Cambridge Center for Behavioral Studies

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

This is a one-day conference featuring leaders in the fields of Ethics, Psychology, Business, and Applied Behavior Analysis offered both for in-person attendance or virtually with recordings available for 14 days post-conference.
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.
Our conference starts at 9:00 am (Eastern/MA timezone) with introductions. Presentations start at 9:15 am and end at 5:15 pm. See Schedule.

Invited Speakers

Judah B. Axe, PhD, BCBA-D, LABA: Ethical Considerations in Teaching Verbal Behavior
Judah B. Axe, PhD, BCBA-D, LABA
Professor of Behavior Analysis
Simmons University
Ethical Considerations in Teaching Verbal Behavior
Abstract:
In the decades prior to 2000, researchers designed procedures for teaching verbal behavior to autistic individuals that were structured, rigid, and focused on teaching rote skills. Now in the 2020s, there is a clear call for behavior analysts to ensure their interventions “produce outcomes likely to maintain under naturalistic conditions” (BACB Code of Ethics, 2.14). In terms of teaching verbal behavior, the mand often meets these guidelines, but the other verbal operants are not as straightforward. With a focus on the tact, the presenter will differentiate “educational tacts” and “natural tacts” and present a study analyzing variables that may lead to natural tacts. There will also be a discussion of the reinforcement for natural tacts and methods to establish generalized conditioned social reinforcers.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. Judah Axe received his M.A. and Ph.D. in Applied Behavior Analysis and Special Education from The Ohio State University. He joined the faculty of Simmons University in Boston, MA, in 2008 and is currently a Professor of Behavior Analysis in the on-ground and online master’s and Ph.D. programs. He authored the 10th edition of Applied Behavior Analysis for Teachers and over 40 research articles and book chapters, mostly on teaching verbal behavior to children with autism. Dr. Axe serves on the editorial boards of five research journals and has held leadership roles with the Association for Behavior Analysis International, the Verbal Behavior Special Interest Group (VB SIG), the B.F. Skinner Foundation, the Organization for Autism Research, and the Cambridge Center for Behavioral Studies. He was overjoyed to receive the 2021 VB SIG Award for Excellence in Teaching Verbal Behavior.

Molly Benson, MS SpEd, BCBA, LABA, EdS: The Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis
Molly Benson, MS SpEd, BCBA, LABA, EdS
The Ethics of Sustainability: Advancing Behavior Analysis to Address the Climate Crisis
Abstract:
As the climate crisis intensifies, behavior analysts are uniquely positioned—and ethically obligated—to apply their science toward environmental sustainability. Yet the field often remains narrowly focused, despite the broad relevance of behavioral principles. This presentation will outline strategies for scalable, systems-level interventions to promote sustainable practices, including contingency planning, ethical considerations, and opportunities for replication. Attendees will gain practical tools and a clearer understanding of behavior analysis’s role in addressing this urgent global issue.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:

Molly Benson, M.S. Sp.Ed, BCBA, LABA, Ed. S, is a seasoned special educator and behavior analyst based in Beverly, Massachusetts. With over 25 years of experience supporting individuals with disabilities, she brings together expertise in behavior analysis and a deep commitment to environmental sustainability. Molly holds degrees in Sociology (University of Miami) and Special Education (National University), completed her ABA coursework through the Florida Institute of Technology, and earned a Transition Specialist Endorsement from Cambridge College.
She is actively involved in advancing pro-environmental behavior through her work with Behaviorists for Social Responsibility, New England Behavior Analysts for Sustainability, and the BABAT Sustainability Advisory Board. A member of the editorial board for Behavior and Social Issues, Molly has co-authored publications and presented at national conferences. Her student-led composting initiative at Beverly High School earned sustainability research awards from BABAT and the Association for Maine Behavior Analysis.
At the Endicott Ethics Conference, Molly will share practical strategies for fostering sustainability in behavior analytic practice and emphasize the ethical importance of consistent action toward meaningful, systems-level change.

Corina Jimenez-Gomez, PhD, BCBA-D: Anchored in Ethics: Cultural Responsiveness Amid Shifting Tides
Corina Jimenez-Gomez, PhD, BCBA-D
Assistant Professor, Department of Psychology
University of Florida
Anchored in Ethics: Cultural Responsiveness Amid Shifting Tides
Abstract:
In an era marked by cultural polarization, political resistance to DEIA initiatives, and increased scrutiny of professional conduct, behavior analysts face complex challenges in upholding ethical and culturally responsive practices. This presentation offers a principled yet pragmatic approach to navigating these turbulent waters. Anchored in the BACB Ethics Code and guided by foundational values of cultural responsiveness, we will explore strategies for maintaining professional integrity, engaging in evidence-based practices, and delivering equitable, client-centered services—even amid external pressures and resistance. Behavior analysts can—and must—stay the course toward inclusive, ethical practice. This session will present a practical framework to serve as an ethical compass, along with strategies to support practitioners as values-driven navigators committed to meaningful, culturally attuned behavior change. Ultimately, I will argue that behavior analysts must continue to function as scientist-practitioners: monitoring their own behavior, ensuring alignment with the Ethics Code, and working collaboratively with stakeholders to promote ethical, effective, and culturally responsive care.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. Corina Jimenez-Gomez (she/her/ella) is originally from Caracas, Venezuela. Over the past 20 years, she has lived in many places, held several academic positions, and worn a range of hats. Currently, she is an Assistant Professor in the Behavior Analysis program, Department of Psychology, at the University of Florida. Her professional interests range from choice and reinforcement processes to supporting learners and staff in applied settings, all through the lens of cultural responsiveness. Perhaps most importantly, she is also the mom of two amazing humans and is married to a fellow behavioral scientist.

SungWoo Kahng, PhD, BCBA-D: Conducting Functional Analyses is the Ethical Choice
SungWoo Kahng, PhD, BCBA-D, LBA
Professor, Department of Applied Psychology
Director of Academic Programs in Autism and ABA
Co-Director of Research, Rutgers Center for Adult Autism Services
Rutgers University
Conducting Functional Analyses is the Ethical Choice
Abstract:
Conducting functional analyses (FAs) of problem behavior in individuals with autism spectrum disorder (ASD) and related developmental disorders is widely regarded as best practice. However, many behavior analysts do not routinely incorporate FAs into their clinical work, potentially violating the BACB’s Professional and Ethical Compliance Code. This presentation will explore the ethical implications of this gap in practice and examine commonly cited barriers to conducting FAs. We will critically evaluate these barriers in light of current scientific evidence and discuss strategies for promoting the adoption of FAs within clinical settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dr. SungWoo Kahng is the Chair of the Department of Applied Psychology, Director of Academic Programs in Autism and ABA, and a Professor at Rutgers University. Previously, he was an associate professor at the University of Missouri (MU), where he also served as Chair of the Department of Health Psychology, Founding Director of the MU Graduate Programs in Applied Behavior Analysis, and Director of the Applied Behavioral Intervention Service at the MU Thompson Center for Autism and Neurodevelopmental Disorders. Dr. Kahng has held faculty positions in the Department of Behavioral Psychology and worked as a senior behavior analyst on the Neurobehavioral Unit at the Kennedy Krieger Institute. Additionally, he was an associate professor in the Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine.
Dr. Kahng earned his Bachelor of Arts in Psychology from Kalamazoo College and his Ph.D. in behavior analysis from the University of Florida. He has served as an Associate Editor and on the Board of Editors for the Journal of Applied Behavior Analysis. He is currently on the Board of Editors for Behavioral Intervention and the Review Journal of Autism and Developmental Disorders.
A New Jersey Licensed Behavior Analyst and Board Certified Behavior Analyst, Dr. Kahng is a Fellow of the Association for Behavior Analysis International, a Trustee of the Cambridge Center for Behavioral Studies, and a Trustee for the Autism MVP Foundation. He has been the President of the Board of Directors of the Behavior Analyst Certification Board, the Applied Representative to the Executive Council of the Association for Behavior Analysis International, a member of the Scientific Council of the Organization for Autism Research, and a Past President of the New Jersey Association for Behavior Analysis.
Dr. Kahng received the 2003 B.F. Skinner New Researcher Award from Division 25 of the American Psychological Association. His research and clinical work focus on assessing and treating complex problem behaviors in individuals with developmental disabilities. His broader research interests include employment and college supports for adults with autism spectrum disorder, as well as obesity and aging. Dr. Kahng has mentored numerous undergraduate, master’s, and predoctoral students, as well as postdoctoral fellows, and has co-authored over 100 peer-reviewed articles and chapters.

Daniel R. Unumb, Esq: Legal Essentials for Quality Ethical Practice
Daniel R. Unumb, Esq.
President, Autism Legal Resource Center LLC
Legal Essentials for Quality Ethical Practice
Abstract:
This presentation will educate attendees on essential laws they should know to deliver quality, ethical third-party funded ABA services. Laws discussed include federal and state mental health parity laws, autism insurance mandates, state prompt payment and recoupment statutes, federal Medicaid (EPSDT) law, the federal False Claims Act, Licensure/Professions Code, ACA Nondiscrimination laws, denials and appeals regulations, and the Americans with Disabilities Act and related access issues. We will discuss ethics code provisions relating to these laws and the intersection of relevant laws and clinical practice decisions. The format of instruction will be lecture with some audience participation.
At the conclusion of this presentation, participants will be able to:

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

Presenter Bio:
Dan Unumb is an attorney and founder of the Autism Legal Resource Center. Mr. Unumb previously served as the founding Executive Director of the Autism Speaks Legal Resource Center, where he worked to secure improved insurance and Medicaid coverage for individuals with autism in over 40 states.
He has worked with federal and state regulators to secure improved guidance and enforcement on autism-related issues and has filed amicus briefs on autism legal issues in state and federal appeals courts, including the U.S. Supreme Court. He is co-author of the law school casebook “Autism and the Law” and has presented on legal topics pertaining to autism at numerous national conferences and trainings.
Mr. Unumb is also co-founder of the Autism Academy of South Carolina, a treatment facility providing state-of-the-art care to children on the autism spectrum. He has served on the supporting board for the Greenwood Genetics Center and is a board member of Ascendigo, in Aspen, Colorado, which provides challenging recreational activities to children and adults with autism as well as community living support. Mr. Unumb has litigated cases in federal and state courts across the country in private practice in Boston, Washington, D.C., and Charleston and as an attorney with the United States Department of Justice.

Mary Jane Weiss, PhD, BCBA-D, LABA: Conversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward
Mary Jane Weiss, PhD, BCBA-D, LABA
Dean of the Institute for Applied Behavioral Science
Director, PhD Program in Applied Behavior Analysis
Endicott College
Conversing about Current Ethical Concerns in Behavior Analytic Circles: Navigating the Challenges and Finding the Path Forward
Abstract:
Ethical practice has always been complex, and opinions about the field and within the field have always been diverse. Still, in recent years, the level of concern among professionals has been heightened. The field of ABA has seen unprecedented changes in recognition, demand, professionalization, and growth. We have also faced unprecedented criticism. Within the field, divisiveness has threatened our unified mission and messaging. As we look to move into the next era of our field, it may help to focus on foundational values, core principles, our commitment to humane and compassionate care, and our openness to reflection, innovation, and change. In this presentation, special attention will be paid to how our commitment to science can guide us forward, how our commitment to collaboration can build our success with colleagues and with clients, and how our commitments to compassionate care and culturally responsive work can ensure that we meet the evolving needs of those we partner with. Suggestions will be offered for how each of us can converse about difficult topics in ways that foster individual growth and collective progress.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

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

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

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

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

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

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

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsor

Sponsor this Conference

Schedule

Invited Speakers

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

Molly Benson, MS SpEd, BCBA, LABA, EdS

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

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

Daniel Unumb, Esq.Autism Legal Resource Center

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

with Introduction by

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

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

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

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

Conceptual learning is the discrimination between new examples and nonexamples and generalization to new examples. Many of the skills listed on task lists or training curricula for behavior analysts and technicians, and thus many of the skills behavior analysts teach are concepts. Therefore, designing instruction that helps us teach concepts quickly and reliably will enable us to better support our learners. During this workshop, we will discuss how to identify whether a learning objective is a concept, how to analyze the concept to inform instruction, how to create that instruction, and how to evaluate and update that instruction based on learner outcomes. We will focus on the application of these strategies in post-secondary education and supervision, although they can be applied anytime a concept is being taught.

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

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

Presenter Bio:
Dr. Williams is an assistant professor at the University of North Carolina Wilmington and a BCBA-D. She received her Ph.D. in psychology with an emphasis on behavior analysis from West Virginia University and completed a postdoctoral fellowship in clinical and translational research at the Marcus Autism Center. Her passion is disseminating the tactics of behavior analysis to promote high-quality instruction for teaching concepts and problem solving. In pursuit of this goal, she’s worked with numerous school systems as a behavior consultant and teacher coach. She also supervises master’s and doctoral students as they conduct research to inform instructional practices and the basic science on the principles underlying these skills. She facilitates the dissemination of research in this area by serving as a reviewer for numerous peer-reviewed journals and is a co-editor of the Experimental Analysis of Human Behavior Bulletin.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

38th Annual Standard Celeration Society Conference - A CCBS Partner
2025-11-06 - 2025-11-08 | Desoto Hotel, Savannah, Georgia
Join The Standard Celeration Society in Savannah, GA, November 6–8, 2025 for the 38th Annual Standard Celeration Society Conference!
We’re honored to welcome this year’s distinguished invited speakers: Dr. Ron Allen – “The Rise and Fall of Rate of Response in the Analysis of Behavior”, Dr. Sarah Richling – “Juvenile Detention Research and Treatment: A Study in Flexibility for the Inflexible”, and Richard G. McManus – Recipient of the 2025 Ogden R. Lindsley Award for his enduring contributions to the field.
Whether you’re a seasoned analyst or a passionate practitioner, this is your chance to connect, learn, and celebrate the science of behavior.

7th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2025-11-21 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
For all of you registered, recording links together with presentation PDFs have been sent on Wednesday, November 26, from ce****@******or.org. For those who haven’t completed the attendance verification process already, you will have until Monday, December 15, to finish all.

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.
Please review Continuing Education, below, if seeking to earn BACB Learning CEUs and/or Psychology CE Credits. (Psychology CE Credits regulations have changed; we are no longer issuing for home-study through recordings.)
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). See Schedule
Instructions for both in-person and virtual attendance are scheduled to be emailed from ce****@******or.org (ConstantContact) the week of the conference, typically by Wednesday at noon.

Visit Student Posters!

Schedule

Presenter Bios & Abstracts

Invited Speakers

Rob Holdsambeck, EdD, LCP, BCBA-D: Saying the Quiet Things Out Loud: Leadership in Challenging Times
Affiliation:
Executive DirectorCambridge Center for Behavioral Studies™
Saying the Quiet Things Out Loud: Leadership in Challenging Times
Abstract:
We are living through a challenging time for leaders in academia and business. There are significant pressures being applied that have the potential to undermine the validity of what we believe we understand about science. Nonscientists often struggle with issues such as cause and effect versus correlation. There are also tremendous social media pressures to be dealt with when addressing fundamental misinformation campaigns. We understand the idiosyncratic language of our field, because it was drilled into us during college. However, it is often hard to translate to the public. In this talk, Dr. Holdsambeck will shed light on some of the most significant misunderstandings driving the public discourse and how the Cambridge Center may be positioned to help.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

List two things that are driving the myth of an Autism epidemic.

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

Write a paragraph discussing the pros and potential cons of reacting publicly to misinformation in our field.

Biography:
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™.

Tara Fahmie, PhD, BCBA-D: The Supervision of Staff Who May Get Hurt on the Job: Lessons from a Severe Behavior Clinic
Affiliation:
Professor and DirectorSevere Behavior ProgramUniversity of Nebraska Medical Center’s Munroe Meyer Institute
The Supervision of Staff Who May Get Hurt on the Job: Lessons from a Severe Behavior Clinic
Abstract:
Supervising staff who work with individuals who engage in unsafe behavior presents unique challenges that extend beyond typical clinical oversight. In these contexts, leaders must ensure not only treatment fidelity and professional growth, but also physical safety, emotional well-being, and organizational resilience. This talk will draw from research and experiences within a severe behavior clinic to highlight strategies for supporting staff in high-risk environments. Topics will include developing and implementing effective safety and crisis response plans, fostering staff wellness and resilience, structuring incident reporting systems that inform future practice, and applying trauma-informed care principles to supervision. Attendees will gain practical tools and leadership insights to enhance staff support, mitigate risk, and build a culture of safety and care in settings where staff may be at risk of harm.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe key components of safety and crisis plans that protect both clients and staff in high-risk clinical environments.
Identify administrative practices that promote staff wellness and resilience following incidents of client aggression or injury.
Apply trauma-informed care principles to supervision to support staff and sustain effective clinical practice.

Biography:
Dr. Tara Fahmie is a Professor and Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). She earned her master’s degree from the University of Kansas and her PhD from the University of Florida. Dr. Fahmie is a BCBA-D and has over 20 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 global work in this area.

John Austin, PhD: How to Deliver Results as a Strong and Safe Leader: Using Behavioral Science to Drive Performance and Safety
Affiliation:
Chief Executive OfficerReaching Results
How to Deliver Results as a Strong and Safe Leader: Using Behavioral Science to Drive Performance and Safety
Abstract:
This session introduces leaders to practical applications of behavioral science that improve safety, trust, and performance. Participants will learn how to create psychologically safe environments, strengthen feedback and recognition practices, and clarify expectations in ways that drive measurable results. Drawing on recent research in organizational behavior management and case studies from manufacturing, health care, and service industries, the presentation highlights strategies leaders can use to increase productivity, reduce errors, and build strong, safe, and sustainable teams.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain how behavioral science principles (feedback, reinforcement, task clarification) can be applied to strengthen leadership and safety.
Identify and practice three leadership behaviors that create psychological safety and build trust in teams.
Apply evidence-based strategies to measure and improve leadership effectiveness in their own organizational context.

Biography:
Dr. John Austin is an internationally recognized expert in human performance and author of #1 Amazon bestselling book, “Results: The science approach to better productivity, profitability, and safety.”
He is CEO of Reaching Results, where he teaches leaders to create more effective work environments. Dr. Austin was also a professor of psychology at Western Michigan University. He has consulted with organizations for thirty years to improve productivity and safety.
John and his teams have been instrumental in delivering over 10,000 work improvement, quality, and safety projects that have generated millions of dollars in improvements to businesses. They have coached over 350 senior leaders from many companies and nineteen countries to help them improve business performance.
In the area of improving work performance John is the most published author between 1977-2019 in the Journal of Organizational Behavior Management. Overall, he has published nearly 100 articles and chapters, delivered hundreds of presentations at regional, national, and international conferences and business meetings.
John coaches leaders, teaches courses on behavioral leadership, difficult conversations, and safety leadership, and is an event speaker on these topics.

Stacha C. Leslie, PhD, BCBA: Next Steps in Staff Development: Evaluating Group BST and Cultivating a Culture of Receptivity
Affiliation:
University of Kansas; Senior Educational Coordinator, The Faison Center
Next Steps in Staff Development: Evaluating Group BST and Cultivating a Culture of Receptivity
Abstract:
When observation and feedback are perceived as intimidating, they are often avoided—limiting opportunities for staff development and support. This avoidance can contribute to workplace cultures in which feedback is viewed as punitive rather than supportive. This session presents findings from a recent study evaluating the effectiveness of group behavioral skills training (BST) in improving staff teaching practices within human service settings. Emphasis will be placed on strategies to increase training efficiency, address challenges related to maintenance and generalization, and examine study limitations that inform future research. The session will also explore approaches for fostering organizational cultures that value observation and feedback, including preliminary strategies currently being evaluated in school-based environments.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe techniques to improve training efficiency during staff development in human service settings.
Describe leadership methods that hinder staff receptivity to observation and feedback.
Describe leadership methods that strengthen staff culture and promote receptivity to observation and feedback.

Biography:
Dr. Stacha Leslie serves as the Senior Educational CoordinatorAssistant Director at The Faison Center’s Peninsula School Campus and adjunct faculty for the Improving Staff Performance in Behavioral Practice course at the University of North Texas. She holds a master’s in special education with a concentration in Behavior Analysis from the University of North Texas, a Master’s in Autism Spectrum Disorders from Queen’s University Belfast, and a Ph.D. in Behavioral Psychology from the University of Kansas. Dr. Leslie is a BCBA who brings over 14 years of experience supporting children and adults with autism and intellectual and developmental disabilities. Her expertise centers on training direct support staff, caregivers, and educators—equipping them with the tools and knowledge to deliver high-quality, compassionate care. She is especially passionate about teaching educators within the public and private school systems to implement behavior analytic and evidence-based methods of training and supervision to improve outcomes for support staff and students with profound disabilities.

Andressa Sleiman, PhD, BCBA-D: Why Won’t They Listen? Enhancing Performance and Staff Satisfaction Through Effective Communication
Affiliation:
Assistant ProfessorSchool of Behavior AnalysisFlorida Institute of Technology
Why Won’t They Listen? Enhancing Performance and Staff Satisfaction Through Effective Communication
Abstract:
My supervisee never listens, they either don’t do what they must or do it incorrectly! Supervisors often relate to this statement and might not understand why their supervisees don’t “listen” to them and “won’t do what they are supposed to”. This presentation will explore this topic to understand from a behavioral perspective the barriers to communication as well as the strategies to build a good working relationship to ultimately increase comprehension, performance, satisfaction, and client outcomes. Specifically, this presentation will discuss a) bad management practices that can hinder performance, b) the impact that rapport has on increasing and maintaining performance, and c) communication strategies to increase rapport in the workplace.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe some bad management practices that can hinder performance and rapport.
Define rapport and its impact on performance.
Describe the value and strategies of using teach-back and delivering feedback.

Biography:
Andressa 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. Andressa specializes in Organizational Behavior Management (OBM), which applies the science of behavior to organizations to increase productivity, safety, and staff satisfaction. Andressa 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 organizational behavior management and behavior analysis.

Panel Moderator Thomas Zane, PhD, BCBA-D: Leading with Purpose: Your Questions, Panel Insights
Affiliation:
Professor of Practice and the Director of Online Programs in Behavior AnalysisDepartment of Applied Behavioral ScienceUniversity of KansasandH.S. Pennypacker Chair of the BoardCambridge Center for Behavioral Studies™
Leading with Purpose: Your Questions, Panel Insights
Abstract:
This panel brings together all five conference speakers for an interactive discussion on supervision and leadership from a radical-behavioral perspective. Building on their individual presentations, the panelists will address common themes such as evidence-based strategies for training supervisors, functional leadership practices, ethical and cultural considerations in supervisory relationships, and methods for shaping organizational performance through behavioral principles. Audience members will have the opportunity to pose questions, explore practical applications, and engage directly with experts whose work spans research, applied practice, and organizational systems. The discussion will highlight both the current state of knowledge and emerging directions for behavior analytic approaches to leadership and supervision.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain leadership “behavior” from a behavioral perspective.
Explain supervisor “behavior’ from a behavioral perspective.
Describe at least 3 specific skills of effective supervision.
Propose at least 2 behavioral solutions to improve the situation when given a supervision scenario that demonstrates poor supervision.

Panel Moderator Bio:
Dr. Thomas Zane is Professor of Practice and the Director of Online Programs in Behavioral Science in the Department of Applied Behavioral Science at the University of Kansas. He earned his Bachelor’s and Master’s degrees in psychology from Western Michigan University and his doctorate in Applied Behavior Analysis from West Virginia University. Dr. Zane was a Post-Doctoral Research Associate at the University of Massachusetts and a Research Scientist at the Johns Hopkins University Department of Psychiatry. He currently serves as the HS Pennypacker Chair of the Board at the Cambridge Center for Behavioral Studies, an international organization dedicated to advancing behavioral science. Previously, Dr. Zane was President of the Ethics Special Interest Group of the International Association for Behavior Analysis. He is actively involved in human rights committees for organizations serving individuals with autism and other intellectual disabilities. His research interests focus on online learning, evidence-based practices in autism treatment, and the philosophy of science, particularly radical behaviorism. He is especially interested in understanding why some behavior analysts deviate from ethical codes and emphasizes the importance of using scientifically supported treatments across all areas of behavior analysis.

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, all study to earn continuing education must be done through the live/synchronous presentations on Friday, November 21. The attendance verification process must be completed before recording links are emailed.)

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 or virtually synchronously on Friday, November 21, 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. *Psychology CE Credits cannot be earned through recordings for home-study.
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
Burge Union (FORUM D)

1565 Irving Hill RoadLawrence, KS 66045

Parking (Get Google Map):
Allen Fieldhouse Parking Garage1501 Irving Hill RoadLawrence, KS 66045
Central District Parking Garage1631 Ousdahl RoadLawrence, KS 66045
The first hour is $2.25, and all subsequent hours are $2.00.
VIRTUAL:
Instructions with Zoom link & password to be emailed to registered attendees the week of the conference.

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

Visit Student Posters!

Schedule

Presenter Bios & Abstracts

A New Location for 2025!Burge Union1565 Irving Hill RoadLawrence, KS 66045

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

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

John Austin, PhDReaching Results

Stacha C. Leslie, PhD, BCBAThe Faison Center’s Peninsula School Campus
University of North Texas

Andressa Sleiman, PhD, BCBA-DFlorida Institute of Technology

Plus a Panel with Moderator

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

ABACLive Webinar with Dr. Robert LaRue
2026-02-05 17:30 - 20:30 | 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 Robert H. LaRue, PhD, BCBA-D, LBA-NJ, presents “The Importance of Integrating Choice Into the Lives of Adolescents and Adults Diagnosed with Autism Spectrum Disorder“
Thursday, February 5, 2026
5:30 pm – 8:30 pm (Eastern/NY)
Recordings available until 02/20/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

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

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

The ability to make meaningful choices is a fundamental right, yet individuals with autism often experience limited opportunities for choice in daily life. This live presentation examines the ethical importance of integrating choice into programming while balancing habilitation goals that promote long-term independence.
The ability to make choices is a right most of us take for granted. The opportunity to choose among different activities, such as reading a book or exercising, has traditionally been a right reserved for those who are “neurotypical”. Unfortunately, individuals diagnosed with autism spectrum disorders (ASDs) often have limited opportunities to make choices in their daily lives. While practitioners have an ethical obligation to encourage choice-making in this population, we are also tasked with addressing important habilitation goals that will increase their independence in the future. Ethical issues often arise when providing opportunities to make choices conflicts with our obligation to teach important (yet non-preferred) skills. For instance, autistic students/clients may make impulsive choices (i.e., selecting smaller-sooner rewards over larger-delayed rewards) or may choose not to complete important tasks, even if the acquired skills would lead to beneficial outcomes in the long term (e.g., brushing their teeth, exercising). These issues become even more pronounced as this population ages and becomes more challenging to intervene with. The purpose of the current presentation is to describe the importance of integrating choice into programming. In addition, the presentation will describe some of the factors that influence choice-making in individuals with ASD and share some strategies that may afford these individuals opportunities to make choices while addressing important habilitation goals.

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

Identify reasons why it is ethical practice to ensure that adults and adolescents with autism or related disorders have ample opportunities to make choices.
Identify the variables that affect choice-making in ASD populations.
Identify examples and non-examples of individuals diagnosed with ASD may engage in temporal discounting when given choices.
Select strategies for influencing choice through the use of economic manipulations.

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

19th Annual Conference on Autism: Research-Based Solutions
2026-04-24
Certificates for BACB Learning CEUs for Synchronous/Live study were emailed from cc*************@******or.org on Wednesday, May 6. If you have questions, contact Rebekah Pavlik at pa****@******or.org.
Register for this one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.
Friday, April 24, 2026 – 9:00 am – 5:15 pm (Eastern Timezone) Get Schedule
Register for in-person or virtual attendance. Recordings will be available for 14 days post-conference*.
*NOTE that the rules for attendance verification for any asynchronous/home study through recordings have changed. For BACB Learning CEUs, there is a 3 question quiz for each presentation that needs to be passed. And we no longer offer Psychology CE Credits through asynchronous/home study. Psychology CE Credits are only available through live/synchronous learning. (For those seeking Psychology CE Credits, study is to be completed during live/synchronous attendance. Review Continuing Education Opportunities below.
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 for those seeking BACB Learning CEUs.
Call for Student Posters! Learn More!
Groups of five (5) or more coming in-person from one organization/team are offered a discount. (See pricing in registration in our store.) If you have a group of 20 or more for in-person or virtual, please contact pa****@******or.org.

Invited Speakers (Download Bios/Abstracts/LO/Continuing Education)

Matt Tincani, PhD, BCBA-D: Neurodiversity, Neurodivergence, and Applied Behavior Analysis
Affiliation:
Professor, Special Education and Applied Behavior AnalysisCollege of Education and Human DevelopmentTemple University
Neurodiversity, Neurodivergence, and Applied Behavior Analysis
Abstract:
Neurodiversity (ND) is based on ideas that human development varies and people with autism, attention deficit hyperactivity disorder, learning disabilities, or other conditions experience the world differently but not incorrectly. Critics from the ND community allege that ABA seeks to normalize autistic people at the expense of their identities and some in the ABA field have amplified these concerns. Other ABA advocates have countered that such criticisms are grounded in misconceptions, in not outright falsehoods about ABA, or are based in practices that were abandoned decades ago. In this presentation I will provide a firsthand account on the positive role of neurodivergence in the perception of disability and potential contributions of the ND perspective in ABA. I will then outline limitations of the ND perspective, emphasizing the central importance of science and scientific norms in the design of humanistic and effective ABA programs. I will conclude with recommendations for practices that respect the ND perspective while adhering to an evidence-based ABA framework.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define neurodiversity (ND) and neurodivergence and outline the history of these concepts in the disability community.
Describe the contributions of neurodivergent people to understanding conditions such as autism and ADHD.
Identify common misconceptions about ABA and limitations of the ND perspective.

Biography:
Matt Tincani, PhD, BCBA-D focuses on the application of behavioral principles to improve outcomes for people with disabilities and other special learning needs. His interests include systematic reviews of behavior science research, teaching job-related skills to neurodivergent people, smart technologies to improve special education, single-case designs, meta science, and open science. His recent work has explored questionable and improved research practices in single-case designs. He currently serves on the editorial boards of the Journal of Positive Behavior Interventions, the Journal of Special Education Technology, and Focus on Autism and Other Developmental Disabilities, and as consulting editor to Education and Training in Developmental Disabilities. He has also served in several prominent regional and national leadership roles, including as Appointee to the Nevada Governor’s Councils on Development Disabilities and Autism, and as founding president of the Positive Behavior Support SIG of the Association for Behavior Analysis International. He has published over 85 scholarly publications, including the books Classroom Management and Positive Behavior Support (2nd edition; Routledge) and Adults with Autism Spectrum Disorders, Evidence-Based and Promising Practices (Guildford Press). He is currently co-principal investigator of a $2.3 million NSF-funded research project to explore support for people with neurodevelopmental disorders in attaining employment in information technology fields.

Helena Maguire, MS, LABA, BCBA, CDE® and Jill Harper, PhD, BCBA-D, LABA, CDE®: From Framework to Fidelity: Building Effective BCBA Supervision Systems in Applied Settings
Affiliations:
Helena Maguire, MS, LABA, BCBA, CDE®Vice President and Chief Clinical OfficerMelmark New England at Melmark Inc.
Jill Harper, PhD, BCBA-D, LABA, CDE®Senior DirectorProfessional Development, Clinical Training, and ResearchMelmark New England
From Framework to Fidelity: Building Effective BCBA Supervision Systems in Applied Settings
Abstract:
Establishing a sustainable and effective supervision system is essential for developing competent, ethical behavior analysts. This presentation will provide a practical framework for designing supervision systems that align with BACB standards (BACB, 2025) while meeting the operational demands of applied settings. Drawing from organizational behavior management (OBM) principles (Daniel & Bailey, 2014) and current supervision research (Kranak et, al., 2023), presenters will outline supervision infrastructure, including supervisor training, documentation systems, and competency-based performance evaluation. Topics will include structuring supervision to meet BACB requirements (BACB, 2025), integrating competency-based training, and interdepartmental collaboration to enhance supervision quality. Presenters will provide strategies for integrating supervision into existing clinical workflows, using data to monitor progress, and fostering a culture of feedback and professional growth. Case examples will illustrate how these systems can successfully be applied in residential and educational settings, resulting in improved trainee outcomes and organizational efficiency.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify key components of a sustainable BCBA supervision system to align with BACB standards and ethical guidelines.

Summarize a framework for supervisor training that ensures consistency and competency across applied settings.

Discuss two strategies for integrating supervision into existing clinical workflows without disrupting service delivery.

Biographies:
Helena Maguire, MS, LABA, BCBA, CDE®, 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.
Jill Harper, PhD, BCBA-D, LABA, CDE®, 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.

Jonathan Schmidt, PhD, BCBA-D: Integrating Treatment Components and Tactics for Reducing Self-Injurious Behavior and Self-Restraint
Affiliation:
Licensed PsychologistProgram Director, Neurobehavioral Unit – InpatientAssistant Professor, Johns Hopkins University School of Medicine
Integrating Treatment Components and Tactics for Reducing Self-Injurious Behavior and Self-Restraint
Abstract:
Identifying treatment-resistant subtypes of automatically maintained self-injurious behavior (SIB) has been essential in guiding the development of more effective interventions. Advances in understanding the mechanisms underlying SIB and self-restraint, along with emerging technologies, provides a strong foundation for targeted treatment approaches. Individuals with Subtypes 2 and 3 are more likely to be resistant to commonly effective interventions for Subtype 1, necessitating additional tactics to achieve meaningful behavior reduction. In this presentation, initial findings are presented from a sample of individuals admitted to an inpatient hospital unit, enrolled in a clinical trial evaluating the efficacy of a combination treatment for treatment-resistant subtypes of automatically maintained SIB. These cases illustrate a treatment development approach that emphasizes pre-treatment assessments and training procedures prior to formal intervention. Specific assessments are conducted to (a) systematically identify effective components to ensure safety (protective procedures) and alternative sources of competing reinforcement and responses, (b) implement intensive training to establish prerequisite skills to maximize effects, and (c) pilot various combinations of treatment components to identify optimal arrangements. After these assessments, components are applied in a combination treatment package targeting SIB and when relevant self-restraint. Treatment is then generalized to increase feasibility of implementation in other settings, and when possible, protective procedures are systematically faded. Outcomes presented for participants are quantified in terms of reductions in SIB, self-restraint, and the level of protective procedures required to ensure safety and functioning in daily life, with an emphasis on increased independence at the individual level.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify factors relevant to the selection of treatment components for subtypes of automatically maintained self-injurious behavior.
Describe how the competing stimulus assessment can be augmented to identify and establish competing stimuli, tasks, and alternative self-restraint items.
Detail how findings from pretreatment assessments can be combined to maximize treatment effects on automatically maintained self-injurious behavior and when relevant, self-restraint.

Biography:
Dr. Jonathan Schmidt is the Program Director of the Neurobehavioral Unit Inpatient Program at the Kennedy Krieger Institute, and an Assistant Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. During his 20 plus years in the field, he has been involved in a variety of clinical, research, training, and advocacy efforts for individuals with intellectual and developmental disabilities who exhibit severe challenging behavior, their families, and the staff that work with them.
Dr. Schmidt earned his doctoral degree in school psychology from the University of South Carolina in 2010. Following his coursework, he completed an internship at The May Institute and a postdoctoral fellowship at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. During both his internship and fellowship, he focused on neuropsychological assessment and the assessment and treatment of challenging behavior in individuals with intellectual and developmental disabilities.
Dr. Schmidt’s research is closely aligned with his clinical work, reflecting a scientist-practitioner approach. His interests center on the assessment and treatment of severe challenging behavior, innovations to traditional behavioral assessment methods, and the development of functional communication skills. Dr. Schmidt has focused more intensively over the past decade on identifying effective treatments for individuals with automatically maintained self-injurious behavior, based on the subtype. He regularly publishes in peer‑reviewed journals and presents his work at professional conferences.

Amanda Duffy, M.Ed., BCBA, LBS; Kristina Gasiewski, MOTR/L, M.Ed., BCBA; and Lara Redcay, MEd, BCBA: Advocating for Empowerment: Navigating End of Life Care for the Autistic Population
Affiliations:
Amanda Duffy, MEd, BCBA, LBS Director of Clinical Services – Adult ProgramsMelmark
Kristina Gasiewski, MOTR/L, MEd, BCBABehavior Analyst/QIDP Adult Clinical ServicesMelmark
Lara Redcay, MEd, BCBAAssistant Director of ICF/IDDMelmark
Advocating for Empowerment: Navigating End of Life Care for the Autistic Population
Abstract:
In this presentation, the authors will address the unique challenges and considerations of planning for and providing end-of-life care to the aging autistic community. Utilizing an interdisciplinary approach that incorporates a behavior analytical framework will contribute to proactive, effective and compassionate care. Planning and having conversations with loved ones and/or stakeholders while a person is healthy is more beneficial; however, the immediate pressures of caring for a person with complex needs often allows for limited focus on the future. Additionally, coordinating with outside providers is often a crucial component to advocating for and ensuring the voice of the individual and their loved ones is prioritized. This talk will assist providers and supporters of individuals served in identifying and addressing end-of-life care planning needs to allow for necessary resources to be solely allocated to caring for the individuals in their final days.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify relevant team members to ensure appropriate roles and responsibilities are allocated to contribute to proactive, effective and compassionate care of the individual.
Describe the role of the behavior analyst in end-of-life planning, care and potential behavior support needs.
Learn strategies to develop and implement formalized planning procedures as a core component of adult programming.

Biographies:
Amanda Duffy, MEd, BCBA, LBS, received her Bachelor’s degree in Communicative Disorders from West Chester University in Pennsylvania. She then pursued a Master of Education with a focus in Applied Behavior Analysis from the University of Massachusetts, Boston. Amanda has worked in various roles and settings including providing school-based services as well as overseeing community-based programming for adult populations. Currently, Amanda clinically oversees Melmark Pennsylvania’s adult day and residential programs. Areas of focus include consultation across the lifespan in an effort to support a continuum of care, particularly the challenges and changes of an aging population with unique needs.
Kristina Gasiewski, MOTR/L, MEd, BCBA, is a rare blend of two worlds, an Occupational Therapist and a Board Certified Behavior Analyst, who has spent more than 15 years supporting individuals with autism and intellectual/developmental disabilities. She earned her MOT in Occupational Therapy from the University of the Sciences in Philadelphia and her M.Ed. in Autism and Applied Behavior Analysis from Endicott College. Her career has spanned school districts, private programs, and now her role as a Behavior Analyst and QIDP in Melmark’s Adult ICF/ID program, where she designs, oversees, and coordinates active treatment and clinical programs. Kristina is a passionate advocate for collaboration across disciplines, evidence-based practice, and enhancing quality of life across the lifespan. She is a published author in Behavior Analysis in Practice, Autism Spectrum News, and Science in Autism Treatment. Additionally, Kristina is a Board member of the Association for Science in Autism Treatment (ASAT). She’s also a frequent presenter and has presented at conferences such as Association for Behavior Analysis International (ABAI), the American Occupational Therapy Association (AOTA), and the Profound Autism Summit. Outside of her professional life, Kristina finds joy in the simple things like unwinding by the campfire with her family and hanging out with her dog, Swift, who reminds her daily of the importance of play, presence, and the occasional muddy adventure.
Lara Redcay, MEd, BCBA, received her Bachelor of Arts in Child and Family Studies from Albright College in Reading, PA and her Master of Education in Applied Behavior Analysis and Autism from Endicott College in Beverly, MA. She has worked in a residential setting with both children and adults, spending the last 12 years working with adults with intellectual disabilities and autism. Lara joined Melmark PA in 2013 as a direct care staff, transitioning into a behavior specialist role in 2016 working with adults within the 6400, 2380, & 6600 regulations. She moved into a leadership position as an Assistant Director of the ICF, supporting with operational and clinical programming for adults who live residentially on Melmark’s campus and community programs. Her research interests include individuals with intellectual disabilities and autism, and quality of life for individuals with intellectual abilities and ensuring individuals are able to experience a “good death”. Lara is a member of the Pennsylvania Association for Behavior Analysis (PennABA) and Berkshire Association for Behavior Analysis and Therapy (BABAT).

Keith E. Williams, PhD, BCBA: Helping Persons on the Spectrum Expand Their Diets: Thirty Years of Lessons Hard Learned
Affiliation:
Director, Penn State Health Children’s Hospital Feeding Program andProfessor of Pediatrics, Penn State College of Medicine
Helping Persons on the Spectrum Expand Their Diets: Thirty Years of Lessons Hard Learned
Abstract:
While the prevalence of autism in the general population is often estimated to be 1 in 31, in populations who have problems with oral intake, it is much higher. In two separate samples of children seen at our feeding clinic, 1 in 3 children were on the spectrum. A recent review examined the prevalence of autism spectrum in eight samples of eating disordered patients found it averaged 1 in 5. To address the feeding and eating challenges of persons on the spectrum, clinicians have utilized behavioral interventions which are described in a growing number of studies. This talk will discuss the development of the behavioral feeding intervention literature, its limitations, and how behavioral interventions can be expanded, modified, and possibly, reconceptualized, to increase their effectiveness.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain the role of repeated taste exposure is the development of food preferences.
Describe three factors relevant to the selection of a feeding intervention.
Describe three possible adverse outcomes that can result from a chronic feeding problem.

Biography:
Dr. Williams is the Director of the Penn State Health Children’s Hospital Feeding Program. He is an Associate Professor of Pediatrics at the Penn State College of Medicine. Prior to coming to Hershey, Dr. Williams was a faculty member in the Kennedy Krieger Institute’s Pediatric Feeding Disorders Program. He specializes in the behavioral treatment of feeding disorders. Dr. Williams also treats a wide array of behavior problems found among children with developmental disabilities. He is licensed as a psychologist in Maryland and Pennsylvania and is also a board Certified Behavior Analyst.

Invited Speaker Panel with Moderator Mary Jane Weiss, PhD, BCBA-D, LABA: Autism Intervention: Lessons, Challenges, and Opportunities
Mary Jane Weiss, PhD, BCBA-D, LABA, ModeratorDean of the Institute for Applied Behavioral ScienceDirector, PhD Program in Applied Behavior AnalysisEndicott College
Invited Speaker Panel: Autism Intervention: Lessons, Challenges, and Opportunities
Abstract:
In this panel, the presenters will respond to questions about the state of autism intervention, the challenges currently being experienced by individuals with autism, their caregivers, and their service providers, and the opportunities that exist to build effective services and improve the quality of life for service recipients.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify some challenges for autism intervention associated with complex needs.

Identify elements of care that reflect attention to quality of life.

Define and describe neurodiversity as well as recent dialogue on this topic.

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

Schedule

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, ONLY live/synchronous study is available.)

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 for live/synchronous study by the Monday following the conference. *IF you are seeking to earn BACB® Learning CEUs through watching recordings, you will need to complete a different process, including a question/answer quiz with 3 questions for each presentation. This is a new regulation.
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 or*******************@***il.com
Attendees must complete all six presentations in-person or virtually from live/synchronous learning 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. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

Location
In-Person on the campus of Melmark in Berwyn, Pennsylvania or online, virtually through Zoom.
MelmarkMelmark School, Administration and Professional Development Training Center (See “S” on map.)2600 Wayland RoadBerwyn, PA 19312
Campus Map and Parking (PDF)

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

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Thank you to our Conference Hostand Platinum Sponsor

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsor

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Call for Student Posters

Become a Sponsor

Schedule

Invited Speakers

Matt Tincani, PhD, BCBA-DProfessor
Temple University

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

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

Jonathan Schmidt, PhD, BCBA-DLicensed Psychologist
Program Director, Neurobehavioral Unit – Inpatient
Assistant Professor, Johns Hopkins University School of Medicine

Amanda L. Duffy, MEd, BCBA, LBSDirector of Clinical ServicesAdult Programs
Melmark

Kristina Gasiewski, MEd, MOTR/L, BCBABehavior Analyst/QIDP Adult Clinical Services
Melmark

Lara Redcay, MEd, BCBAAssistant Director of ICF/IDD
Melmark

Keith E. Williams, PhD, BCBADirector, Penn State Health Children’s Hospital Feeding Program and
Professor of Pediatrics
Penn State College of Medicine

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

Opening remarks by:

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

2026 Annual Meeting of the Trustees
2026-05-19 - 2026-05-20 | Hotel Corque, Solvang, CA
REGISTER for in-person or virtual attendance. Hotel reservation below under “Location and Hotel Reservations.”
Our 2026 Annual Meeting of the Trustees is planned for May 19 – 20, 2026. A 1.5 day event this year! We have an all-day business and planning meeting for Tuesday, May 19, plus more informal break-out meetings planned for Wednesday morning, May 20.
Our in-person attendees will be meeting at the Corque Hotel, nestled in the heart of Santa Ynez wine country. (See LOCATION below to reserve your room.) Our virtual attendees will be logging in through Zoom (Thanks to our hosts from University of West Florida, Center for Behavior Analysis!)
Information posted as available.
Brief Schedule:
Dr. Thomas Zane, H.S. Pennypacker Chair of the Board, will call to order with Trustees voting for acceptance of the 2025 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.
Date: Tuesday, May 19 – Wednesday, May 20Time: 8:00 am – 4:30 pm (Tues) with breakout groups 8:30 am – 12:00 pm (Wed)Location: Hotel Corque, Solvang, California OR Virtually/Zoom hosted by University of West Florida, Center for Behavior Analysis
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Center.

REGISTRATION

Location and Hotel Reservations - Reserve by April 20th!
In Person at the Hotel Corque in Solvang, CA, or virtually (Zoom link to be sent the week before conference.)
Address:
Corque Hotel400 Alisal RoadSolvang, California
Please use this link to make your reservation for The Cambridge Center at Corque Hotel located in downtown Solvang.

The Cambridge Center block is for May 18-21, 2026. The rate secured for The Cambridge Center is $148.00 plus taxes, per night, per room. To block pre/post block dates you must contact Marriott reservation call center at 877.831.1000. You will have until Monday, April 20, 2026 to make your reservation as long as there are still rooms available in the block. Should you need to cancel please do this prior to 24 hours prior to arrival so that you will not be charged a penalty.

Google Map:
Transportation:
Airport: We recommend flying into the Santa Barbara Airport (SBA).

REGISTRATION

Corque Hotel400 Alisal RoadSolvang, California

ABACLive Webinar with Dr. Michelle Sereno
2026-06-12 12:00 - 14:00 | 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 Michelle Sereno, PhD, BCBA-D, presents “All the Shoves Before: Trauma-Informed Assessment in the Context of Familial Trauma“
Friday, June 12, 2026
12:00 pm – 2:00 pm (Eastern/NY)
Recordings available until 06/28/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.2 IACET CEUs
2.0 BACB CEUs: Ethics
2.0 QABA CEUs: Trauma-Informed Care
2.0 IBAO CEUs: Ethics
See more information in brochure for ACE Provider Statements.

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

Trauma responses can be understood as learned behaviors shaped by histories of overwhelming aversive experiences. Familial trauma, including intimate partner violence and child abuse, neglect, and household dysfunction, is highly prevalent and represents a critical contextual variable influencing behavior across development. Nearly 63% of U.S. adults report at least one adverse childhood experience, with prevalence estimates reaching up to 84% among autistic individuals (Aslam et al., 2024; Reuben et al., 2021). Consequently, behavior analysts are likely to encounter trauma‑related variables across applied, experimental, and academic settings.
Effective application of trauma‑informed care (TIC) within behavior analysis requires a functional understanding of behavior that accounts for trauma‑related learning histories. Gaps in formal training and mentorship limit many behavior analysts’ ability to identify trauma‑related variables, increasing the risk of incomplete assessment and ineffective or potentially harmful intervention.
The goal of this event is to enhance behavior analysts’ understanding of trauma responses as learned behaviors selected over time in the context of overwhelming aversive interpersonal experiences. Learners will leave with an increased awareness of how trauma‑related variables may influence behavior, consistent with BACB ethical standards for client welfare, professional competence, supervision, and harm reduction. General guidelines will be suggested for practicing with cultural humility in the context of familial trauma. The presentation will close with suggestions for behavior analysts to contribute to a more trauma-informed world through research, interdisciplinary collaboration, and active allyship.

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

Discriminate characteristics of a culturally humble, trauma-informed functional assessment framework.
Analyze responses to trauma-related stimuli in terms of respondent and operant conditioning processes.
Identify functional-contextual variables potentially influencing contingencies of reinforcement/punishment in the context of familial trauma.
Distinguish trauma-informed caregiver coaching behaviors in the context of familial trauma.
Identify at least 3 ethical considerations related to scope of competence when practicing ABA in the context of familial trauma.

Presenter Bio
Michelle Sereno, Ph.D., BCBA-D earned her master’s degree from the University of Nevada, Reno and her doctorate from the Chicago School. Doctor Sereno has greater than 20 years of applied experience partnering with clients across home, school, and community settings. She currently serves as Regional Senior Behavior Analyst for a community-based foster care agency. Doctor Sereno’s primary research area is problematic bias in relation to familial trauma. Her work has been published in peer-reviewed journals, including Trauma, Violence, & Abuse and Research on Social Work Practice. Doctor Sereno is passionate about applying ABA toward socially meaningful change for families experiencing trauma and abuse.
Presenter Meets July 2026 BACB CE Instructor Requirements: BCBA-D, a minimum of 3 years teaching, presenting, or mentoring on topic, and topic-related peer reviewed research
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Dr. Claudia Dozier
2026-07-16 17:30 - 19:30 | 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 Claudia Dozier, PhD, BCBA-D, LBA presents “Synchronous Schedules of Reinforcement – Applications for Socially Relevant Behavior Change“
Thursday, July 16, 2026
5:30 pm – 7:30 pm (Eastern/NY)
Recordings available until 07/31/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.2 IACET CEUs
2.0 BACB CEUs
2.0 QABA CEUs
2.0 IBAO CEUs
See more information below or brochure for ACE Provider Statements.

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

A synchronous reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covary with the onset and offset of the behavior (Ramey et al., 1972; Weisberg & Rovee-Collier, 1998). In the current presentation, I will first provide an overview of the difference between synchronous reinforcement schedules and other more common schedules of reinforcement. Next, I will provide an overview of research on synchronous reinforcement schedules. Then, I will discuss recent translational and applied research from my lab on the efficacy of and preference for synchronous reinforcement schedules. Specifically, I will discuss two translational studies comparing synchronous schedules to one in which reinforcer delivery occurred at the end of the session. In addition, I will discuss several applied studies where we used synchronous schedules to increase appropriate behavior among individuals with intellectual and developmental disabilities (e.g., exercising, wearing face coverings during the pandemic, and promoting tolerance of health-related routines). Furthermore, I will discuss recent research on ways to sustain the effects of synchronous schedules after they are removed, as well as the application of synchronous schedules in group contexts. Finally, I will conclude with suggestions for important areas for future research on synchronous reinforcement schedules.

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

Identify examples and non-examples of synchronous schedules
Identify different applications of synchronous reinforcement schedules.
Identify the potential mechanisms by which synchronous schedules are effective for behavior change.

Presenter Bio:
Dr. Claudia Dozier is a Professor and Chair of the Department of Applied Behavioral Science at the University of Kansas. 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 social interaction. Dr. Dozier has served as faculty supervisor and 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. In conjunction with this program, they conduct community-engaged research to address important challenges and barriers in service provision for this population. Dr. Dozier has served as an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of various 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. In 2024, she was inducted as an ABAI Fellow in recognition of her outstanding contributions to her scholarly work.
Presenter Meets July 2026 BACB CE Instructor Requirements: BCBA-D, a minimum of 3 years teaching, presenting, or mentoring on topic, and topic-related peer reviewed research
*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.

14th Annual ETHICS in Professional Practice Conference
2026-07-31 | Endicott College Campus, Beverly, Massachusetts, 376 Hale Street, Beverly, MA, 01915, United States
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.
REGISTER for In-Person or Virtual Attendance
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.
Our conference starts at 9:00 am (Eastern/MA timezone) with introductions. Presentations start at 9:15 am and end at 5:15 pm. Recordings to be available for home-study to earn BACB® Learning CEUs. Psychology CE Credits only earned through live/synchronous attendance.

Invited Speakers

Mariel Fernandez, MS, BCBA, LBAThe Council of Autism Service Providers

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

Richard Kubina Jr., PhD, BCBA-DPenn State College of Education

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

Anna Linnehan, PhD, BCBA-D, LABAEndicott College

Kristin Foley, PhD, BCBA-D, LBAEndicott College

Stacha C. Leslie, PhD, BCBAThe Faison Center’s Peninsula School Campus
University of North Texas

Lori Mastrogiacomo, PhD, BCBA, LBAEndicott College
Gold Coast Children’s Center

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, ONLY live/synchronous study is available.)

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 for live/synchronous study by the Monday following the conference. *IF you are seeking to earn BACB® Learning CEUs through watching recordings, you will need to complete a different process, including a question/answer quiz with 3 questions for each presentation. This is a new regulation.
APA Approved Sponsor
Psychology CE Credits (6.0 Anticipated)*: Behavior Analysis & Therapy Partners (BATP) is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Behavior Analysis & Therapy Partners (BATP) is approved by the American Psychological Association to sponsor continuing education for psychologists. Behavior Analysis & Therapy Partners (BATP) maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Behavior Analysis & Therapy Partners (BATP) directly through Dr. Michael Weinberg at or*******************@***il.com
Attendees must complete all six presentations in-person or virtually from live/synchronous learning 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. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

Location - 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: Klebanoff Auditorium, Endicott College. Interactive Campus Map
For parking anywhere on campus, you need to download and print out the parking permit for your vehicle.
Enter the Endicott College main entrance and follow the road up the Hill.
For virtual attendance:
The Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference. IF you do not receive, email pa****@******or.org.

Thank You to Our Silver Sponsor

REGISTER for IN-PERSON
REGISTER for VIRTUAL

with Introduction by

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

ABACLive Webinar with Dr. Matthew Laske
2026-08-07 12:00 - 15:00 | 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 Matthew Laske, PhD presents “Preparing and Delivering Professional Presentations: A Framework for Presenting to Any Audience“
Friday, August 7, 2026
12:00 pm – 3:00 pm (Eastern/NY)
Recordings available until 08/23/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

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

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

Communication skills are a core professional competency for behavior analysts, yet many receive little formal training in how to prepare, deliver, and adapt high-stakes presentations. “Presentations” occur daily across parent trainings, staff meetings, treatment plan reviews, supervision, and interdisciplinary collaboration. Whether presenting to researchers, influencing stakeholders (e.g., staff, clients, parents, other clinicians), or disseminating behavior analysis to the public, the ability to communicate clearly and coherently directly affects understanding, buy-in, and follow-through. This talk will summarize relevant behavior-analytic studies and research-backed content for designing and delivering professional presentations. Attendees will learn how to (1) set clear presentation objectives, (2) tailor content to the needs, histories, and contingencies unique to different audiences, (3) design slide decks, graphs, and visuals intentionally for impact, and (4) use evidence-based delivery behaviors that promote fluency, structure, and engagement. Participants will leave with research-grounded techniques and tools to apply immediately.

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

Identify key public speaking behaviors that they can incorporate into their own presentations.
Identify the steps in awareness training for reducing speech disfluencies and select which awareness training procedure that they can practice independently.
Complete a scoping document for an upcoming presentation by identifying their target audience, selecting relevant content, and choosing engagement strategies.

Presenter Bio:
Dr. Matthew Laske is currently an Assistant Professor in the Department of Behavior Analysis at the University of North Texas and Director of the Organization and Communication Sciences Laboratory. Matthew obtained his Ph.D. in Behavioral Psychology at the University of Kansas under the advisement of Dr. Florence DiGennaro Reed. He obtained his M.A. in Industrial-Organizational Psychology and Human Resource Management at Appalachian State University with Dr. Tim Ludwig. Dr. Laske’s research program centers on organizational behavior, communication sciences, and occupational safety, with a particular emphasis on public speaking, dissemination, and applied workplace interventions. He has authored a book (The Science and Best Practices of Behavioral Safety), peer-reviewed articles, and book chapters. His work spans both basic and applied contexts, from large-scale safety interventions in industry to public speaking coaching and training.
Presenter Meets July 2026 BACB CE Instructor Requirements: PhD, Behavior Analytic Publications, a minimum of 3 years teaching, presenting, or mentoring on topic, and topic-related peer reviewed research
*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.

8th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2026-11-13 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
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.
Please review Continuing Education, below, if seeking to earn BACB Learning CEUs and/or Psychology CE Credits. (Psychology CE Credits regulations have changed; we are no longer issuing for asynchronous through recordings.)
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)

Invited Speakers

Summer Bottini, PhD, BCBA-DMarcus and Emory University

Mark Alavosius, PhDUniversity of Nevada, Reno

Diana Parry-Cruwys, PhD, BCBA-D, LABARegis College

Claudia Dozier, PhDUniversity of Kansas

Natalie Andzik, PhD, BCBA-DNorthern Illinois University

Plus a Panel with Moderator

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

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, ONLY live/synchronous study is available.)

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 for live/synchronous study by the Monday following the conference. *IF you are seeking to earn BACB® Learning CEUs through watching recordings, you will need to complete a different process, including a question/answer quiz with 3 questions for each presentation. This is a new regulation.
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 or*******************@***il.com
Attendees must complete all six presentations in-person or virtually from live/synchronous learning 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. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

LOCATION
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering.
IN-PERSON:
University of Kansas – Lawrence campus
Burge Union (FORUM D)

1565 Irving Hill RoadLawrence, KS 66045

Parking (Get Google Map):
Allen Fieldhouse Parking Garage1501 Irving Hill RoadLawrence, KS 66045
Central District Parking Garage1631 Ousdahl RoadLawrence, KS 66045
The first hour is $2.25, and all subsequent hours are $2.00.
VIRTUAL:
Instructions with Zoom link & password to be emailed to registered attendees the week of the conference.
