From Home to Habitat: A CCBS Conference on Understanding Animal Behavior
2024-10-05 | West Virginia University
Continuing education certificates were emailed to registered emails on 11/20/24 from be**********@***il.com. If you completed the attendance verification process, purchased CEs, and did not receive, contact Rebekah Pavlik.
Recording links for home-study were emailed to registered attendees on Thursday, October 10, from ce****@******or.org through ConstantContact. Contact Rebekah Pavlik if you did not receive.
Post-conference instructions, primarily for continuing education attendance verification, were sent to all registered attendees on Saturday, October 5, at 4:30 pm EST from ce****@******or.org. Contact Rebekah Pavlik if you did not receive.

A one-day conference featuring leaders in the field of Behavior Analysis, Animal Cognition, and Animal Behavior to current issues in animal training and care. Topics are important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as animal trainers, animal care specialists, and animal lovers.
Offered both for in-person or virtual attendance with recordings available for 14 days post-conference.
Schedule

Presenter Bios/Abstracts/Learning

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Tim Hackenberg, PhD: Choosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs
Affiliation
Emeritus Professor of PsychologyReed College
Choosing to Go to Work: Using Reinforcement-Based Methods to Balance Animal Welfare with Research Needs
Abstract:
As part of a larger program of research concerned with an animal model of gambling, we arranged conditions of social enrichment for a small group of pigeons. When not in their experimental sessions, the pigeons lived together in a free-flying aviary, interacting with each other and with a physical environment that included perches and nesting boxes. While this better approximated the pigeons’ natural environment, it also created some practical problems from a research perspective; namely, how to get the pigeons from the aviary each day to their work sessions in another room. To minimize human involvement and the potential stress of daily captures, we devised procedures whereby the pigeons chose to enter the experiment each day by flying into a box on the side of the aviary, from which they were transported to the operant chambers for their daily sessions. By the end of training, all pigeons were consistently entering the box on cue, for transport to the session, and this continued for the remainder of the two-year project, over which each pigeon chose to participate in hundreds of daily sessions. The findings show the power of reinforcement-based methods in addressing practical problems in animal enrichment and welfare.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Define and give an example of social enrichment.
Describe some of the tradeoffs between animal welfare and research demands.
Describe the training methods used to give pigeons choices to participate in the work sessions.

Presenter Bio:
Tim Hackenberg received a B.A. degree in Psychology from the University of California, Irvine in 1982 and a doctorate in Psychology from Temple University in 1987, under the supervision of Philip Hineline. He held a post-doctoral research position at the Institute for Disabilities Studies at the University of Minnesota with Travis Thompson from 1988-90. He served on the faculty in the Behavior Analysis program at the University of Florida from 1990-2009, and at Reed College, until his retirement in 2022. He serves currently as Editor-in-Chief for Perspectives on Behavior Science, and as an Associate Editor Frontiers in Psychology (Comparative). He has served as an Associate Editor of the Journal of the Experimental Analysis of Behavior and served on the Board of Directors of the Society for the Experimental Analysis of Behavior, of the Society for the Quantitative Analysis of Behavior, as President of Division 25 of the American Psychological Association, as the Experimental Representative to the ABAI Council, and as the Director of the ABAI Science Board. His major research interests are in the area of behavioral economics and comparative cognition, with a particular emphasis on decision-making, token economies, and social behavior. In work funded by the National Science Foundation and the National Institutes of Health, he and his students have developed procedures for cross-species comparisons of complex behavior. He now lives in England with his two dogs and one wife, where he enjoys walking in the forest, and watching the daily drama unfold at the bird feeder in the garden.

Christy Alligood, PhD, BCBA-D: Behavior Analysis as an Animal Care Tool in Zoos and Aquariums
Affiliation:
Associate Professor of the PracticeDepartment of Applied Behavioral ScienceThe University of Kansas
Behavior Analysis as an Animal Care Tool in Zoos and Aquariums
Abstract:
In recent years, behavior has been recognized as an essential piece in the constellation of components critical to the care of animals housed in zoos and aquariums. The science of learning has many applications in these settings, and behavior analysts have contributed to the advancement of evidence-based practices particularly in the areas of husbandry training, environmental enrichment, and animal welfare. In this presentation, I will describe some examples of the role of behavior in multiple aspects of animal care. Along the way, I will highlight some key questions for the application of behavior analysis in zoological settings, some examples of work that addresses these questions, and some areas in need of further development.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe at least three components of animal care at zoos and aquariums, and explain how behavior interacts with each.
Identify at least two key questions for the application of behavior analysis in zoological settings.
Identify at least two important areas for future development in the application of behavior analysis to animal care in zoos and aquariums.

Presenter Bio:
Dr. Christy Alligood is a doctoral-level Board Certified Behavior Analyst whose 20 years of experience spans the science and practice of behavior analysis. She began her career in behavior analysis conducting human operant research on emergent stimulus relations in adults and children. She has also worked in home, school, and clinic settings with children with challenging behavior and their caregivers and teachers, and has supervised students in these areas of practice. For over 14 years, Dr. Alligood has used her expertise in the application of behavior analysis to enhance the welfare of nonhuman animals through cooperative training, environmental enrichment, behavioral problem solving, and behavior change strategies supporting the conservation of wildlife and wild places. At Disney’s Animals, Science, and Environment, much of her initial work focused on a multi-faceted conservation program for Key Largo woodrats, which received a Bean Award for Significant Achievement in Captive Breeding from the Association of Zoos and Aquariums (2009) and a Federal Challenge Grant (2010) in collaboration with the Crocodile Lake National Wildlife Refuge for population monitoring work on Key Largo. More recently she has worked with the Behavioral Husbandry team, where she focuses on projects involving training, enrichment, and animal learning in a wide variety of nonhuman animal species, as well as science communication to both internal staff and the general public.
Dr. Alligood has taught undergraduate and graduate courses in on-ground, online, and hybrid formats. She has taught courses focusing on a variety of topics, including introductory behavior analysis, research methods, radical behaviorism, supervision, and applications of behavior analysis with humans and animals. She maintains a strong interest in designing effective, evidence-based instruction, and has used innovative methods such as interteaching and student-led inquiry in online instruction. She was a 2021 nominee for the University of Florida College of Liberal Arts and Sciences Teacher of the Year Award. Outside the higher-education setting, Dr. Alligood has taught professional development courses for behavior analysts and animal professionals. She is an instructor for the Association of Zoos and Aquariums “Environmental Enrichment in Zoos and Aquariums” course, and the creator and instructor of the BehaviorWorks “How Research Works” course.
Dr. Alligood has served in many leadership roles in the Association for Behavior Analysis International, including president of the Applied Animal Behavior Special Interest Group, Coordinator of the Special Interest Groups Board, Co-coordinator of the Applied Animal Behavior program area, and At-large Representative to the Executive Council. She is also a past president and secretary of the Southeastern Association for Behavior Analysis. She is currently a general member of the Association of Zoos and Aquariums Behavior Advisory Group serving on the Culture Change working group. She sits on the editorial boards of Zoo Biology and the Journal of the Experimental Analysis of Behavior (JEAB) In 2022, she was the guest editor of a special issue of JEAB, “Strengthening the Research-Practice Loop in Applied Animal Behavior”. She frequently serves as an ad-hoc reviewer for other behavior-analytic and animal-focused journals, and as a grant reviewer for the Disney Conservation Fund. She has published in both peer-reviewed and popular outlets on topics related to applications of behavior analysis with animals as well as graduate training in behavior analysis. She is also frequently invited to speak at regional, national, and international conferences, and has given over 50 scholarly presentations.

Erica Feuerbacher, PhD, CAAB, BCBA-D: Behavior Analysis and Dog Training: From the Lab to the Field
Affiliation:
Associate Professor of Applied Animal Behavior & WelfareCoordinator of the Applied Animal Behavior & Welfare ConcentrationSchool of Animal Sciences, Virginia Polytechnic Institute and State University
Behavior Analysis and Dog Training: From the Lab to the Field
Abstract:
Dog training encompasses a variety of goals, including establishing and maintaining desirable behavioral repertoires for companion dogs, addressing behavioral challenges, and establishing and maintaining performance and working behaviors. Effective and humane dog training can be accomplished through the application of behavior analytic principles. In this presentation, we will discuss translational research that allows us to be more effective in our practice, including identifying reinforcers for dogs and the factors that influence them. We will also highlight applied work that is being conducted using these principles, including evaluating interventions to address behavioral issues and training dogs as an agricultural detection force.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify the relative value of different potential reinforcers.
Describe the impact that quantity and delivery method have on reinforcer value.
Describe how behavioral principles can be applied to solve behavioral issues.
Describe how dog training can help us solve local environmental issues.

Presenter Bio:
Dr. Erica Feuerbacher is an Associate Professor in the School of Animal Sciences at Virginia Tech and director of the Applied Animal Behavior & Welfare Lab, where she works with dogs and horses. She also coordinates the online Masters program’s Applied Animal Behavior & Welfare concentration at Virginia Tech. She earned her Ph.D. in Psychology at the University of Florida and her Master’s in Behavior Analysis at the University of North Texas. She is a Certified Applied Animal Behaviorist, a Board Certified Behavior Analyst, and a Certified Professional Dog Trainer. Her research and publications focus on understanding domestic animal behavior and learning from a behavior analytic perspective, using applied behavior analysis to solve behavioral issues in dogs and horses, and identifying interventions that improve shelter dog welfare. She is passionate about humane, effective animal training, and working with owners, trainers, and shelter staff to improve our interactions with animals. Learn more on http://www.ericanfeuerbacher.com.

Alexandra Kurland: Going Micro: A Shared Journey Between Horse Training and Behavior Analysis
AuthorFounder, The Clicker Center
Going Micro: A Shared Journey Between Horse Training and Behavior Analysis
Abstract
Horses benefit when trainers and behavior analysts collaborate.
Working with horses means we are using tactile cues. Handlers communicate via pressure and release of pressure. When you introduce positive reinforcement teaching strategies the question is not whether tactile cues are used but how are they taught.
In the traditional command-based approach to horse training, tactile commands are taught using escalating pressure. The end result may be a horse who responds to very light signals but backing up that response is the threat that pressure can always escalate.
Going micro offers a different way to get to these lighter-than-air responses. In this program I’ll explore the connections between poisoned cues, loopy training, movement cycles, and constructional training. I’ll define what it means to shape on a point of contact. We’ll look at microshaping and the microshaping strategy. The focus is on the initiation of movement rather than the completion of an action. Going micro takes us to errorless learning procedures which are not only safer for both the horse and the handler, they produce outstanding performance. Collaborating with behavior analysts have helped develop these practical teaching techniques.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Highlight the value of animal trainers and behavior analysts collaborating together.
Define loopy training, shaping on a point of contact, and the microshaping teaching strategies.
Consider if these teaching strategies should prompt changes in the terms used when referring to them.

Presenter Bio:

Alexandra Kurland is a graduate of Cornell University where she specialized in animal behavior. She began teaching in the early 1980’s. Her area of particular interest is the development of a horse’s balance: physical and emotional. Helping horses stay sound throughout a long working lifetime is the goal. The result is beautiful horses that feel like heaven to ride.
In 1998 Alexandra launched the rapidly growing field of clicker training for horses with the publication of her first book, “Clicker Training for Your Horse”. Alexandra teaches clicker training geared to any horse need or sport—including working with foals; developing a gentle and safe riding horse; training advanced performance horses; and working with so-called problem horses. She has written “The Click That Teaches: A Step–By–Step Guide in Pictures” and “The Click That Teaches: Riding with the Clicker”. She has also produced “The Click That Teaches” DVD lesson series and on-line course. Her most recent book is: “Modern Horse Training, A Constructional Guide to Becoming Your Horse’s Best Friend”.
Together with Dominique Day, one of the co-founders of Cavalia, Alexandra hosts the weekly Equiosity podcast. Equiosity began in 2018
Prior to covid Alexandra traveled widely, giving clicker training seminars and presenting at conferences in the US, Canada, the UK, and Europe. More recently most of her teaching is done on line through her Stay At Home-Learn At Home on line clinics.
Websites: theclickercenter.com; theclickercenterblog.com; equiosity.com

Susan G. Friedman, PhD: The Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos
Afffiliation:
Professor Emeritus, Department of Psychology, Utah State UniversityFounder, Behavior Works
The Animals are Waiting: A “Freeing Up the Operant” Approach to Environmental Enrichment at Zoos
Abstract:
Discrete trial training (DTT) is an essential strategy for teaching animals to be active partners in their medical and husbandry care. This approach has resulted in extraordinary welfare benefits and is now the standard of care in modern zoos. However, DTT is restricted by the trainers’ decisions. Trainers provide the cue, they set the behavioral criterion, they deliver the reinforcers, and they control the number of repetitions per session. Additionally, DTT occupies a relatively small portion of any zoo animal’s day. When training is the high point of their day, animals often do little more than wait for the next session to begin.
After a training session has ended, animals are typically turned-out into less controlled habitats where trainers have prearranged so-called enrichment opportunities (devices and other conditions) intended to induce active animals who behave similarly to their wild counterparts. However, the goals of environmental enrichment, as suggested by Markowitz (1982), have never been realized.
Recently at Cheyenne Mountain Zoo, we have taken a free operant approach to environmental enrichment. With this approach, trainers engineer environments so that animals are free to make any possible operant response and to vary those responses as described by Lindsley (1996), such as the freedom to form and to speed responses. Two important dimensions have emerged when selecting and creating enrichment opportunities, i.e., time to satiation and time to depletion.
Both strategies together, that is, 1) borrowing animals for discrete training sessions to meet our medical and husbandry goals, and 2) returning them to environments that free up their operant behavior, can greatly improve the welfare of animals in human care.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Discriminate between discrete trial training and free operant environments in zoos.
Name 1 pro and 1 con of discrete trial training in zoos.
Describe the relevance to zoo animals of the free operant.
State two dimensions that appear to improve the effects of zoo enrichment.
Name the four operant freedoms described by Lindsay (1996).

Presenter Bio:
Susan G. Friedman, PhD, is a professor emeritus in the Department of Psychology at Utah State University and owner of Behavior Works Consulting, LLC. Susan has co-authored chapters on behavior change in five veterinary texts, and her popular articles have been translated into 17 languages. She teaches seminars and courses on animal learning online (How Behavior Works: Living & Learning with Animals), which has been attended by students from 64 countries so far. Susan consults with zoos and animal organizations around the world and teaches yearly for the British and Irish Association of Zoos and Aquariums (BIAZA) Animal Trainer Accreditation program. She was appointed to the Fish & Wildlife Service’s California Condor Recovery Team from 2002 – 2010, after which time the team was retired due to the success of the birds in the wild and is currently the Chairperson of the Scientific Advisory Committee of American Humane Association (AHA) Film and TV Unit. In 2022, Susan was honored to receive the Lifetime Achievement Award from the Association of Pet Dog Trainers. See behaviorworks.org and facebook.com/behaviorworks

Invited Speaker Panel with Moderator Claire St. Peter, PhD, BCBA-D: Navigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session
Department Chair and Eberly Family Professor for Outstanding Public Service, Behavior AnalysisDepartment of Psychology, West Virginia University
Navigating the Intersection of Ethics and Innovation in Animal Behavior: An Interactive Q & A Session
Abstract:
This interactive Q & A session is designed to deepen the engagement and understanding of key themes explored during the “Home to Habitat: Conference on Animals.” As the field of animal behavior research continues to evolve, the need for thoughtful discussion around emerging methodologies, ethical considerations, and practical applications is more critical than ever. Attendees will have the unique opportunity to engage with leading experts in the field, posing questions that probe the complexities of animal training across species, as well as exploring how the themes of the conference can be tied to other areas of skill building. The session will cover a broad spectrum of topics, including the challenges and benefits of incorporating choice and free-operant responding in animal training, the role of innovative technologies in tracking and studying animal behavior, and the implications of recent research findings on animal welfare. The Q & A session will be a dynamic discussion that encourages participation from attendees, aiming to bridge the gap between theoretical research and real-world application. Whether you are a researcher, practitioner, or student, this session will provide valuable insights into how the latest advancements in animal behavior science can be used to improve the lives of animals across various settings. By the end of the session, participants will have a clearer understanding of how to integrate innovative research techniques into their work, how to address ethical challenges effectively, and how to apply new knowledge to enhance animal welfare both in domestic environments and in the wild. This Q & A session is not just an opportunity to ask questions, but a chance to contribute to the ongoing dialogue that is shaping the future of animal behavior research.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify key ethical considerations in the transition from controlled environments to natural habitats in animal behavior research.
Discuss how choice and free-operant responding are incorporated in animal training.
Evaluate the practical applications of recent findings in animal behavior research for improving animal welfare in both domestic and wild settings.

Moderator Bio:
Dr. Claire St. Peter is a Professor of Psychology at West Virginia University, where she conducts behavior-analytic research, focusing on the development and implementation of evidence-based practices in both human and animal behavior. Dr. St. Peter is widely recognized for her contributions to the field, including her work on procedural fidelity, applied behavior analysis, and the ethical implications of behavioral interventions. With numerous publications and awards, she is a respected leader in advancing the understanding and application of behavioral science. For more information, visit www.clairestpeter.com.

Schedule

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Location - West Virginia University, Morgantown, WV, 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 West Virginia University.
For In-Person:
Room G21Life Sciences BuildingWest Virginia University, Downtown Campus (Get Map)
For virtual attendance:
The Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference. IF you do not receive, email pa****@******or.org.

Continuing Education Opportunities
Attendance verification instructions found below. Questions? Contact Rebekah Pavlik.
Continuing Education Opportunity:
BACB® Learning CEs
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days.

BACB® Learning CEUs (6.0 anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 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.) For attendance verification, an evaluation and code submission quiz with a 100% score needs to be completed for issuance of continuing education.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

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 Forms). You need to get all codes correct for all six (6) presentations to earn your Certificate (100%). No partial credit is offered. (Suggestion: If in-person, take a photo; If virtual, take a screenshot of the codes.)
The link to start the process is below. An email will be sent to all conference attendees at 4:30 pm (EST) near the end of the conference with the link and instructions.
Presentation recordings will be available for 14 days post-conference. Recording links are scheduled to be emailed by Thursday, October 10 (earlier if possible). The deadline for completing the online evaluation and code quiz is Friday, October 25.
Start the process with your evaluation of our conference: https://forms.gle/QmELBq6ZrkB5epKDA
Certificates will be emailed to the email address used when you registered. Certificates will be emailed from be**********@***il.com within 30 days of the final deadline date (14-days after recordings are sent). Please review all continuing education information online and in communications.
Post-conference instructions/information is also found on our Event Listing on behavior.org.

Thank You to Our Platinum Sponsor

Hank and Susanne Pennypacker & Family

Thank You to Our Bronze Sponsor

Michelle “Misha” Holdsambeck

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Presenter Bios/Abstracts/Learning

REGISTER

Presenter Bios/Abstracts/Learning

Schedule

Invited Speakers

Tim Hackenberg, PhDReed College

Christy Alligood, PhD, BCBA-DThe University of Kansas

Erica Feuerbacher, PhD, CAAB, BCBA-DVirginia Polytechnic Institute and State University

Alexandra KurlandThe Clicker Center

Susan G. Friedman, PhDUtah State University
Behavior Works

Panel Moderator

Claire St. Peter, PhDWest Virginia University

with Introduction by

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

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Presenter Bios/Abstracts/Learning

6th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2024-11-08 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
Thank you for attending! If you completed the attendance verification process, continuing education certificates were sent from cc*************@******or.org on December 4. If you did not receive, contact Rebekah Pavlik at pa****@******or.org.
Recordings links were emailed to registered attendees on Thursday, November 14 at 4:30 pm. Recordings will be available until Monday, December 2, for home-study. Certificates will be processed on that date. If you did not receive, contact Rebekah Pavlik at pa****@******or.org.
Friday, November 8 – 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.
The conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). Get PDF of Schedule.

Schedule

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Claire St. Peter, PhD, BCBA-D: Using Procedural Fidelity Data to Support Supervisees and Improve Practice
Affiliation:
Department Chair and Eberly Family Professor for Outstanding Public Service, Behavior AnalysisDepartment of Psychology, West Virginia University
Using Procedural Fidelity Data to Support Supervisees and Improve Practice
Abstract:
Procedural fidelity, or ensuring interventions are implemented as designed, is essential for effective behavior-analytic practice. This presentation explores how supervisors can use procedural fidelity data to provide targeted support for supervisees and enhance overall intervention success. By closely monitoring fidelity data, supervisors can identify training needs, provide constructive feedback, and make data-driven decisions to improve practitioner performance. This session will offer practical strategies for integrating fidelity data into supervision processes, highlighting its role in refining skills, promoting consistency, and ensuring the successful application of behavior-analytic procedures. Attendees will learn actionable methods for utilizing fidelity data to elevate both individual performance and client outcomes in applied settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify key components of procedural fidelity and explain how fidelity data can be used to assess the accuracy of intervention implementation.
Differentiate between various forms of fidelity errors and their potential impacts on intervention outcomes.
Describe data-driven methods to enhance supervisee performance.

Presenter Bio:
Claire St. Peter, Ph.D., BCBA-D is an Eberly Family Professor for Outstanding Public Service at West Virginia University and the Chairperson of the Department of Psychology. With over 20 years of experience in behavior analysis, Dr. St. Peter is a recognized expert in the areas of procedural fidelity, treatment integrity, and behavior-analytic supervision. Her research focuses on the effects of fidelity errors on behavioral interventions and developing practical strategies for improving supervision and leadership. Dr. St. Peter has published extensively and has received numerous awards for her contributions to both research and education. She is an active member of several professional organizations, including serving as a Trustee for the Cambridge Center for Behavioral Studies, and regularly presents at national and international conferences.

Dennis H. Reid, PhD, BCBA-D: The Evolving Technology of Staff Training: Advances and Re-Emerging Concerns
Affiliation:
Founder and DirectorCarolina Behavior Analysis and Support Center
The Evolving Technology of Staff Training: Advances and Re-Emerging Concerns
Abstract:
This presentation will review the research foundation, recent advances, and existing concerns with evidence-based training of staff in human service agencies. Initially, the basic criteria for quality training will be described in terms of effectiveness, efficiency, and trainee acceptance. Next, a brief overview will be presented on the research development of performance- and competency-based training with respect to the basic criteria, and how behavioral skills training (BST) subsequently evolved as the current gold standard of training. Recent advances to enhance the efficiency of BST will then be summarized, with a focus on technology-based training that includes video modeling, computer-based training, and training from a distance via telehealth. Concerns with the advances will likewise be described with regard to practical and effective applications within typical human service agencies. Subsequently, the likelihood of a new gold standard of training will be presented, focusing on a hybrid combination of in-person BST and technology-based training components.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Name the three criteria for successful, high-quality staff training programs.
Describe the steps of the current gold standard of training: in-person behavioral skills training
Based on research to date, identify which type of technology-based training has the most evidence to support its effectiveness for training performance skills to staff (i.e., video modeling, computer-based training, or training via telehealth).

Presenter Bio:
Dr. Dennis Reid has over 50 years of experience as a clinician, supervisor, and trainer in educational, residential, and community support settings for people with neurodevelopmental disabilities including autism, 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 refereed journal articles and book chapters focusing on applied behavior analysis and authored or co-authored 17 books as well as three staff training curricula. 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 International Research Award. Dennis is the founder and current director of the Carolina Behavior Analysis and Support Center in Morganton, North Carolina. His company has employed people with severe disabilities in a supported work capacity for more than 25 years.

Ramona A. Houmanfar, PhD: Supervision in Value-Based Governance
Affiliation:
Professor of Psychology and Director of Behavior Analysis ProgramUniversity of Nevada, Reno
Supervision in Value-Based Governance
Abstract:
A human service organization is said to practice value-based governance when the members are granted the opportunity to change the organizational environment in ways that improve it and are reinforced for doing so. By adoption of this approach, supervision is provided in the context of positive reinforcement contingencies for others, and it minimizes aversive or coercive contingencies of others. Moreover, organizational leaders’ actions and supervision practices in this context not only affect the wellbeing of organizational members (e.g., their safety, health, financial security, etc.) but also bear positive or negative impact on consumer practices and community well-being (e.g., education, obesity, cancer, safe or green driving, energy conservation, diversity based health care, etc.). This presentation will provide an overview of ways behavior analysis can contribute to the design of healthy environments that promote well-being of service providers and clients. In addition, an overview of values-based governance, as a means of developing and maintaining well-being and resilience in organized groups will be provided.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe the foundation (concepts, principles, methodology) underlying value-based governance.
Discuss the behavior analytic account of well-being as related to emerging socio-cultural issues.
List environmental conditions in organizations that align with a behavior analytic discussion of wellbeing.

Presenter Bio:
Ramona Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada, Reno (UNR). She currently serves as a trustee of the Cambridge Center for Behavioral Studies, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, editorial board members of the Journal of Organizational Behavior Management, and Behavior & Social Issues, and Coordinator of the Publication Board at the Association for Behavior Analysis International. Dr. Houmanfar has served as the editor of Journal of Organizational Behavior Management, senior co-chair of the ABAI convention, Director of the Organizational Behavior Management Network, President of the Nevada Association for Behavior Analysis, and Co-Coordinator of the Diversity, Equity, and Inclusion Board at ABAI.
Dr. Houmanfar’s expertise and interests in behavioral systems analysis, cultural behavior analysis, and contextual behavioral science have guided her research associated with the analysis of verbal behavior (e.g., symbolic language, leadership communication, team communication), rule governance, value- based governance, and wellbeing in cultural groups including organizations. She has published over 80 peer reviewed publications, and four co-edited books titled “Organizational Change” (Context Press), “Understanding Complexity in Organizations”, “Leadership & Cultural Change (Taylor & Francis Group), and “Applied Behavior Science in Organization” (Taylor & Francis Group) sponsored by ABAI. Other accomplishments include being awarded Association or Behavior Analysis International, and Association for Contextual Behavioral Science Fellow designations.

E. Scott Geller, PhD: The Psychological Science of Effective Leadership: Managing Behavior vs. Leading People
Affiliation:
Alumni Distinguished ProfessorDepartment of PsychologyVirginia Tech
The Psychological Science of Effective Leadership: Managing Behavior vs. Leading People
Abstract:
For optimal organizational performance, it is beneficial to distinguish between management and leadership—managing behavior vs. leading people. This presentation will reveal evidence-based leadership lessons that can bring the best out of a talented and committed workforce. Managers are assigned their position and influence productivity by holding people accountable for their behaviors and performance outcomes. On the other hand, any employee can be a leader, including managers, by inspiring others to be self-accountable and to go beyond the call of duty for human welfare and well-being. These employees enjoy their work, as do the members of their work team, and they try to do their very best for the organization that employs them. They work in an empowering and enriching culture that activates and supports the best qualities of themselves and others. How can such a work culture be cultivated? The answer: self-motivated leadership from everyone in the work culture, as this presentation will elucidate.
Human dynamics relevant to optimizing teaching/learning and the performance of individuals or work teams will be explained, including psychological safety, empowerment, intrapersonal/interpersonal gratitude, self-motivation, and self-transcendence or actively caring for people (AC4P). Applications of behavioral science, especially the appropriate delivery of behavior-based feedback, can benefit each of these human qualities, but some psychological science beyond behavioral science is relevant and will be explicated.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain how certain principles from humanistic psychology can benefit applications of behavioral science.
Define “psychological safety” and specify leadership qualities that enhance psychological safety.
Illustrate techniques for enhancing self-motivation within oneself and among others.

Presenter Bio:
Scott Geller, Ph.D., an Alumni Distinguished Professor at Virginia Tech (VT), has started his 55th year as a faculty member and Director of the Center for Applied Behavior Systems in the Department of Psychology at VT. He has authored, edited or co-authored 52 books, 91 book chapters, 41 training manuals, 277 magazine articles, and more than 300 research articles addressing the development and evaluation of behavioral science interventions to improve quality of life on a large scale. His dedication, talent, and energy helped him earn a teaching award in 1982 from the American Psychological Association and every university-wide teaching award offered at VT. In 2005, he was awarded the statewide Virginia Outstanding Faculty Award by the State Council of Higher Education, and VT honored him with the title of Alumni Distinguished Professor.
Dr. Geller is a Fellow of the American Psychological Association, the Association for Psychological Science, the Association of Behavior Analysis International, and the World Academy of Productivity and Quality Sciences. He is past Editor of the Journal of Applied Behavior Analysis (1989-1992) and Associate Editor of Environment and Behavior (1982-2017), and current Consulting Editor for Behavior and Social Issues, the Journal of Organizational Behavior Management, and the Journal of Safety Research.
Dr. Geller has received lifetime achievement awards from the International Organizational Behavior Management Network (in 2008) and the American Psychological Foundation (in 2009). In 2019, the American Psychological Association honored Scott Geller with the Nathan H. Azrin Distinguished Contributions to Applied Behavior Analysis Award. In 2024, the Virginia Association for Behavior Analysis (VABA) initiated the annual “E. Scott Geller Award for Distinguished Service to Applied Behavioral Science.”

Pamela L. Neidert, PhD, BCBA-D: Cultivating Teaching, Scholarship, and Service Repertoires: The Learning Environment at the Edna A. Hill Child Development Center
Affiliation:
Associate Professor, Department of Applied Behavioral ScienceUniversity of KansasDirector, Edna A. Hill Child Development Center
Cultivating Teaching, Scholarship, and Service Repertoires: The Learning Environment at the Edna A. Hill Child Development Center
Abstract:
The field of applied behavior analysis and demand for behavior-analytic services have grown substantially in recent years (BACB, 2024; Pastrana et al., 2018). As a result, there is a continued (perhaps, increased) need for effective education, training, and mentorship of students in behavior analysis (Falcomata, 2018). The mission of the Department of Applied Behavioral Science (ABS) at KU is to promote individual, family, and community development through the integration of teaching, research, and public service. The ABS department provides training to behavior analysis students at both the undergraduate and graduate level. Undergraduate training enhances students’ abilities to understand, analyze, and develop solutions to socially relevant problems. Graduate training prepares researchers and scientist practitioners in the discovery, translation, application, and communication of knowledge for solving socially relevant problems. This presentation describes the Edna A. Hill Child Development Center, one of the department’s research and training centers, and the ways in which opportunities are arranged for undergraduate and graduate students to learn and refine effective teaching, research, and service repertoires.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Explain why there is an increased need to ensure effective education and training of students in behavior analysis.
Describe several similarities and differences between undergraduate and graduate training in behavior analysis.
Identify at least one arranged learning opportunity at Edna A. Hill Child Development Center for each critical skill repertoire (teaching, research/scholarship, and service).

Presenter Bio:
Dr. Pamela Neidert received her M.S. in Special Education from the Johns Hopkins University in 1999 and her Ph.D. in Psychology (Behavior Analysis) from the University of Florida in 2007. Currently, she is an associate professor in the Applied Behavioral Science department and director of the Edna A. Hill Child Development Center at the University of Kansas. Dr. Neidert has been a BCBA since 2004 and an LBA Kansas since 2016. She has over 25 years of experience working with children and adults with various intellectual and developmental disabilities in several different settings (hospitals, schools, residential placements, and vocational programs). Dr. Neidert and her graduate students conduct research on the assessment, treatment, and prevention of behavior disorders. They also conduct research on strategies to facilitate the acquisition of critical skills by children with and without intellectual and developmental disabilities. Specific areas of interest include strategies for the development of language, social skills, self-help skills (e.g., toileting, feeding), and the maintenance and generalization of treatment effects in new environments. Dr. Neidert has served on the editorial boards of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. She has published over 35 empirical articles and conducted over 60 presentations of her work at local, state, and national conferences.

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

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

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

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

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

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

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

Schedule

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

Parking: Attendees may park in the Mississippi Parking Garage (circled in red) – it is right off of Oread Ave. Attendees can then walk through the breezeway (circled in blue) to get to the conference at the KU Student Union (circled in green). The conference is held on the 5th floor in the Woodruff Auditorium. Link to Visual PDF
VIRTUAL:
Instructions with Zoom link & password to be emailed to registered attendees the week of the conference.
University of Kansas campus area in Lawrence, Kansas – Google Map:

Sponsor this Conference

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsors

REGISTER

REGISTER

Schedule

Invited Speakers:

Claire St. Peter, PhDWest Virginia University

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

Ramona A. Houmanfar, PhDUniversity of Nevada, Reno

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

Pamela L. Neidert, PhD, BCBA-DUniversity of Kansas

Panel Moderator

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

with Introduction by

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

ABACLive Webinar with Dr. Alison M. Betz
2024-11-15 12:00 - 15:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Alison M. Betz, PhD, BCBA-D presents “Enhancing Safety Through Behavioral Approaches”
Friday, November 15, 2024
12:00 am – 3:00 pm (Eastern/NY)
Recordings available until 12/01/2024
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.3 IACET CEUs
3.0 BACB CEUs
3.0 QABA CEUs
3.0 Credit Hours for Psychologists* (Introductory)
3.0 IBAO CEUs (APA)
See Page 2 in brochure for Applicable CE Provider Statement

*ABAC is an APA Approved Continuing Education Sponsor. APA has requested that Sponsors not use the phrase “APA credit Hours” as this implies that APA is awarding credit. CE credit is awarded by ABAC, which is approved by APA to offer CE to psychologists. APA approval to award CE credit is also accepted by other professional organizations.
Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
In this comprehensive webinar, Dr. Betz will delve into the application of the evidence-based safety practices Terry McSween presents in his Values-Based Safety approach and discuss practical insights aimed at fostering a culture of safety, reducing incidents, and promoting well-being. Throughout the presentation we will explore how a behavioral approach can be implemented to improve workplace safety across different industries. Dr. Betz will spend time describing how to use assessment to identify the most common areas of risk and where injury is most likely to occur. Next, Dr. Betz will describe how she uses the information gathered during the assessment to design and implement the most effective solutions. Case studies will be presented from two very different industries, healthcare and fleet management, to highlight how to navigate the practical issues, barriers, and overcome obstacles to achieve desired results. Throughout this 3-hour presentation, Dr. Betz will provide foundational knowledge that a participant can use to determine how this approach may be effective within their workplace and additional resources to get started.
Learning Objectives:
By the end of this event, participants should be able to:

Identify critical steps within the behavioral approach to improving workplace safety.
Learners will be able to identify critical features of the assessment procedures described.
Learners will be able to identify appropriate solutions when given case example assessment data.

Presenter Bio:

Dr. Alison Betz, VP of Clinical Product Development and Senior Consultant, is a distinguished scholar and practitioner in the field of behavior analysis. Holding a Ph.D. from Utah State University and having completed a postdoctoral fellowship at the esteemed Munroe-Meyer Institute, University of Nebraska Medical Center, Dr. Betz brings a wealth of academic rigor and practical expertise to her work.
With a background in academia, including faculty positions at Florida Institute of Technology, Dr. Betz has cultivated a versatile skill set, teaching a range of subjects from verbal behavior to organizational behavior management (OBM). Her commitment to advancing the field is evident in her primary research and clinical interests, which span the behavior-based safety, supervision and leadership, and evidence-based treatment for individuals with autism and other intellectual disabilities. Dr. Betz’s contributions extend beyond the classroom and clinic, with numerous publications in prestigious behavioral journals and co-authored book chapters. Recognized for her expertise, she has served on the editorial boards of prominent publications.
Through her work at ABA Technologies, Dr. Betz continues to drive innovation and excellence in behavior analysis, providing cutting-edge solutions to individuals and organizations seeking to effect positive behavioral change.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

18th Annual Conference on Autism: Research-Based Solutions
2025-04-04
NOTE: Presentation recording links were emailed to those registered on 4/7/2 at 5:45 pm. IF you did not receive, contact Rebekah Pavlik at pa****@******or.org.

A one-day conference featuring leading experts in fields of Science, Special Education, and Autism Spectrum Disorders.
Friday, April 4, 2025 – 9:00 am – 5:15 pm (Eastern Timezone)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days post-conference. (For those seeking Psychology CE Credits, there is an additional testing process to be completed for asynchronous/home-study completion.)
Of benefit to Behavior Analysts, Psychologists, Teachers, Speech-Language Pathologists, Special Education Providers, School Administrators, Students and Parents & Caregivers
Recordings will be available for 14-days post-conference for home-study.
Groups of five (5) or more coming in-person from one organization/team are offered a discount. (See pricing.) If you have a group of 20 or more for in-person or virtual, please contact pa****@******or.org.

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Invited Speakers & Moderators

Bridget A. Taylor, PsyD, BCBA-D, Moderator with Panel: Caring for Caregivers: Discussing the Role of Compassionate Practices in Applied Behavior Analysis
Bridget A. Taylor, PsyD, BCBA-DCo-founder and CEO, Alpine Learning GroupSenior Clinical Advisor, Rethink
with
Nancy Marchese, PhD, CPsych, RBA (Ont), BCBA-DCEO and FounderBreakthrough Autism
Britany Melton, MEd, BCBADirector of Research and Training,Journeys Autism Center
Mary Jane Weiss, PhD, BCBA-D, LABADean, Institute for Applied Behavioral ScienceDirector, PhD Program in Applied Behavior Analysis, Endicott College
Caring for Caregivers: Discussing the Role of Compassionate Practices in Applied Behavior Analysis
Abstract:
Taylor et al (2019) issued a call to action to the field of ABA to evaluate the integration of compassionate care into service delivery. Compassionate care is a foundational value within the science of ABA, but more attention is needed to define, measure, and teach these skills to practitioners. In this panel, various approaches to studying compassionate care will be reviewed, including qualitative interviews with caregivers, the identification of component skills important to supporting parents of children with autism, and the measurement of behaviors that convey compassion in direct service interactions with clients. The panel will address challenges in definition, measurement, training, and generalization.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify at least 2 component skills relating to supporting children with autism and their family.
Identify at least 2 ways to measure compassionate behaviors in direct service contexts.
Identify at least 3 themes from qualitative interviews with caregivers that are important during service delivery.

Presenter Bios:

Dr. Bridget A. Taylor is the co-founder and CEO of Alpine Learning Group and serves as the Senior Clinical Advisor for Rethink Behavioral Health. She co-hosts Our Next Guest, a popular interview-style webinar series featuring live discussions with renowned behavior analysts on topics relevant to both clinicians and families. A Board Certified Behavior Analyst and Licensed Psychologist, Dr. Taylor has played a pivotal role in the field of applied behavior analysis and autism intervention for over 35 years. She is a past president of the Behavior Analyst Certification Board and a former Associate Editor of the Journal of Applied Behavior Analysis. Currently, she serves on the board of the Society for the Experimental Analysis of Behavior (SEAB). Dr. Taylor’s recent work explores compassionate relationship-building with families when providing clinical services to individuals with autism. In recognition of her outstanding contributions, she has been honored by the Association for Applied Behavior Analysis International (ABAI) and awarded the prestigious ABAI Fellow designation.

Britany Melton, MEd, BCBA, is the Director of Research and Training and has been in the field of ABA for over 10 years. She received her master’s degree from Endicott College in Special Education and Applied Behavior Analysis. Britany has worked in a variety of settings including educational, residential, and clinical and is currently the Director of Research and Staff Training at Journeys. Britany has extensive experience managing ABA clinics and organizational behavior management. Her research and practice interests include compassionate care, functional long-term outcomes, and the treatment of severe problem behavior. Britany’s passion for ABA and science has led her to pursue her PhD in Applied Behavior Analysis at Endicott College where she is currently enrolled.

Nancy Marchese discovered her passion for the field of Applied Behavior Analysis (ABA) in 1998 when she first started working with children and adolescents with autism. Since then, she’s had the privilege of working with hundreds of children and adolescents with autism and their families across Ontario, Canada. Nancy is the CEO and Founder of Breakthrough Autism.
A Board Certified Behavior Analyst – Doctoral Level (BCBA-D) and Clinical Psychologist, Nancy completed on her PhD in Behavior Analysis through Endicott College. She takes pride in the fact that she stays connected with the latest research, which she incorporates into her client’s programming. Nancy has published research in the Journal of Applied Behavior Analysis (JABA) and Behavior Analysis in Practice (BAP). She has also presented at both local and international conferences. She is the 2020 recipient of the Patrick Judge Clinical Dissemination Award presented by Endicott College. She is also the 2019 recipient of the “President’s Award for Service Excellence” award and the 2015 recipient of the “Excellence in the Contribution to Behavior Analysis” award both presented by the Ontario Association of Behavior Analysts (ONTABA). Nancy is the Past President of ONTABA. Finally, based on her extensive expertise and clinical experience, Nancy was appointed to serve on the ASD-Clinical Expert Committee (CEC) for what was formerly known as the Ministry of Children and Youth Services in Ontario, Canada.

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

Pamela Peterson (She/Her) PhD, BCBA-D, LABA: Early Intensive Behavioral Intervention: Considerations for Service Delivery
Pamela Peterson (She/Her) PhD, BCBA-D, LABADirector of Early Intervention, Melmark New England
Early Intensive Behavioral Intervention: Considerations for Service Delivery
Abstract:
Early Intensive Behavioral Intervention (EIBI) is the implementation of behavioral intervention with young children during the first several years of life. EIBI is often provided for children with autism ranging in age from 1 to 5 years of age in home-based or community (i.e., childcare) settings. Several factors present unique considerations related to service delivery for children receiving EIBI. For example, families with children entering EIBI have often received fairly recent news of their child’s diagnosis. As a result, EIBI is often the family’s first exposure to autism and behavior analytic intervention, placing clinicians in the position of both building rapport with and educating families who are in the initial stages of processing a diagnosis, are managing stressors related to having a child with autism, and who may enter intervention with misconceptions related to ABA and autism. Additionally, behavior analysts working with young children are also often responsible for establishing foundational “learning-to-learn” skills that facilitate learning and set the occasion for more complex repertoires. Direct care staff are often asked to teach these skills in the context of play and to utilize natural environment teaching (NET) techniques during daily routines, both of which require a level of fluency with these strategies in order to take advantage of multiple learning opportunities while maintaining the child’s interest and attention. Lastly, behavior analysts delivering EIBI are tasked with collaborating with families on the identification of skills that may decrease or prevent the development of severe topographies of challenging behavior while acknowledging that young children often engage in developmentally- and socially-appropriate forms of challenging behavior. This presentation will discuss these and other considerations related to the delivery of EIBI in naturalistic settings.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe three considerations related to the implementation of EIBI with families with a young child with autism.
Identify considerations for promoting caregiver implementation of and participation in behavioral intervention.
Describe the benefits of natural environment teaching (NET) strategies in the implementation of EIBI and the challenges of effectively training direct care staff to implement NET.
Identify foundational learning-to-learn skills that are targeted in EIBI and how they relate to more complex behavioral repertoires.

Presenter Bio:
Dr. Pamela Peterson is a Board Certified Behavior Analyst and licensed applied behavior analyst specializing in early intensive behavioral intervention (EIBI) for young children with autism. Dr. Peterson has been working in the field of ABA with a focus on EIBI for over 12 years and is currently the director of early intervention at Melmark New England. She received her undergraduate degree from Stanford University and her masters and doctorate degrees in Behavior Analysis through Western New England University. Dr. Peterson has co-authored book chapters on common components of EIBI as well as a peer-reviewed article on the establishment of social referencing in young children with autism in the presence of safe and dangerous stimuli. She currently services as an adjunct lecturer for Regis College and Western New England University. Her current research interests include the emergence and maintenance of complex social repertoires such as imitation, joint attention, social referencing, and observational learning; the implementation of incidental teaching strategies by providers and caregivers; and the evaluation of outcomes of early intensive behavioral intervention for children and their families.

Kimberly A. Schreck, PhD, BCBA-D: The War on Science II: Avoiding Disaster and Protecting the Vulnerable
Kimberly A. Schreck, PhD, BCBA-DProfessor of Psychology, Penn State Harrisburg
The War on Science II: Avoiding Disaster and Protecting the Vulnerable
Abstract:
The war on science has invaded many areas of our lives. Conspiracy theorists and main stream Americans attack scientific results on many battle fronts (e.g., the shape of the earth, vaccines causing autism, climate change, safe health practices). Although during behavior analysis training we must learn the scientific foundations and applications of science, research supports that the war on science has invaded Applied Behavior Analysis. This presentation will protest the war on science by providing (a) continuing evidence on how the war on science has invaded our discipline, (b) strategies for identifying the battles and the variables contributing to their continuation, (c) examples of the ethical implications for avoiding disaster and protecting the vulnerable through science, and (d) battle strategies as you stand on the clinical front lines.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify how behavior analysis has been invaded by the war on science particularly in choices and use of evidence-based practice.
Identify the important battles and variables influencing behavior analysts’ support of non-scientifically based practices and use of treatment practices.
Identify the ethical implications of using non-scientifically based practices in behavior analysis practices.
Provide strategies for evaluating evidence for practices and ethically persuading others to use them.

Presenter Bio:
Kimberly Anne Schreck, Ph.D., BCBA-D® is a Professor at Penn State Harrisburg, where she assisted in creating the Master’s in Applied Behavior Analysis program. She directed the ABA Master’s for the majority of the program’s existence. Dr. Schreck has worked in the field of Psychology and ABA for over 30 years, with 25 years as a faculty member (teaching psychology, ABA, and special education courses). She received her Ph.D. in Psychology (specializing in Intellectual and Developmental Disabilities) from the Ohio State University. Dr. Schreck completed a post-doctoral fellowship in Pediatric Psychology at Columbus Children’s Hospital (now Nationwide Children’s Hospital) with co-appointments with the Heinzerling Memorial Foundation, the Heinzerling Developmental Center, and the Ohio State University. She continues her clinical experience working with individuals with intellectual and developmental disabilities, autism, and neurodegenerative diseases from early intervention to adulthood, with families, and with educational organizations.
Dr. Schreck’s clinical and research interests include ethical practices and evidence-based practices, autism and related issues (e.g., sleep), intellectual and developmental disabilities (e.g., MPS-IIIA), interventions for skill acquisition, and behavior issues. She has published numerous publications classics related to sleep and feeding issues. Dr. Schreck also publishes and presents nationally and internationally on ethical practice. She is a regular reviewer of scientific manuscripts, a member of journal editorial boards, reviewer for national and international dissertations, and a grant reviewer. She has served in a variety of professional service positions including Associate Editor of Behavioral Interventions, member of the Penn ABA Executive Council, grant consultant, member of human research review and human rights committees for various organizations, and a senior research mentor for multiple professionals across disciplines.

Helena Maguire, MS, LABA, BCBA, CDE®, Moderator with Panel: From Risks to Results: Applying Organizational Behavior Management to Workplace Safety in Human Services Organizations
Helena Maguire, MS, LABA, BCBA, CDE®Vice President and Chief Clinical OfficerMelmark New England at Melmark Inc.
with Panel
Jill Harper, PhD, BCBA-D, LABA, CDE®Senior Director of Professional Development, Clinical Training, and ResearchMelmark New England
Katie Salvatore, MEd, BCBA, LABAExecutive Director Melmark New England
Freddie Scibelli, MEd, BCBA, LABAClinical Services Compliance Analyst, Melmark
From Risks to Results: Applying Organizational Behavior Management to Workplace Safety in Human Services Organizations
Abstract:
Organizational Behavior Management (OBM) is a subspecialty of Applied Behavior Analysis (ABA) focused on applying learning principles to enhance employee performance in business, industry, manufacturing, and similar sectors. OBM also has strong evidence-based support within human service organizations, particularly for individuals with intellectual and developmental disabilities. A critical aspect of OBM is implementing evidence-based safety practices that promote a culture of safety, reduce serious incidents, and enhance employee well-being. This presentation/workshop will introduce a behavioral approach within the OBM framework to improve workplace safety in human service organizations. It will address common areas of risk, identify where injuries are most likely to occur, and demonstrate how to design and implement effective systems to enhance safety and ensure system integrity. The discussion will focus on key OBM strategies to address priority safety objectives, specifically (a) behavioral safety practices (b) performance diagnostics (c) staff training and supervision and (d) data collection and analysis relevant to safety in the workplace. Critical components of each area will be presented, supported by case studies and research examples. These case studies will illustrate practical strategies for overcoming barriers, ensuring intervention integrity, and achieving sustainable practices. Emphasis will be placed on navigating real-world challenges and assessing the social validity of interventions within the workforce.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify fundamental OBM principles and design strategies aimed at improving workplace safety.
Describe key features of assessment and intervention design for effective safety management.
Identify measurement procedures and performance metrics necessary for evaluating and enhancing systems intervention success.
Analyze case examples to determine and propose appropriate solutions.

Presenter Bios:

Helena Maguire, MS, LABA, BCBA, CDE®: Helena Maguire serves as the Vice President and Chief Clinical Officer of Melmark. She oversees the development and implementation of programs and services, as well as the daily operations for Melmark New England. She develops strategic objectives for the Massachusetts division, and provides leadership to direct reports in order to assure the achievement of these objectives. Mrs. Maguire supports the CEO through various committees and activities, and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all services.
Mrs. Maguire has worked extensively in the field of community based human service delivery systems in Massachusetts. She has served as a Program Director at Vinfen Corporation and as the Director of Adult Services at the May Institute. In both of these positions, Mrs. Maguire was responsible for the development and implementation of the staff orientation training curriculum, training for supervisory personnel and in-service training for all staff. Mrs. Maguire has presented numerous papers on staff management and staff training techniques, both at the local level and at the national level.
Mrs. Maguire is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston and is an instructor for a five-course graduate series on Applied Behavior Analysis.
She earned her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston. She earned her Board Certification in Behavior Analysis (BCBA) in May 2002.

Dr. Harper serves as the Senior Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper received her PhD. in Psychology with a concentration in Behavior Analysis from the University of Florida. She is a Board Certified Behavior Analyst, Licensed Behavior Analyst with the State of Massachusetts, and a Certified Diversity Executive®. Dr. Harper received the 2013 Jerry Shook Practitioner Award from BABAT, Massachusetts’ professional organization for behavior analysts, for excellence in clinical practice. In addition to direct service, she has been actively involved in the field of behavior analysis through academic instruction, training and supervision of staff, as well as the design and dissemination of applied research. Dr. Harper holds an adjunct faculty position teaching and mentoring masters and doctorate level students through Endicott College. Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and maintenance and generalization of treatment effects. Dr. Harper has published her work in several peer-reviewed journals and regularly presents as regional and national conferences.
Katherine “Katie” Salvatore is a Masters level, Board Certified Behavior Analyst currently pursuing her a Ph.D. in Psychology with a specialization in behavior analysis at Capella University. Katie has over 20 years of experience working in the field of children’s day, adult residential, public special education, and multi-state insurance-based autism services.
In her role as Executive Director of Melmark New England, Katie supports Melmark’s CEO, CCO and COO through 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 programmatic services throughout Melmark New England.
She earned her Master of Education at the University of Massachusetts Boston, has been a Board Certified Behavior Analyst since 2011 and is licensed as both a behavior analyst and special education administrator in Massachusetts.

Frederick Scibelli serves as the Clinical Services Compliance Analyst at Melmark New England. He obtained his Master’s degree in severe Special Education from Simmons College in 2011 and completed the University of Massachusetts Applied Behavior Analysis Series, obtaining his Board Certification as an Associate Behavior Analyst in 2014. Joining Melmark New England in 2007, he has held a variety of roles within the organization including ABA counselor, lead special educational teacher, educational coordinator, afterschool program coordinator, and clinical coordinator. In his current role, Freddie supports the Department of Professional Development, Training and Research, assisting with the design and implementation of new hire training and advanced professional trainings, clinical quality assurances, restraint regulation and monitoring compliance training.

Robert H. LaRue, PhD, BCBA-D: Improving Employment Outcomes for Individuals Diagnosed with ASD
Robert H. LaRue, PhD, BCBA-DClinical Professor, Graduate School of Applied and Professional Psychology (GSAPP)Director of Behavioral Services, Douglass Developmental Disabilities Center (DDDC)Rutgers Center for Adult Autism Services (RCAAS)Rutgers, The State University of New Jersey
Improving Employment Outcomes for Individuals Diagnosed with ASD
Abstract:
The transition from the public school system to adulthood represents a challenging and stressful period for individuals with ASD and their families. Supports and services that were entitlements during their school-age years are no longer available, and families often struggle to identify needed resources. The ability to obtain and maintain employment represents a critical developmental step in the lives of most people. While the public school system does well in this regard for individuals who are neurotypical, less favorable outcomes are observed for adolescents and adults with an ASD diagnosis (Friedman et al., 2013; Taylor et al., 2015). In fact, estimates indicate that approximately 50% to 75% of adults with ASD are unemployed after graduation (Bush & Tassé, 2017; Howlin et al., 2004). Despite the importance of employment, the existing research regarding assessment, intervention, and outcomes for individuals with ASD remains relatively sparse. While there have been several studies documenting that people with ASD tend to be employed less, there have been few studies outlining what constitutes best practice to improve employment outcomes. The purpose of the current workshop is to explore some of the barriers that contribute to these poor outcomes and discuss strategies that can be used to overcome them. We will review useful vocational assessment models and to suggest intervention strategies to improve outcomes for this population. The primary goal of the workshop will be to discuss empirically-supported assessment and intervention strategies that can lead to more supportive work environments, better job matching, and improved long-term outcomes.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Describe common employment outcomes for older individuals diagnosed with ASD.
Articulate common barriers to employment for people diagnosed with autism.
Describe evidence-based models of vocational assessment.
Describe intervention strategies to improve employment outcomes.

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

Paul J. Waga, MPP, MEd, BCBA with Co-Presenter: Quality of Life Indicators for Adults Living with Autism and Intellectual Disabilities
Paul J. Waga, MPP, MEd, BCBASenior Director of Adult Services, Melmark
with
Ashley Benedetto, MS Ed, BCBASenior Director of Educational Services, Melmark PA
Quality of Life Indicators for Adults Living with Autism and Intellectual Disabilities
Abstract:
Quality of Life (QoL) is defined by the World Health Organization as an individual’s perception of their life position within cultural and personal contexts, influenced by relationships, health, safety, autonomy, community inclusion, and meaningful engagement.
The presentation will focus on the QoL of adults living with autism and intellectual disabilities, emphasizing its importance in service provision. The presenters will discuss why QoL is crucial for individuals diagnosed with autism and other disabilities and the direct impact to the individual’s well-being, independence, and overall fulfillment.
The presentation will examine QoL through ethical principles such as compassion, dignity, and respect, aligning with professional values like beneficence and integrity. The presenters will also discuss how to integrate contemporary care models at it relates to; compassionate care, cultural responsiveness, trauma-informed care, and assent to illustrate how these variables shape service delivery.
Throughout the presentation, the presenters will offer practical, evidence-based strategies for enhancing QoL through individualized support and advocacy, promoting autonomy and self-direction for a more fulfilling life.
Learning Objectives:
At the conclusion of this presentation, participants will be able to:

Identify strategies to support individuals with autism and other disabilities in ways that upholds humanity, dignity and compassion.

Identify strategies to support assertiveness and choice making to empower others.

Describe how to incorporate various quality of life indicators into an individualized service delivery model.

Presenter Bios:

Paul J. Waga, MPP, MEd, BCBA, is the Senior Director at Melmark Pennsylvania and oversees delivery of quality support and services to all the Melmark Adult Facilities in PA. He has extensive experience working in licensed facilities both on campus-based and in community-based settings. Paul earned a bachelors’ degree in psychology from Rowan University, NJ and a master’s degree in public policy from Drexel University, PA. Since joining Melmark, Paul received his master’s degree in Education in Applied Behavior Analysis from Endicott College and is a Board Certified Behavior Analyst. Paul brings more than 22 years of experience in the field of intellectual disabilities and Autism. When Paul is not focused on service delivery to the individuals entrusted to his care, you will find him with his significant other in Chestertown, Maryland enjoying gardening and the Sassafras River. Paul also enjoys traveling to Kenya, Africa where he as a large extended family.

Ashley Benedetto, MEd, BCBA, is an accomplished leader in the field of special education and applied behavior analysis, with a career spanning over a decade in diverse roles across educational, residential, vocational, and community-based programs. She has a strong background in program development, staff training, and the implementation of evidence-based instructional and behavioral strategies.
Ashley’s career began in direct support roles, where she developed a deep understanding of individualized care and behavioral interventions. She has since progressed through various leadership positions, including Program Manager, Behavior Specialist, Assistant Director, and Director roles, each providing her with valuable experience in managing diverse programs and teams. Currently, Ashley serves as the Senior Director of Educational Services at Melmark PA, where she oversees comprehensive educational programs, ensuring alignment with regulatory standards and best practices in special education. In this role, she is responsible for strategic planning, program evaluation, and fostering inclusive learning environments that empower students to reach their full potential.
Ashley holds a bachelor’s degree in Elementary Education from West Chester University and a master’s degree in Applied Behavior Analysis from Temple University. As a Board Certified Behavior Analyst (BCBA), utilizes a data-informed approach to educational leadership, focusing on personalized instruction, evidence-based behavioral supports, and the effective supervision and development of staff.
Ashley is committed to ongoing professional development and collaboration to enhance educational programming and improve outcomes for individuals with special needs.

Student Research Posters

Schedule

Presentations - Bios/Abstracts/Continuing Education

Student Poster Submission Instructions

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

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

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

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

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Thank you to our Conference Hostand Platinum Sponsor

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Student Research Posters

Schedule

Presentations - Bios/Abstracts/Continuing Education

Invited Speakers & Moderators

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

Pamela Peterson, PhD, BCBA-D, LABADirector of Early Intervention
Melmark New England

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

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

Robert H. LaRue, PhD, BCBA-DClinical Professor
Director of Behavioral Services
Graduate School of Applied and Professional Psychology
Rutgers University

Paul Waga, MPP, MEd, BCBASenior Director of Adult Services
Melmark PA

Opening remarks by:

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

ABACLive Webinar with Dr. Mary Jane Weiss
2025-04-24 18:00 - 20:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Mary Jane Weiss, PhD, BCBA-D, LABA presents “Compassionate Care in Behavior Analytic Work: Progress in Defining, Measuring, Teaching, and Training this Skillset”
Thursday, April 24, 2025
6:00 pm – 8:00 pm (Eastern/NY)
Recordings available until 05/09/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.2 IACET CEUs
2.0 BACB CEUs: Learning
2.0 QABA CEUs
2.0 Credit Hours for Psychologists* (Intermediate)
2.0 IBAO CEUs: General
CEUs available for watching live or viewing the recording. See brochure for more information about our continuing education requirements.

*ABAC is an APA Approved Continuing Education Sponsor. APA has requested that Sponsors not use the phrase “APA credit Hours” as this implies that APA is awarding credit. CE credit is awarded by ABAC, which is approved by APA to offer CE to psychologists. APA approval to award CE credit is also accepted by other professional organizations.
Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
Compassionate care has received a great deal of attention within the field of behavior analysis since the publication of the Taylor et al. (2019) call to action; there is a great deal of consensus about the need to incorporate more training in interpersonal skills to ensure that our clients and stakeholders feel maximally respected and supported. Progress has been made in recent years in several areas that are relevant to this goal; clarity in definitional elements of compassionate care has improved and component skills have been posited. In addition, qualitative research has broadened our understanding of the skill set, tools to measure the demonstration of component skills have been developed, and pilot studies have used evidence-based interventions to teach this clinical repertoire. In this presentation, research in these areas will be highlighted. Additionally, clinical issues such as social validity, generality, and authenticity will be discussed, as well as priorities for future research.
Learning Objectives:
By the end of this event, participants should be able to:

Learners will identify definitional elements of compassionate care and component skills associated with practice.
Learners will identify tools to assess components of compassionate care in behavior analytic practice contexts.
Learners will identify interventions that have been used to train behavior analysts to engage in behaviors associated with compassionate care.
Learners will identify research priorities, including the assessment of generalization and authenticity in the demonstration of compassionate care.

Presenter Bio:

Mary Jane Weiss, Ph.D., BCBA-D, LABA is the Dean of Institute for Applied Behavioral Science and Director of the Ph.D. Program in ABA at Endicott College, where she has been for 14 years. She previously served as Director of Research and Training at the Douglass Developmental Disabilities Center at Rutgers University for 16 years. Her research interests center on defining best practice and humane ABA approaches, integrating compassionate care and cultural responsiveness into behavior analytic service delivery, enhancing the ethical conduct of practitioners, training clinicians to be effective at collaboration, and identifying effective instructional strategies for graduate education in behavior analysis. Mary Jane is also a long-standing member of the research team at Melmark. Mary Jane serves on the Scientific Council of the Organization for Autism Research, is Vice President of the board of Association for Science in Autism Treatment, is on the editorial board of Behavior Analysis in Practice, is on the ABA Ethics Hotline, and serves as a Trustee of the Cambridge Center for Behavioral Studies.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

2025 Annual Meeting of the Trustees
2025-05-23 13:00 - 17:00 (America/New_York)
Our 2025 Annual Meeting of the Trustees is planned for Friday, May 23, 2025.
Our in-person attendees will be meeting at The Chicago School, Washington, DC, campus, thanks to CCBS Trustee T.V. Joe Layng. Our virtual attendees will be logging in through Zoom.
Doors open at 12:45 pm and the meeting opens at 1:00 pm with adjournment scheduled at 4:00 pm (Eastern). Immediately afterward, an informal get-together with light fare is scheduled until 5:00 pm for our in-person attendees.
Brief Schedule:
Dr. Thomas Zane, H.S. Pennypacker Chair of the Board, will call to order at 1:00 pm (Eastern/NY) with Trustees voting for acceptance of the 2024 minutes and for nominated incoming Trustees and Advisors. The financials and past, present, and future projects will be reviewed by Dr. Rob Holdsambeck, Executive Director, with updates from our volunteers who have championed projects. Presentations may be made both in-person and streaming in virtually. The meeting is to adjourn at 4:00 pm (Eastern/NY).
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Center.

Location
In Person on the campus of The Chicago School, Washington DC Campus, or virtually (Zoom link to be sent the week before conference.)
Address:
The Chicago School – 1015 Building1015 15th Street NW, Floor 4 – ROOM 403ABCWashington, D.C. 20005
Marker: The building is adjacent the Starbucks, which is located on the corner of K and 15th Street.
Google Map:
https://maps.app.goo.gl/Z7d2HjVfG9wJq7UR8

Transportation Options:
The easiest way to get to campus is by Metro. The closest stop is the Blue and Orange line’s McPherson Square; both exits are only a block from campus. Farragut North is the closest stop on the Red Line.

Buses are also a convenient commuting option. There are several stops in McPherson Square, Franklin Square, and along K Street NW.

THERE IS NO PRIVATE PARKING for The Chicago School. Street parking is $2.35 per hour, and most of the meters around campus are 2 hours maximum. Many areas are also designated “No Parking” after 4 p.m. for rush hour traffic. Various parking garages are close to campus but have flat all-day fees. The garages beneath the North and South campuses range between $20 to $25 per day. Look out for other garages around campus; some have early bird specials.

Some public parking options include:

15th Parking: 1015 15th St NW, Washington, DC 20005
Colonial Parking: 1133 15th St NW, Washington, DC 20005
Colonial Parking: 1425 K St NW, Washington, DC 20001
Colonial Parking: 1575 I St NW, Washington, DC 20005

REGISTER

Held at The Chicago School of Professional Psychology1015 Building
Washington DC

REGISTER

ABACLive Webinar with Dr. Kathleen Dyer and Dr. Anna Linnehan
2025-06-06 11:00 - 14:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisors Kathleen Dyer, Ph.D., CCC-SLP, BCBA-D, LABA & Anna Linnehan, Ph.D, BCBA-D, LABA, present “Fostering Belonging for Autistic Individuals, Strategies for Behavior Analysts”
Friday, June 6, 2025
11:00 am – 2:00 pm (Eastern/NY)
Recordings available until 06/22/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.3 IACET CEUs
3.0 BACB CEUs: Learning
3 CE credit hours for Psychologists*

Content Area Level: Introductory

3.0 QABA CEUs
3.0 IBAO CEUs: General
See the Additional Information section online or Page 2 of the brochure for Applicable CE Provider Statements

Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract

With recent issues surrounding myths and misconceptions of ABA, it is timely to find ways to develop partnerships with the neurodiverse community. This workshop highlights areas of research from within and outside of behavior analysis to help foster a community where multiple voices are heard. Additionally, as a field of behavior analysis, we need to use our science to provide a contingency analytic framework for fostering belonging.
This workshop introduces a comprehensive framework to engage with and support autistic individuals and communities effectively. Participants will gain access to tools for conducting person-centered assessments, setting individualized goals, and implementing strength-based interventions to foster genuine community, social connection, and a sense of belonging among autistic populations. Strategies for promoting social inclusion and belonging will be presented, focusing on achieving genuine assent, tailoring interventions, and fostering collaborative approaches with families and communities. The tools and strategies discussed will be framed within a compassionate approach to clinical practice and will prioritize inclusive practices for all individuals within the autistic population.

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

Identify direct and indirect assessment methods for the assessment of autistic student’s belonging.
Identify collaborative approaches to person-centered support related to increasing the quantity and quality of social connections in autistic individuals.
Select tools and strategies for use in clinical practice which are framed within an assent-based compassionate approach to strength-based treatment for improving social connection and belonging with autistic individuals.Presenter Bios:

Dr. Kathleen Dyer is an Associate Professor and has served on the faculty of the Institute for Applied Behavioral Studies at Endicott College for the past 11 years. Previous to this position, she served as one of the founders and as Clinical Director of the River Street Autism Program for 25 years. She is a Doctoral level Board Certified Behavior Analyst, Speech Pathologist, and Certified School Administrator. Her research and training techniques have been disseminated widely through national and international presentations, as well as through books, encyclopedias, and articles in peer-reviewed scientific journals. Her research findings in treating core deficits in autism are documented as evidenced-based practices by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project. She has also served as a member of review boards for numerous behavioral journals and serves as an Advisor of the Cambridge Center for Behavioral Studies. Her research and professional interests include the development of effective procedures for improving communication and learning in persons with ASD, choice and preference, treatment of challenging behaviors, staff training and organizational systems change.

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

ABACLive Webinar with Dr. Tara Fahmie
2025-06-27 12:00 - 14:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Trustee Tara Fahmie, PhD, BCBA-D, presents “Ten Tips for Becoming a Productive Writer”
Friday, June 27, 2025
12:00 pm – 2:00 pm (Eastern/NY)
Recordings available until 07/13/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

2.0 BACB Learning CEUs
2.0 QABA CEUs
2.0 IBAO General CEUs
CEUs available to those that watch the live event or view the recording. See brochure for continuing education requirements.

Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
While often associated with treatment for individuals with autism spectrum disorder, the field of behavior analysis has a lot to offer all professionals in the self-management of productive writing schedules. This workshop is designed for students or professionals who find themselves writing assessments, reports, treatment plans, IEP goals, research protocols, manuscripts, reviews, and more. Writing constitutes a large portion of professional correspondence in psychology, and often its efficiency is not directly trained. In this workshop, you will be provided with ten strategies to improve your own writing efficiency. Join Dr. Fahmie in the exploration and transformation of habits that may lead to missed deadlines, missed opportunities for funding, and overall lack of productivity. Participants will complete a workbook to guide the initial self-management of a productive writing schedule, so whether you find yourself avoiding writing tasks altogether, or you simply want to use your time more efficiently, this workshop will get you back on track.
Learning Objectives:
By the end of this event, participants should be able to:

Participants will identify the behavioral characteristics of writing.
Participants will identify strategies for increasing their writing productivity.
Participants will identify habits that hinder the productivity of their writing.

Presenter Bio:

Dr. Tara Fahmie is a Professor and Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). Although her main area of research is in the assessment and treatment of severe problem behavior, she has dedicated considerable time to the improvement of scholarly writing through authorship, editorial board membership, and mentorship of students. She has authored chapters on the writing process, served on conference panels, and conducted several workshops for diverse audiences on writing habits and techniques. By infusing her personal journey of self-improvement in scholarly writing with evidence-based strategies and behavioral concepts, Dr. Fahmie hopes to teach attendees a few key writing skills that will set them up for personal and professional success.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

ABACLive Webinar with Dr. Eduardo J. Fernandez
2025-07-10 19:00 - 21:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Eduardo J. Fernandez, PhD, presents “The Least Inhibitive, Functionally Effective (LIFE) Model: A New Framework for Ethical Animal Training Practices”
Thursday, July 10, 2025
7:00 pm – 9:00 pm (Eastern/NY)
Recordings available until 07/25/25
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

0.2 IACET CEUs
2.0 BACB CEUs: Ethics
2.0 IBAO CEUs: Ethics
See brochure for relevant Accreditation and ACE Provider/Sponsor statements

Please link to the Event on ABAC for detailed Applicable CE provider/sponsor statements.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Abstract
The ethics of animal training procedures have seen dramatic changes in the last few decades, with a movement toward reward-based training methods. These reward-based training practices have also been directly impacted by the behavioral and animal welfare sciences. In the last couple of decades, the Least Intrusive, Minimally Aversive (LIMA) model has been used to describe reward-based animal training methods. However, a number of problems were built into the creation of LIMA, including (a) a lack of clarity in terminology, (b) ambiguity in desired training approaches, and (c) a history of justifying aversive training methods. An alternative approach, the Least Inhibitive, Functionally Effective (LIFE) approach is therefore proposed, which specifies (1) increasing choices by inhibiting less, (2) the importance of function, and (3) defining success as more than simply being effective. LIFE is discussed in terms of its ability to promote optimal training methods and welfare.
Learning Objectives:
By the end of this event, participants should be able to:

Identify some of the major events in the history of both animal ethics and animal training procedures.
Identify the core tenets of the Least Intrusive Minimally Aversive (LIMA) model and some of the problems with this approach.
Identify the core tenets of the Least Inhibitive Functionally Effective (LIFE) model and how this helps advance ethical animal training approaches.

Presenter Bio:
Dr. Eduardo J. Fernandez
Eduardo J. Fernandez is a Senior Lecturer of Applied Animal Behaviour & Welfare and Director of the Animal Behaviour Program in the School of Animal and Veterinary Sciences at the University of Adelaide (Australia). He received his Ph.D. in Psychology (minors in Neuroscience and Animal Behavior) from Indiana University, where he worked with the Indianapolis and Cincinnati Zoo. He received his M.S. in Behavior Analysis from the University of North Texas, where he founded the Organization for Reinforcement Contingencies with Animals (ORCA). Most of his past and current work involves behavioral research applied to the welfare and training of zoo, aquarium, and companion animals. He is a past Postdoctoral Fellow with the National Science Foundation and Research Fellow with University of Washington, where he ran the Behavioral Enrichment Animal Research (BEAR) group, which conducted welfare research with many of the species and exhibits located throughout Woodland Park Zoo. He currently runs the Exotic Enrichment and Learning (EEL) lab, which is dedicated to welfare research to improve the lives of zoo animals. Many of Eduardo’s past publications, research projects, and presentations can be found on his ResearchGate profile:
https://www.researchgate.net/profile/Eduardo_Fernandez18
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

Invited Speakers

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

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

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

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

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

Presenter Bio:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsor

Sponsor this Conference

Schedule

Invited Speakers

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

Molly Benson, MS SpEd, BCBA, LABA, EdS

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

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

Daniel Unumb, Esq.Autism Legal Resource Center

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

with Introduction by

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

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

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

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

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

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

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

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

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

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

A one-day conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.
Please review Continuing Education, below, if seeking to earn BACB Learning CEUs and/or Psychology CE Credits. (Psychology CE Credits regulations have changed; we are no longer issuing for home-study through recordings.)
The conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL). See Schedule
Instructions for both in-person and virtual attendance are scheduled to be emailed from ce****@******or.org (ConstantContact) the week of the conference, typically by Wednesday at noon.

Visit Student Posters!

Schedule

Presenter Bios & Abstracts

Invited Speakers

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

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

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

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

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

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

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

Biography:
Dr. Tara Fahmie is a Professor and Director of the Severe Behavior Program at the University of Nebraska Medical Center’s Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). She earned her master’s degree from the University of Kansas and her PhD from the University of Florida. Dr. Fahmie is a BCBA-D and has over 20 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Her main area of expertise is in the assessment and treatment of severe problem behavior; she has conducted research, authored chapters, and received grants for her global work in this area.

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

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

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

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

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

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

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

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

Biography:
Andressa earned her Ph.D. in Psychology at the University of Florida. She received her B.A. in Psychology from Florida International University and her M.S. in Applied Behavior Analysis (ABA) and Organizational Behavior Management (OBM) from the Florida Institute of Technology. Andressa specializes in Organizational Behavior Management (OBM), which applies the science of behavior to organizations to increase productivity, safety, and staff satisfaction. Andressa has published over 20 articles and book chapters in scientific journals. Her primary research interests include behavioral safety, healthcare procedural adherence and related outcomes, and conditions that promote feedback effectiveness. In addition to research, she is passionate about teaching undergraduates and graduate students about organizational behavior management and behavior analysis.

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

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

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

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, all study to earn continuing education must be done through the live/synchronous presentations on Friday, November 21. The attendance verification process must be completed before recording links are emailed.)

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

Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at MW*******@******nc.org.
Attendees must complete all six presentations in-person or virtually synchronously on Friday, November 21, to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *Psychology CE Credits cannot be earned through recordings for home-study.
It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

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

1565 Irving Hill RoadLawrence, KS 66045

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

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsor

Thank You to Our Bronze Sponsors

Visit Student Posters!

Schedule

Presenter Bios & Abstracts

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

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

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

John Austin, PhDReaching Results

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

Andressa Sleiman, PhD, BCBA-DFlorida Institute of Technology

Plus a Panel with Moderator

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

ABACLive Webinar with Dr. Robert LaRue
2026-02-05 17:30 - 20:30 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Robert H. LaRue, PhD, BCBA-D, LBA-NJ, presents “The Importance of Integrating Choice Into the Lives of Adolescents and Adults Diagnosed with Autism Spectrum Disorder“
Thursday, February 5, 2026
5:30 pm – 8:30 pm (Eastern/NY)
Recordings available until 02/20/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

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

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

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

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

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

Presenter Bio:
Dr. LaRue is a Clinical Professor at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned a dual doctorate in biological and school psychology from Louisiana State University in 2002. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute (now the Marcus Autism Center) at Emory University. He currently serves as the Director of Behavioral Services at the Douglass Developmental Disabilities Center (DDDC) and the Rutgers Center for Adult Autism Services (RCAAS), where he provides consultative support for students and staff providing intensive behavioral services to students and adults within the Centers. His research interests include the assessment and treatment of maladaptive behavior, improving transitional outcomes for adolescents and adults with ASD, the use of behavioral economics in intervention, and the evaluation of psychotropic medications used with at-risk populations. He has authored articles in peer-reviewed journals, written several book chapters, and presented at national and international conferences.
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

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

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

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

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

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

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

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

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

Biographies:
Helena Maguire, MS, LABA, BCBA, CDE®, serves as the Vice President and Chief Clinical Officer of Melmark. She oversees the development and implementation of programs and services, as well as the daily operations for Melmark New England. She develops strategic objectives for the Massachusetts division, and provides leadership to direct reports in order to assure the achievement of these objectives. Mrs. Maguire supports the CEO through various committees and activities, and assumes responsibility for policy development, quality assurance, risk management, regulatory compliance, fiscal integrity, and excellence in care and delivery of all services.
Mrs. Maguire has worked extensively in the field of community based human service delivery systems in Massachusetts. She has served as a Program Director at Vinfen Corporation and as the Director of Adult Services at the May Institute. In both of these positions, Mrs. Maguire was responsible for the development and implementation of the staff orientation training curriculum, training for supervisory personnel and in-service training for all staff. Mrs. Maguire has presented numerous papers on staff management and staff training techniques, both at the local level and at the national level.
Mrs. Maguire is an Adjunct Professor at Endicott College and the University of Massachusetts-Boston and is an instructor for a five-course graduate series on Applied Behavior Analysis.
She earned her Master of Science in Human Services Administration degree from the University of Massachusetts-Boston. She earned her Board Certification in Behavior Analysis (BCBA) in May 2002.
Jill Harper, PhD, BCBA-D, LABA, CDE®, serves as the Senior Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper received her PhD. in Psychology with a concentration in Behavior Analysis from the University of Florida. She is a Board Certified Behavior Analyst, Licensed Behavior Analyst with the State of Massachusetts, and a Certified Diversity Executive®. Dr. Harper received the 2013 Jerry Shook Practitioner Award from BABAT, Massachusetts’ professional organization for behavior analysts, for excellence in clinical practice. In addition to direct service, she has been actively involved in the field of behavior analysis through academic instruction, training and supervision of staff, as well as the design and dissemination of applied research. Dr. Harper holds an adjunct faculty position teaching and mentoring masters and doctorate level students through Endicott College. Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and maintenance and generalization of treatment effects. Dr. Harper has published her work in several peer-reviewed journals and regularly presents as regional and national conferences.

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

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

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

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

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

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

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

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

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

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

Identify some challenges for autism intervention associated with complex needs.

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

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

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

Schedule

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, ONLY live/synchronous study is available.)

BACB® Learning CEUs (6.0): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study* to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education for live/synchronous study by the Monday following the conference. *IF you are seeking to earn BACB® Learning CEUs through watching recordings, you will need to complete a different process, including a question/answer quiz with 3 questions for each presentation. This is a new regulation.
APA Approved Sponsor
Psychology CE Credits (6.0)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at or*******************@***il.com
Attendees must complete all six presentations in-person or virtually from live/synchronous learning to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

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

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

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Thank you to our Conference Hostand Platinum Sponsor

Thank You to Our Gold Sponsor

Thank You to Our Silver Sponsors

Thank You to Our Bronze Sponsor

IN-PERSON REGISTRATION

VIRTUAL REGISTRATION

Call for Student Posters

Become a Sponsor

Schedule

Invited Speakers

Matt Tincani, PhD, BCBA-DProfessor
Temple University

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

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

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

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

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

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

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

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

Opening remarks by:

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

2026 Annual Meeting of the Trustees
2026-05-19 - 2026-05-20 | Hotel Corque, Solvang, CA
REGISTER for in-person or virtual attendance
If you registered to attend our 2026 Annual Meeting of the Trustees, find meeting documents linked below for review before the meeting. Zoom instructions were emailed Saturday, May 16. Contact Rebekah Pavlik at pa****@******or.org for access.)
Tuesday, May 19, 2026 (Pacific Standard Time/California)8:30 am – 4:45 pm Business Meeting4:45 pm – 9:00 pm Social gathering for in-person attendees
Wednesday, May 20, 2026 (Pacific Standard Time/California)9:00 am Board of Directors Meeting9:00 am – 11:00 am Breakout Strategy Meetings11:00 am Formal Adjournment
Documents to ReviewTo save trees, documents for the meeting will only be distributed via the links below. Please review the minutes and nominations prior to the meeting as voting takes place during the first 15 minutes of the meeting. (These are linked on Google Drive. Contact Rebekah Pavlik at pa****@******or.org if you cannot access.)
AgendaMeeting AttendeesMinutes from the 2025 Annual Meeting of the TrusteesNominations for ElectionsDistinguished Scholars 2026-2027
REGISTER for in-person or virtual attendance. Hotel reservation below under “Location and Hotel Reservations.”
Our 2026 Annual Meeting of the Trustees is planned for May 19 – 20, 2026. A 1.5 day event this year! We have an all-day business and planning meeting for Tuesday, May 19, plus more informal break-out meetings planned for Wednesday morning, May 20.mOur in-person attendees will be meeting at the Corque Hotel, nestled in the heart of Santa Ynez wine country. (See LOCATION below.) Our virtual attendees will be logging in through Zoom (Thanks to our hosts from University of West Florida, Center for Behavior Analysis!)
We look forward to your participation as a Trustee, Advisor, Distinguished Scholar or Friend of the Center.

REGISTRATION

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

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

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

REGISTRATION

Corque Hotel400 Alisal RoadSolvang, California

ABACLive Webinar with Dr. Michelle Sereno
2026-06-12 12:00 - 14:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Michelle Sereno, PhD, BCBA-D, presents “All the Shoves Before: Trauma-Informed Assessment in the Context of Familial Trauma“
Friday, June 12, 2026
12:00 pm – 2:00 pm (Eastern/NY)
Recordings available until 06/28/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

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

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

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

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

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

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

ABACLive Webinar with Dr. Claudia Dozier
2026-07-16 17:30 - 19:30 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Claudia Dozier, PhD, BCBA-D, LBA presents “Synchronous Schedules of Reinforcement – Applications for Socially Relevant Behavior Change“
Thursday, July 16, 2026
5:30 pm – 7:30 pm (Eastern/NY)
Recordings available until 07/31/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

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

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

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

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

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

Presenter Bio:
Dr. Claudia Dozier is a Professor and Chair of the Department of Applied Behavioral Science at the University of Kansas. Dr. Dozier’s areas of research include assessment, treatment, and prevention of behavior disorders, as well as schedules of reinforcement, and preference for and reinforcer efficacy of social interaction. Dr. Dozier has served as faculty supervisor and Co-Director of the Edna A. Hill Child Development Center at the University of Kansas. In addition, she and her graduate students provide consultation services to a large residential program serving adults with intellectual and developmental disabilities. In conjunction with this program, they conduct community-engaged research to address important challenges and barriers in service provision for this population. Dr. Dozier has served as an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of various behavioral journals. In 2020, Dr. Dozier received the Steeples Service to Kansans Award for her service to the people of Kansas as a purposeful extension of her teaching and research. In 2024, she was inducted as an ABAI Fellow in recognition of her outstanding contributions to her scholarly work.
Presenter Meets July 2026 BACB CE Instructor Requirements: BCBA-D, a minimum of 3 years teaching, presenting, or mentoring on topic, and topic-related peer reviewed research
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 2 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

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

Invited Speakers

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

SungWoo Kahng, PhD, BCBA-D, LBARutgers University

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

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

Anna Linnehan, PhD, BCBA-D, LABAEndicott College

Kristin Foley, PhD, BCBA-D, LBAEndicott College

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

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

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, ONLY live/synchronous study is available.)

BACB® Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study* to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education for live/synchronous study by the Monday following the conference. *IF you are seeking to earn BACB® Learning CEUs through watching recordings, you will need to complete a different process, including a question/answer quiz with 3 questions for each presentation. This is a new regulation.
APA Approved Sponsor
Psychology CE Credits (6.0 Anticipated)*: Behavior Analysis & Therapy Partners (BATP) is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Behavior Analysis & Therapy Partners (BATP) is approved by the American Psychological Association to sponsor continuing education for psychologists. Behavior Analysis & Therapy Partners (BATP) maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Behavior Analysis & Therapy Partners (BATP) directly through Dr. Michael Weinberg at or*******************@***il.com
Attendees must complete all six presentations in-person or virtually from live/synchronous learning to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

Location - Endicott College, Beverly, MA and online
This is a hybrid event with a smaller in-person gathering or a virtual attendance offering. Our in-person event will be held on the beautiful campus of Endicott College in Beverly, Massachusetts.
For In-Person:
Event Venue: Klebanoff Auditorium, Endicott College. Interactive Campus Map
For parking anywhere on campus, you need to download and print out the parking permit for your vehicle.
Enter the Endicott College main entrance and follow the road up the Hill.
For virtual attendance:
The Zoom meeting link and access information will be sent from be**********@***il.com the week of the conference. IF you do not receive, email pa****@******or.org.

Thank You to Our Silver Sponsor

REGISTER for IN-PERSON
REGISTER for VIRTUAL

with Introduction by

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

ABACLive Webinar with Dr. Matthew Laske
2026-08-07 12:00 - 15:00 UTC | Your desktop or mobile device!
Presented through the ABACLive Cambridge Center Series. Helping those who help others, one live webinar at a time.
CCBS Advisor Matthew Laske, PhD presents “Preparing and Delivering Professional Presentations: A Framework for Presenting to Any Audience“
Friday, August 7, 2026
12:00 pm – 3:00 pm (Eastern/NY)
Recordings available until 08/23/26
This event is FREE for the general public. Or available for a discounted price with:
This Program is Approved for the Following CE Credit Types:

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

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

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

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

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

Presenter Bio:
Dr. Matthew Laske is currently an Assistant Professor in the Department of Behavior Analysis at the University of North Texas and Director of the Organization and Communication Sciences Laboratory. Matthew obtained his Ph.D. in Behavioral Psychology at the University of Kansas under the advisement of Dr. Florence DiGennaro Reed. He obtained his M.A. in Industrial-Organizational Psychology and Human Resource Management at Appalachian State University with Dr. Tim Ludwig. Dr. Laske’s research program centers on organizational behavior, communication sciences, and occupational safety, with a particular emphasis on public speaking, dissemination, and applied workplace interventions. He has authored a book (The Science and Best Practices of Behavioral Safety), peer-reviewed articles, and book chapters. His work spans both basic and applied contexts, from large-scale safety interventions in industry to public speaking coaching and training.
Presenter Meets July 2026 BACB CE Instructor Requirements: PhD, Behavior Analytic Publications, a minimum of 3 years teaching, presenting, or mentoring on topic, and topic-related peer reviewed research
*This event is FREE for the general public. For those that want a certificate of completion for continuing education credits please purchase the discounted CEs. Register on ABAC Website – FREE (NO CEs)
This event is being offered at the discounted ABACLive Cambridge Center Series price for CEUs (Learning). Behavior Analysts may earn continuing education for viewing the live event or recording. Behavior Analysts: 3 CEUs (Learning) Register on ABAC Website to Earn Continuing Education
The ABACLive Cambridge Center Series of webinars are presented by Board of Directors, Trustees, Advisors, Senior Fellows of the prestigious Cambridge Center for Behavioral Studies.
The ABACLive Cambridge Center Series is the result of a collaboration between The Cambridge Center for Behavioral Studies (CCBS) and The Applied Behavior Analysis Center, Inc (ABAC) designed to make behavioral health education accessible to the global community of professionals working to make a positive difference in the lives of others.
Register on ABAC Website – FREE (NO CEs)
Register on ABAC Website to Earn Continuing Education
Go to ABAC Website for ongoing continuing education opportunities.

8th Annual Behavioral Science: Applications in Leadership & Supervision Conference
2026-11-13 | University of Kansas, KU Memorial Union, Lawrence, KS, 66045, United States
A one-day conference featuring leaders in the field of Applied Behavior Analysis, Organizational Behavior Management, and Autism, to discuss critical issues in supervision important to Behavior Analysts (BCBA-Ds, BCBAs, BCaBAs & RBTs) and other professionals, such as psychologists, teachers, and special educators.
Please review Continuing Education, below, if seeking to earn BACB Learning CEUs and/or Psychology CE Credits. (Psychology CE Credits regulations have changed; we are no longer issuing for asynchronous through recordings.)
The conference will be presented in Kansas and through Zoom in the Central Time Zone. An introduction is planned for 8:30 am (CENTRAL) with presentations starting at 8:45 am and ending at 4:45 pm (CENTRAL)

Invited Speakers

Summer Bottini, PhD, BCBA-DMarcus and Emory University

Mark Alavosius, PhDUniversity of Nevada, Reno

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

Claudia Dozier, PhDUniversity of Kansas

Natalie Andzik, PhD, BCBA-DNorthern Illinois University

Plus a Panel with Moderator

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

Continuing Education Opportunities
Continuing Education opportunities:
BACB® Learning CEUs and Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists)
This is a hybrid in-person and virtual conference. Recordings will be available for 14 days. (For those seeking Psychology CE Credits, ONLY live/synchronous study is available.)

BACB® Learning CEUs (6.0 Anticipated): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference. Continuing Education Provider No.: OP-04-0058
Attendees must complete all six presentations in-person, virtually or through recordings available for 14 days post-conference for asynchronous home-study* to earn CEs. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education for live/synchronous study by the Monday following the conference. *IF you are seeking to earn BACB® Learning CEUs through watching recordings, you will need to complete a different process, including a question/answer quiz with 3 questions for each presentation. This is a new regulation.
APA Approved Sponsor
Psychology CE Credits (6.0 Anticipated)*: Amego Prepare is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.
In case of a complaint, about Psychology CE Credits, contact Amergo Prepare directly through Dr. Michael Weinberg at or*******************@***il.com
Attendees must complete all six presentations in-person or virtually from live/synchronous learning to earn Psychology CE Credits. (Partial credit will not be issued.) An evaluation and code quiz with a 100% score needs to be completed for issuance of continuing education. *Although recordings will be available, you may ONLY earn Psychology CE Credits through live attendance and you must complete the attendance verification process by the Monday following the conference at midnight.
Questions or concerns? Contact Rebekah Pavlik at pa****@******or.org.
Participants are responsible for knowing and meeting the CE requirements of their licenses or certifications.

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

1565 Irving Hill RoadLawrence, KS 66045

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