Virtual attendance, we need to verify your attendance IF you are seeking continuing education.
Each presentation will have three unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered. The link to start the process is below. It will also be announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions.
The deadline for completing the online evaluation and code quiz is Monday, November 22, 2021 at 12 midnight (Eastern). Recordings will be available for 10 days post-conference. Links to recordings to be emailed Saturday, November 13. (If you are seeking Psychology CE Credits through home-study of recordings, the process is through Amego Prepare. Contact Dr. Weinberg at MW*******@******nc.org.)
Click on the link below to start the process with your evaluation of our conference. https://docs.google.com/forms/d/e/1FAIpQLSdG_5oYzZE3ua8cNKXVgPktghjMRcvbyj4REa7JU8At5GI9qw/viewform?usp=sf_link

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

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

A FREE Opportunity from our Gold Sponsor - Behavior Development Solutions

Job Opportunities from our Silver Sponsor - The Evergreen Center

Education Opportunities from our Silver Sponsor - Pyramid Educational Consultants

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

Learn About our Silver Sponsor - Organization for Autism Research

Learn more about The EPIC School - Sponsor

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SCHEDULE

DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF

Presented by:

Invited Speakers:

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

Lori Ludwig, PhDPerformance Ally

Terry McSween, PhDQuality Safety Edge

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

Timothy Ludwig, PhDAppalachian State University
Safety-Doc.com

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

With opening remarks by:

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