Cambridge Center for Behavioral Studies

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

Speaker Bios & Presentations Doc (PDF for Download)

Schedule

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thank You to Our Sponsors

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

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

Schedule

Speaker Bios & Presentations Doc (PDF for Download)

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

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

Invited Speakers:
Speakers are subject to change.

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

Alice Shillingsburg, PhD, BCBA-DMay Institute

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

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

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

Jill C. Dardig, EdDOhio Dominican University

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

REGISTER

SCHEDULE

DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A FREE Opportunity from our Gold Sponsor - Behavior Development Solutions

Job Opportunities from our Silver Sponsor - The Evergreen Center

Education Opportunities from our Silver Sponsor - Pyramid Educational Consultants

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

Learn About our Silver Sponsor - Organization for Autism Research

Learn more about The EPIC School - Sponsor

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SCHEDULE

DOWNLOAD PRESENTER & CONTINUING EDUCATION PDF

Presented by:

Invited Speakers:

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

Lori Ludwig, PhDPerformance Ally

Terry McSween, PhDQuality Safety Edge

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

Timothy Ludwig, PhDAppalachian State University
Safety-Doc.com

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

With opening remarks by:

Rob Holdsambeck, EdD, LCP, BCBA-DExecutive Director, Cambridge Center for Behavioral Studies
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ABACLive Webinar with Ron Allen, PhD, BCBA-D, LABA
2021-10-14 17:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Ron Allen presents “Adjunctive Behavior and the Dynamics of Excess”
Thursday, October 14, 2021
5:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
During intermittent reinforcement schedules maintaining a specified response, other behaviors neither shaped by nor directly maintained by the scheduled reinforcers emerge. These behaviors have been termed schedule-induced, interim, or adjunctive (e.g., Falk, 1971; Staddon, 1977) and include activities such as aggression, polydipsia, escape, and others. Adjunctive behaviors are typically restricted to the immediate post-reinforcement period, are sensitive to the deprivation conditions related to the reinforcer for the specific response, are a function of the reinforcer rate (or inter-reinforcement interval) for the specific response, and are excessive in nature. Finally, adjunctive phenomena show broad generality occurring across a variety of species (including humans) and a variety of intermittent schedule contexts. The current presentation will detail major findings from the research on adjunctive behavior (from 1961 to the present), as well as compare the major theoretical conceptualizations regarding their etiology and function. Additionally, arguments will be made against rate of response as a measurement strategy for adjunctive behavior. Finally, it will be argued that the induction process has important implications for assessing and managing challenging behavior in humans and that the conceptual focus for the study of the induction process should be modulation of motivation rather than the particular typographies of behaviors we observe.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

Presenter Bio:
Ron Allen, Ph.D., BCBA-D, LABA received his doctorate over thirty years ago from the University of Florida (Go Gators). Ron has worked both in the areas of the Experimental Analysis of Behavior and Applied Behavior Analysis. In the latter capacity he has directed three residential schools for adolescents with behavior disorders, including most recently serving for 18 years as the Director of the Ivy Street School for adolescents with brain injury. Currently he is an Associate Professor of Practice and Director of the Doctoral Program in the Department of Behavior Analysis at Simmons University. He is also the Director of Behavioral Treatment Services for Riverside Community Care supporting adult individuals with developmental disabilities and behavioral challenges. His research interests include brain injury, the management of negatively reinforced challenging behavior, adjunctive behavior, derived stimulus relations, conditioned reinforcement, and the philosophy of Behaviorism. He is a Board Certified Behavior Analyst (BCBA-D) and is licensed as an Applied Behavior Analyst in Massachusetts (LABA). He serves on the Board of Directors of the Cambridge Center for Behavioral Studies, as well as other boards and committees.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Drs. Robin Kuhn, April Becker, and Sarah Pinkelman
2021-09-30 12:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Drs. Robin Kuhn, April Becker and Sarah Pinkelman present “Filling in Current and Future Gaps in Behavioral Cusps”
Thursday, September 30, 2021
12:00 pm – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Introduced by Rosales-Ruiz and Baer (1997), behavioral cusps are new behaviors that put an individual in contact with novel contingencies, consequences, communities, etc., facilitating socially significant behavior change. Descriptive use of the behavioral concept has increased over time, with less functional experimental exploration. In this session, presenters will review the current literature and thinking on behavioral cusps, discuss applications and extensions of the cusp to different areas of behavior analysis, and situate the concept of the cusp in relation to a wider theory of behavioral development.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

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

ABACLive Webinar with Russell W. Maguire, PhD, BCBA-D, LABA
2021-08-19 12:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Russell Maguire presents “Introduction to Stimulus Equivalence: Concepts and Practice”
Thursday August 19, 2021
12:00 noon – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $75 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Stimulus equivalence occurs when stimuli become related to other stimuli when only a few, but not all, have been linked via training. The emergence of new relations without training is only one of the efficacious outcomes of stimulus equivalence programming. The purposes of this talk are to provide the attendee the following: First, a brief history of stimulus equivalence research, including critical terms, their definitions and relevant variables; Second, a review of the important recent experimental research investigating variables that promote the formation of stimulus equivalence; and Third, presentation of the seminal studies in the nascent field of equivalence based instruction.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

Presenter Bio:
R.W. Maguire is a Behavior Analyst with 40+ years of applied and research experience. He is currently an Associate Professor and Chair of the Department of Behavior Analysis at Simmons University. Dr. Maguire holds a BA in Psychology, a MA in Applied Behavior Analysis and a PhD in Experimental Psychology and is a Board Certified Behavior Analyst.Dr. Maguire is a published researcher and frequent presenter at local, state and national professional conferences, particularly in the areas of stimulus control, stimulus equivalence and errorless instructional protocols.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

Attend In-Person or Virtually

Registration Fees to attend IN-PERSON

Registration Type

Early Registration Ends 7/15/21

After 7/15/21 & Onsite

Student/Parent/Caregiver

$75

$100

Professional

$165

$200

Professional Group (Min 5 attendees)

$125 ea registration

n/a

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

Registration Fees for VIRTUAL ATTENDANCE

Registration Type
Fee

Student/Parent/Caregiver

$50

Professional

$100

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

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

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Schedule

Presenter Bios & Abstract for Download

Invited Presenters

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

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

Presenter Bio:
Andy Bondy is president and co-founder of Pyramid Educational Consultants. Dr. Bondy is an innovative leader in the field of autism and applied behavior analysis. He directed a statewide public school system for students with autism for fourteen years. He is co-author of the PECS Training Manual. He also wrote the Pyramid Approach to Education, a training manual that offers an integrated orientation to developing effective educational environments blending applied behavior analysis with functional activities and creative communication strategies. Dr. Bondy received his MA and Ph.D. from the UNC Greensboro, and completed his clinical internship in 1976 at the University of Kansas Medical Center. Dr. Bondy has presented numerous papers, lectures and workshops in regional, national and international conferences and conventions on behavior analysis, PECS and the Pyramid Approach to Education. He has remained active in research and writing, and continues to develop new and innovative methods of helping children with autism and related developmental disorders.
DISCLOSURE:
Financial: Dr. Andy Bondy receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Andy Bondy holds a non-compensated seat on the Board of Trustees and Board of Directors of the Cambridge Center for Behavioral Studies.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Panel Moderator
Mary Jane Weiss, PhD, BCBA-D, LABADirector, Graduate Program in Autism/ABA Studies, Endicott College
Mary Jane Weiss, Ph.D., BCBA-D, LABA is a Professor at Endicott College, where she has been for 10 years, and where she serves as the Executive Director of ABA and Autism Programs, including overseeing the master’s programs in ABA and directing the Ph.D. Program in ABA. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, exploring ways to enhance the ethical conduct of practitioners, teaching social skills to learners with autism, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular reviewer for several professional journals, and is a frequent member of service committees for a variety of organizations.
Panel
Ksenia Gatzunis, PhD, BCBA-D, Adjunct Faculty, Endicott College & Northeastern University
Dr. Ksenia Gatzunis is a doctoral-level Board Certified Behavior Analyst (BCBA-D) whose primary work includes supervising graduate students who are pursuing certification with the Behavior Analyst Certification Board (BACB) and teaching master-level courses in applied behavior analysis, including at Endicott College. She has also provided clinical supervision to clinicians and trained practitioners in behavior analytic practices, both within the United States and internationally across several countries.
Kimberly Edwards, MEd, National Certified Speech-Language Pathologist
Ms. Kimberly Edwards, M.Ed., is a Program Manager and educator in Washington, DC. Kimberly has worked in the field of education for more than 10 years. She received a Master of Education from the University of Virginia in 2011 and a Graduate Certificate in Applied Behavior Analysis from George Mason University in 2018. Prior to moving to Washington, DC, Ms. Edwards worked in Richmond, VA. Her experience included work in therapeutic day schools and public schools. Her current work aligns with her research interests, centering on coaching staff on culturally responsive and impactful learning pathways; instructing behavior management; focused professional development; strategizing and developing school-wide anti-racism and effective social behavior practices.
Adriana Rodriguez, MA, BCBA, St. Lucie County Public Schools
Adriana Rodriguez is a Board Certified Behavior Analyst (BCBA). She earned her master’s degree in Applied Behavior Analysis and Clinical Science from Rollins College. Adriana has experience working with individuals diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Fragile X syndrome, she has worked with a variety of age groups ranging from early intervention to young adults. Ms. Rodriguez’s graduate research focused on the effect of including cultural concerns when providing parent training. Currently, Adriana is working as a behavior analyst for St. Lucie Public Schools in Florida.
DISCLOSURE:
Financial: Dr. Mary Jane Weiss receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Mary Jane Weiss holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.
Financial: Other panel members receive no compensation as an employees of the Cambridge Center for Behavioral Studies.Non-financial: No relevant non-financial relationships to disclose.

Location - Endicott College, Beverly, MA and online
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly, Massachusetts.
For In-Person:
Event Venue: The NEW Cleary Lecture Hall within the Wax Academic Center (View Endicott College map.) Parking is available in Lot #9 – Enter the Endicott College main entrance and follow the road up the Hill. There will be a detail officer and signs to direct you.
For virtual attendance:
The Zoom meeting link and access (password!) information was emailed from pa****@******or.org on Monday, August 2 (evening). Please check your email and filtered emails for this communication. If you have problems contact pa****@******or.org or ka***@******or.org.

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

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

APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. *Attendees must be present during the entire live in-person (not virtual) conference. Partial credit is not offered.

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

IMPORTANT POST-Conference Continuing Education INSTRUCTIONS
IMPORTANT CONTINUING EDUCATION INFORMATION:
For BOTH In-Person and Virtual attendance, we will need to verify your attendance.
Each presentation will have three unique codes. You need to capture the codes. At the end of the conference, you will need to complete an electronic evaluation and pass a code submission quiz (Google Form). You need to get all codes correct for all six (6) presentations/panel to earn your Certificate. No partial credit is offered.
The link to start the process is below. It will also be placed in the chat/question/answer area of the Zoom meeting, announced for in-person attendees and an email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions. The deadline for completing the online evaluation and code quiz is Monday, August 9, 2021 at 12 noon (Eastern).
Click on the link below to start the process at the end of the conference with your evaluation of our conference.
https://docs.google.com/forms/d/e/1FAIpQLScyergbMMIP8RtJ7ZfiDfN4nKnpGibObu0pCujifOV7rySsvw/viewform?usp=sf_link

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

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

Thank you to our Sponsors!

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

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

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

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

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

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Schedule

Presenter Bios & Abstract for Download

Thank You to Our Sponsors

Invited Presenters

Andy Bondy, PhDPyramid Educational Consultants (PECS)

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

Brian Conners, PhD, BCBASpeaker, Consultant, Author

Susan G. Friedman, PhDUtah State University
Behavior Works

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

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

Ksenia Gatzunis, PhD, BCBA-DEndicott College
Northeastern University

Kimberly Edwards, MEdNational Certified Speech-Language Pathologist

Adriana Rodriguez, MA, BCBASt. Lucie County Public Schools

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

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

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

ABACLive Webinar with Martha Pelaez, PhD
2021-06-30 12:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Martha Pelaez presents “Infant Social Learning: Behavior-Analytic Interventions”
Wednesday, June 30, 2021
12:00 noon – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
During this 2-hour event Dr. Pelaez will: First, provide experimental illustrations of how operant conditioning methodologies and social reinforcement are essential to furthering our understanding of infant social learning phenomena; Second, offer procedures and interventions that have advanced our research with infants “at-risk” of autism and other developmental challenges; and Third, discuss alternative research tactics that can be quick and effective to applied behavior analysts conducting interventions with infants. It is the hope of the presenter that these procedures will be use more widely and more frequently in designing basic experimental research and in applied interventions.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:
By the end of this event, participants should be able to:

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

Presenter Bio:
Martha Pelaez is a Frost Professor, College of Education, at FIU. Her PhD is in Developmental Psychology. Dr. Pelaez teaches courses in Educational Psychology, Child Development, Research & Evaluation: Single Subject Designs, and directs infant and early childhood research. She supervises doctoral students. Dr. Pelaez’s research has been supported by NIH to investigate mother-infant interactions and early social–learning processes, as well design applied interventions with children at risk of developmental delays, depression, and early autism. Her theoretical developmental contributions include a taxonomy of rule-governed behavior and a dynamical systems approach to child development (with Gary Novak, 2004, in press). She has conducted basic-experimental research on derived-relational responding and intelligence (with D. O’Hora & D. Barnes-Holmes, 2005, 2008); infant learning of joint attention and social referencing (Pelaez & Monlux, 2020); maternal depression and the effects of touch on infant behavior (with T. Field, 1996–). Dr. Pelaez has published more than 100 articles in refereed journals (including the American Psychologist; Child Development; Journal of Applied Behavior Analysis; Behavior Analysis in Practice; Perspectives on Behavior Science), dozens of chapters and monographs, and a textbook on Child Development (with G. Novak).
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) and Psychology CE Credits (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

Schedule

Presenter Bios & Abstracts

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

Registration Fees

Registration Type
Fee

Student/Non-professional (No CEs)

$50

Student/Non-professional – CEs Included

$90

Professional – CEs Included

$150

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

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

REGISTER

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

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

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

Invited Speakers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Presenter Bio:
Robert Pennington PhD, BCBA-D is the Lake and Edward J Snyder, Jr. Distinguished Professor in Special Education. He has over 25 years of experience working with individuals with disabilities, their families and teachers. His primary research interests are in the application of behavior analytic principles and procedures to the development of written communication repertoires and the improvement of educational programming for students with intellectual disabilities and autism spectrum disorder. He contributes regularly to the research and practitioner literature in both areas. Robert is passionate about both serving his community and the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families and has contributed as a member of numerous journal editorial and advisory boards.
DISCLOSURES:
Financial: Dr. Robert Pennington receives no compensation as an employee of the Cambridge Center for Behavioral Studies.Non-financial: Dr. Robert Pennington holds a non-compensated seat on the Board of Trustees of the Cambridge Center for Behavioral Studies.

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

BACB® Learning CEs (6.0 ): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 Learning CE units for this conference. Attendees must complete all six presentations to earn CEs.
APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. *Attendees must be present during the entire conference. Partial credit is not offered.

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

REGISTER

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

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

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

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

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

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

INSTRUCTIONS for Conference Access

Schedule

Presenter Bios & Abstracts

INSTRUCTIONS for Conference Access

REGISTER

Schedule

Presenter Bios & Abstracts

Invited Speakers:

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

Alice Shillingsburg, PhD, BCBA-DMay Institute

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

Alexandra “Sasha” Protopopova, PhDThe University of British Columbia

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

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

With opening remarks by:

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

Welcome Videos

Dr. Andy Bondy

Dr. Mickey Keenan

Dr. Amanda Laprime

Dr. James Carr

Luca Giana – Italy

Dr. Eitan Eldar – Israel

ABACLive Webinar with Brady J. Phelps, PhD
2021-04-20 12:00 - 15:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Brady J. Phelps presents “Looking at Dissociative Identity Disorder through a Behavior Analytic Lens”
Tuesday, April 20, 2021
12:00 noon – 3:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Skinner (1974) stated “Complex contingencies of reinforcement create complex repertoires, and as we have seen, different contingencies create different persons in the same skin, of which so-called multiple personalities are only an extreme manifestation”” (p. 171-172). Except for this reference, Skinner did not elaborate on the topic of “multiple personalities.” Arguments will be made that personality is behavior, and this behavioral repertoire could exhibit sufficient variability to be described as the display of multiple role enactments. Dissociative Identity Disorder (DID) can be conceptualized as overt behavior as well as complex verbal behavior, primarily in the sense of inappropriate tacting of one’s experiences, emotional responses and bodily states. But, as Skinner alluded, such behavior would result from complex contingencies of social reinforcement and punishment. The behaviors of reporting to be different individuals, with different histories, and having differential abilities are likely operants resulting from atypical reinforcement and punishment contingencies, as well as inappropriate rules controlling a persistent avoidance or escape repertoire.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:

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

Presenter Bio:
Dr. Brady J. Phelps joined the psychology department at South Dakota State University in 1992, after finishing his doctorate in the analysis of behavior at Utah State University. Before I finished my graduate program, I served one year as an invited lecturer for the University of Maryland in the Republic of Korea, including a very brief incursion into North Korea.
I teach undergraduate courses in psychology and behavior analysis with emphases in basic research and theoretical analyses. At South Dakota State University, I have conducted research and published when he can, on topics such as involves habituation of human’s startle response, foraging of free roaming squirrels, planarians in a conditioned place preference procedure, the topic of personality and dissociate identity disorder, from a behavior analytic perspective. And I try to not take myself too seriously.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) and Psychology CE Credits (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Robert Pennington, PhD, BCBA-D RETURNS
2021-03-10 12:00 - 13:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Robert Pennington presents “Behaving Behavior Analytic in the Provision of School Supports” RETURNS!
Wednesday, March 10, 2021
12:00 – 1:00 pm (Eastern/NY)
Dr. Robert Pennington returns to spend more time on topics covered and to offer the audience more time to discuss barriers and successes working in schools

If you were registered for the original event:

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

Didn’t catch the event the first time around?

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

Register on ABAC Website
Abstract
Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Dr. Pennington will demonstrate the use of the program evaluation tools, model the development of behavioral objectives for addressing teacher behavior, and describe several strategies for improving teacher engagement (peer to peer coaching, training students, behavior skills training).
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:

Participants will be able to identify contingencies that may facilitate or hinder teacher behavior change.
Participants will be able to identify key components of model for assessing the classroom environment and identifying intervention targets.
Participants will be able to identify strategies for intervening to support teacher development.

Presenter Bio:
Robert Pennington PhD BCBA-D is the Lake and Edward J Snyder, Jr. Distinguished Professor in Special Education. He has over 30 years of experience working with individuals with disabilities, their families, and teachers. He graduated from the University of Kentucky in 2010 and since has published over 60 articles, book chapters, and books related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families. He also values service to the field and his local communities through membership on numerous advisory and editorial boards, leadership in professional organizations, and consultation. His current interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Robert Pennington, PhD, BCBA-D
2021-02-10 12:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Dr. Robert Pennington presents “Behaving Behavior Analytic in the Provision of School Supports”
Wednesday, February 10, 2021
12:00 – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Dr. Pennington will demonstrate the use of the program evaluation tools, model the development of behavioral objectives for addressing teacher behavior, and describe several strategies for improving teacher engagement (peer to peer coaching, training students, behavior skills training).
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
Learning Objectives:

Participants will be able to identify contingencies that may facilitate or hinder teacher behavior change.
Participants will be able to identify key components of model for assessing the classroom environment and identifying intervention targets.
Participants will be able to identify strategies for intervening to support teacher development.

Presenter Bio:
Robert Pennington PhD BCBA-D is the Lake and Edward J Snyder, Jr. Distinguished Professor in Special Education. He has over 30 years of experience working with individuals with disabilities, their families, and teachers. He graduated from the University of Kentucky in 2010 and since has published over 60 articles, book chapters, and books related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families. He also values service to the field and his local communities through membership on numerous advisory and editorial boards, leadership in professional organizations, and consultation. His current interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Jeff Kupfer, PhD, BCBA-D, Licensed Psychologist
2020-12-09 18:00 - 21:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Jeff Kupfer, PhD, BCBA-D, Licensed Psychologist presents: “Traumatic Brain Injury Treatment: The Role of Collaboration in Rehabilitation”
Wednesday, December 9, 2020
6:00 – 9:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Traumatic brain injuries can be difficult to treat, often requiring a coordinated rehabilitation team to direct the course of treatment. Basic and complex skills may need to be relearned and individuals with brain injury may actively resist rehabilitation for multiple reasons which impedes successful outcomes.
A variety of interventions exist that address motivation and participation, in addition to effective skill teaching, which have been developed by behavior analysts. Regrettably, these techniques have been largely ignored and the benefits of collaboration remain elusive to most rehabilitation teams and behavior analysts.
This is a talk about collaboration and finding common ground for successful treatment planning. A review of the Four Causes of Behavior (Kupfer, Killeen, & Buzan, 2016) will lay the groundwork for defining the roles and boundaries of each of the rehabilitation team participants. Then, a brief overview of brain geography, function, and TBI measurement scales will be presented. Finally, three case studies will be presented that demonstrate treatment collaboration with physical therapy (PT), occupational therapy (OT), speech and language pathology (SLP) and behavior analysis. Skills acquired include walking, tooth brushing, wheelchair transfers, and self-control. Strategies that invite and support collaboration across disciplines will be reviewed.
Learning Objectives:

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

Presenter Bio:
Jeff Kupfer received his doctoral degree in psychology from the University of Florida, specializing in the experimental analysis of behavior. He has conducted research in animal models of complex learning and psychopathology, as well as research examining environmental influences on bipedal travel in persons with visual loss. Jeff is a licensed psychologist in Massachusetts, Colorado, and Nebraska, a doctoral-level Board Certified Behavior Analyst, and a lecturer at the University of Colorado-Denver. He was the first president of the Four Corners Association for Behavior Analysis and is a Founder and Trustee for the Cambridge Center for Behavioral Studies.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.
narkologiya24.clinic

ABACLive Webinar with Kent A. Corso, PsyD, BCBA-D
2020-11-18 18:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Kent A. Corso, PsyD, BCBA-D, presents: “Adapt and Overcome”
Wednesday, November 18, 2020
6:00 – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
According to Miriam-Webster, adversity is a state or instance of serious or continued difficulty or misfortune. While all individuals will encounter adversity, how one handles difficult situations determines whether they will thrive or buckle under the circumstances. During this two hour event, Dr. Kent Corso, a clinical psychologist and behavior analyst, will review some of the primary literature on mental health, resilience and exceptional human behavior. The discussion will focus on common sources of adversity, including the obstacles and changes the COVID-19 pandemic has thrust upon the world, and will include suggestions about how to empower clients/patients to increase their ability to adapt to and overcome during times of adversity.
Learning Objectives:

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

Presenter Bio:
Dr. Corso is a clinical psychologist and board certified behavior analyst. He is a prior U.S. Air Force Officer and veteran of the Post-9/11 wars, and currently holds adjunct faculty appointments at Ohio State University’s Psychiatry Department and the Uniformed Services University of Health Sciences’ Family Medicine Department. Dr. Corso’s background over the last 20 years reflects one consistent theme: the application of behavioral sciences to novel areas of science and broader society. He is heavily involved in military medicine, evidence-based methods of suicide prevention and intervention, and integrating behavioral health into primary care medical settings. Dr. Corso’s research has yielded over 40 peer-reviewed publications and a book entitled Integrating Behavioral Health into the Medical Home: A Rapid Implementation Guide (Greenbranch Publishing, 2016). Most recently, his passion for facilitating meaningful change and measuring human performance resulted in the inception of an agile software firm (Xcelerate Innovations). With his partners, Dr. Corso developed the first native iOS applications for the Standard Celeration Chart (i.e., AimStar Pro and AimStar Lite).
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Contraindications Hypersensitivity to the active substance or other components of the drug. Acute alcohol intoxication, acute poisoning with sleeping pills, analgesics or psychotropic drugs; severe hepatic insufficiency Tramadol Reviews, severe renal insufficiency (creatinine clearance

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

INSTRUCTIONS FOR ENTERING CONFERENCE

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

Registration Fees

Registration Type
Fee

Student/Non-professional (No CEs)

$50

Student/Non-professional – CEs Included

$90

Professional

$150

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Speaker Biographies & Abstracts

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

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

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

INSTRUCTIONS FOR ENTERING CONFERENCE

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

BACB® Learning CEs (6.0): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 SUPERVISION Learning CE units for this conference. Attendees must complete all six presentations to earn CEs.
APA Approved Sponsor
Psychology CE Credits (6.0): Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. *Attendees must be present during the entire conference.
**It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Schedule

Register Now

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

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

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

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

Register Now

Register Now

INSTRUCTIONS FOR ENTERING CONFERENCE

Schedule

Speaker Biographies & Abstracts

Invited Speakers:

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

Helena Maguire, MS, LABA, BCBAMelmark New England

John Austin, PhDReaching Results

Julie M. Smith, PhDPerformance Ally

Kelley Harrison, PhD, BCBAUniversity of Kansas

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

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

ABACLive Webinar with Alexandra (“Sasha”) Protopopova, PhD
2020-10-01 11:00 - 14:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Alexandra “Sasha” Protopopova, PhD presents: “Using Therapy Dogs in ABA Individual and Group Educational Sessions with Children with Autism Spectrum Disorder (ASD)”
Thursday, October 1, 2020
11:00 am – 2:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $65 with 3 BACB® Learning CEUs.
Register on ABAC Website
Abstract
With increasing parental demand and interest in adding therapy dogs to special education classrooms, practitioners need to have a better understanding of how and when a therapy dog may be useful for their clients. The webinar will introduce new research on using dogs in ABA education and therapy contexts, with specific emphasis on children with ASD. We will cover several studies which aimed to better understand when and how to use therapy dogs with children with ASD, as well as identified the concerns and risks of doing so. Preliminary data will also be presented on a currently-run clinical trial of the integration of a therapy dog to ABA social skills group classes. Finally, we will discuss the ethical concerns of using animals and highlight several studies that showed that the welfare of therapy dogs may be compromised in specific situations. At the completion of the webinar, the audience will have a good understanding of what to consider when utilizing a therapy dog in their practice.
Learning Objectives:

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

Presenter Bio:
Dr. Alexandra (Sasha) Protopopova, MS, PhD, is an assistant professor in the Animal Welfare Program at the University of British Columbia. Sasha’s research aims are to improve animal shelter practices, improve companion animal welfare in shelters, pet homes, and in assistance roles. Sasha earned an MS and a PhD in Behavior Analysis from the University of Florida. She has published numerous peer-reviewed articles and is a frequent presenter in scientific and professional conferences. Sasha spends her days conducting behavioral research, teaching university classes in Animal Learning, going on hiking trails, and cuddling dogs.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 3 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Teresa Camille Kolu, PhD, BCBA-D
2020-09-09 18:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Teresa Camille Kolu, PhD, BCBA-D presents: “An Introduction to Trauma-Informed Behavior Analysis for Behavioral, Mental Health, and Educational Professionals”
Wednesday, September 9, 2020
6:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
The cultural movement to extend trauma-informed services to settings and clients typically served by behavior analysis is challenged by a widespread lack of training, support, and unified understanding of how behavior analytic principles are applicable. In some cases, we lack knowledge of appropriate assessments, supervised experience with sensitive populations, and skills including rigorous risk documentation and collaboration with trauma-informed teams. These statements may be especially true, and their consequences serious, where trauma related behavior intersects with other challenges related to our vulnerable populations. This introduction to trauma-informed behavior analysis (TIBA) shares case studies where behavior analysis was applied in a trauma-informed way in a productive team context to support individuals from settings across education, autism clinics, foster families, day programs, and hospitals. Participants will learn from a collaborative perspective as we move toward operationalizing trauma-related contextual stimuli and treating related behaviors. Participants who collaborate with behavior analysts, or any of those who work in teams addressing behavioral concerns after trauma, will find this useful.
Learning Objectives:

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

Presenter Bio:
Dr. Camille Kolu is a behavioral scientist and BCBA-D in Denver, Colorado. She is the owner of Cusp Emergence, a private practice in which she joins families and agencies to engineer behavioral cusps for individuals and their loved ones. After training, supervision and work at the University of North Texas, Dr. Kolu earned a Ph.D. in Biopsychology and Behavioral Neuroscience at Rutgers University, where she developed neurobiological animal models of autism, and examined olfactory and social contextual conditioning. Dr. Kolu practices behavior analysis across the lifespan with individuals and families affected by autism, foster care or adoption, mental illness, and/or developmental and intellectual disabilities. She partners with health and human service agencies, mental hospitals, schools, community-centered boards, and universities, and enjoys designing and teaching courses in behavior analysis and ethics. Dr. Kolu has published in peer-reviewed journals, and serves on the advisory board of the Cambridge Center for Behavioral Studies. She is active in local behavior analytic groups. Dr. Kolu explores research interests in verbal communities of reinforcement and stimulus schedules in the everyday interactions of families affected by disruption or trauma, while using her private practice to provide training, education, and behavior analytic mentorship and supervision.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Ramona Houmanfar, PhD
2020-08-19 18:00 - 20:00 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Ramona Houmanfar, PhD presents: “Management of Wellbeing in Organizations and Beyond: From Rule Governance to Value Based Governance”
Wednesday, August 19,, 2020
6:00 pm – 8:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
Wellbeing in organizations can be discussed in terms of the level of aversive stimulation in one’s environment, individuals’ level of choice, access to positive reinforcement, and the degree to which one operates in the context of positive reinforcement contingencies for others. A growing body of scientific evidence suggest biases can be deleterious and throw decisions off course just enough to harm others (e.g., women and minorities) or unjustifiably protect special interests. In many ways, leaders’ design and implementation of contingencies can bear positive or negative influences on the wellbeing of the organizational members plus the external environment (including the physical and social environment). This webinar will provide an overview of ways behavior science can contribute to the design of healthy environments that promote well-being of workers and consumers. Moreover, an overview of values-based governance, as a means of developing and maintaining healthy, and adaptive practices in organizations will be provided.
Learning Objectives:

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

Presenter Bio:
Dr. Ramona A. Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada, Reno (UNR). She currently serves as the trustee of the Cambridge Center for Behavioral Studies, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, and editorial board member of the Journal of Organizational Behavior Management, and Behavior & Social Issues. Dr. Houmanfar recently completed her seven-year term as the editor of Journal of Organizational Behavior Management. She has served as the former senior co-chair of the Association for Behavior Analysis International, Director of the Organizational Behavior Management Network and President of the Nevada Association for Behavior Analysis.
Dr. Houmanfar has published over 70 peer reviewed articles and chapters, delivered more than 100 presentations at regional, national, and international conferences in the areas of behavioral systems analysis, cultural behavior analysis, leadership in organizations, rule governance, communication networks, instructional design, and bilingual repertoire analysis and learning. Her expertise in behavioral systems analysis and cultural behavior analysis has also guided her research associated with implicit bias, cooperation, situational awareness, decision making, and value based governance. Dr. Houmanfar has published three co-edited books titled Organizational Change (Context Press), Understanding Complexity in Organizations, and Leadership & Cultural Change (Taylor & Francis Group).
Dr. Houmanfar does not receive speaker fees for presenting as part of the ABACLive Cambridge Center Series. These fees are donated directly to The Cambridge Center for Behavioral Studies (TM). Dr. Houmanfar has a financial arrangement or affiliation with the University of Nevada-Reno (UNR) and The Performance Systems Technologies Lab at UNR.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

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

A one day conference featuring leaders in the fields of Psychology, Business, Autism and Applied Behavior Analysis.
Of benefit to Behavior Analysts, Psychologists, Speech-Language Pathologists, Teachers, Special Education Providers, School Administrators, Students and Parents & Caregivers.

Registration Fees

Registration Type
Fee

Student/Non-professional (No CEs)

$50

Student/Non-professional – CEs Included

$90

Professional

$150

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

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

SCHEDULE

Invited Presenters

Presenter Bios & Abstracts

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BACB® Learning CEs (6.0 ETHICS): The Cambridge Center for Behavioral Studies is an approved Learning CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer Learning CE units for this conference.
APA Approved Sponsor
Psychology CE Credits (6.0) – 1 CE per speaker/presentation:
Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. *Attendees must be present during the entire conference.
**It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

Location - Now Live Online
Important Notice: Now Live Online Conference*
We are so happy to be able to continue to offer this incredible opportunity to see some of the world’s top experts in the field present together on one day. Presented through our strategic partner, ABAC, participants will have a fully inclusive experience with no links to worry about with a personal portal where they will enter the conference. Certificates are available in the portal, no waiting for an email. Recordings of the presentations will be available for 10 days post-conference should you miss any during the day.
We are confident that our partner ABAC, a company with over 6 years experience and close to 400 live events hosted, will provide a high-quality experience our conference attendees expect from CCBS.
Join us for what will be a truly unique Ethics conference experience with our six invited speakers!

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

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

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

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

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

Post Conference Information

LOG-IN INSTRUCTIONS

SCHEDULE

Post Conference Information

LOG-IN INSTRUCTIONS

SCHEDULE

Invited Presenters

Presenter Bios & Abstracts

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

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

Lani FrittsChief Executive Officer
Kadiant

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

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

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

With opening remarks by:

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

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

jasa pbn judi

ABACLive Webinar with Eitan Eldar, PhD, BCBA-D
2020-07-16 12:30 - 14:30 (America/New_York) | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Eitan Eldar, PhD, BCBA-D presents: “Using Movement and Game to Enhance Learning, Social Skills and Inclusion with People with Intellectual Disabilities, Families and Professionals”
Thursday, July 16, 2020
12:30 pm – 2:30 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
In this webinar, Dr. Eldar will present his model for using movement and games as a uniquely ideal context enabling family members and clinicians to design a challenging learning and social atmosphere for their children. The model is based on a series of scripts offering a simulation of real-life situations. It can support a specific clinical goal such as developing self-control; support a school curriculum; serve as an extended behavioral program for individuals / groups. The model has recently been implemented with Autistic children, supporting communication and social skills on an individual level and as a preparation for inclusion. The rationale behind developing the model will be discussed and specific behavioral procedures and principles supporting the model will be cited. In addition, the structure of the model will be described, followed by different examples of its optional implementation. Components of the model, modified during the past 20 years, will then be portrayed. The lecture will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. Attention will be devoted to the potential of using these procedures as a part of an individual program for ASD populations and for supporting their inclusion in the regular education system.
Learning Objectives:

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

Presenter Bio:
Dr. Eitan Eldar (BCBA-D) is the head of the Applied Behavior Analysis in Psychiatry Program at Sheba Medical Center, Israel. He initiated the first ABA program in Israel and chaired it for thirty years. Served as the chairman of the Israeli Applied Behavior Analysis Association (IABA). Published books and papers in the area of Applied Behavior Analysis and Teacher Education. His book “Applied Behavior Analysis – Principles and Procedures” is the major textbook in Hebrew. Dr. Eldar developed the model – “Educating through the Physical”, integrating physical activity and games as a context for value education and behavioral rehabilitation. Received the award for International Dissemination of Behavior Analysis by SABA (San Diego, May 26, 2007).
Studied the individual inclusion of Autistic children in the regular education system and formulated an inclusion model adopted by the Israeli Ministry of Education. Developed (2006 – 2010) a comprehensive clinical program for Wucailu – an organization for supporting children with ASD – based in Beijing, China. During this period, 3 Centers have been established in Beijing – all provide services to families arriving from all over China. Dr. Eldar translated the BACB task list to Hebrew and took part in translating the code of ethics and a comprehensive glossary of ABA terms.
Dr. Eldar does not receive speaker fees for presenting as part of the ABACLive Cambridge Center Series. These fees are donated directly to The Cambridge Center for Behavioral Studies (TM). Dr Eldar will receive royalties from the sale of his book.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Julie Smith, PhD
2020-06-18 10:00 - 12:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
Julie Smith, PhD presents: “Getting Realtime Feedback from Healthcare Consumers to Reliably Improve Multiple Targeted Results”
Thursday, June 18, 2020
10:00 am – 12:00 pm (Eastern/NY)
This event is FREE for the general public.* Or available for the discounted price of $50 with 2 BACB® Learning CEUs.
Register on ABAC Website
Abstract
We now live in a social media “Ratings and Reviews Economy.” Consumers can access numerous sites to choose their healthcare providers. The influence of these sites is profound and growing. Healthcare providers and their organizations are struggling to find ways to handle this enormous shift in healthcare consumerism and to use patient feedback to deliver better care while it is being delivered. One way is to gather realtime, Point of Care feedback either through surveys or leader “rounding” so care can be improved immediately.
Companies that provide Point of Care surveys and related consulting services have grown to be billion-dollar entities, but they have failed to produce reliable, sustainable performance improvements for providers—or, more importantly—to improve patient satisfaction! There are many reasons for these poor results. From a behavior analysis perspective, the top ones include: (1) Patients feel vulnerable in the care situation, resulting in less than 10% completing realtime surveys because they don’t want to risk upsetting their care provider; (2) Patient rounding and surveys do not reliably capture behaviorally-specific data, nor do their prescriptive questions adapt to specific local practices, and; (3) The data are not linked to individual providers in a valid, reliable way, so providers say, “that’s not me,” when they review the results.
Dr. Julie M. Smith will discuss a transformational software app that she and her colleagues at Performance Ally are developing. The app, Ally Assist, collects extraordinary, realtime patient feedback and ensures individual care team members convert it into actions that improve health outcomes and the total experience for both patients and employees. Dr. Smith will share the results achieved at Nemours Children’s Health System where >90% of patients participated in realtime feedback, 100% of care team members engaged in giving and receiving realtime feedback, and service adjustments were made in-the-moment based on each patient’s expectations.
Dr. Smith will share how webinar participants can begin to implement a simple system on their own to capture patient expectations and experience feedback.
Learning Objectives:
Participants will be able to identify Vital Behaviors for providers, based on creating value for consumers, providers, and leaders in your situation.
Participants will be able to define integrated feedback loops and identify the methods used to establish integrated feedback loops from multiple sources.
Participants, when presented with case studies, will be able to identify how realtime feedback improved individual and team behaviors.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). (Register on ABAC website.) Behavior Analysts may earn continuing education for viewing the live event or recording.Behavior Analysts: 2 CEUs (Learning) (Visit ABAC website for complete information.)
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website
Go to ABAC Website for ongoing continuing education opportunities.

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

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

Important Notice: Now an Online (Only) Live Meeting*
We are so happy to be able to continue our 2020 Annual Meeting of the Trustees through an online platform. Presented through our strategic partner, ABAC, participants will have a fully inclusive experience with no links to worry about, a personal portal where they will enter the meeting, and a special gallery and interactive areas. Certificates are available in the portal, no waiting for an email. Limited access recordings of the events will be available in addition to the resources provided by our speakers.
We are confident that our partner ABAC, a company with over 6 years experience and close to 400 live events hosted, will provide a high-quality experience our meeting attendees expect from CCBS.
Join us for what will be a truly unique and informative experience.
*Powered by: ABAC’s Learning Management System and Webinar Platform

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

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

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Special Presentations

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

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

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

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

Broadening the Reach of Behavioral Science

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

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

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

INSTRUCTIONS FOR LOGIN

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

INSTRUCTIONS FOR LOGIN

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

M. Jackson Marr, PhDSchool of Psychology
Georgia Tech

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

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