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10 Things RBTs Hate About You: Reviewing RBT Feedback to Improve Our Supervision Skills – Group
Quality supervision is imperative to ensure both effective treatment to the populations we serve, as well as ensuring the proper development of the next generation of BCBAs. BCBAs often rely on past experience with their previous supervisors to guide their supervision styles, but an often overlooked source of feedback is directly from the RBTs we supervise. This presentation will review submissions by RBTs across the country, highlighting specific areas they feel their supervisors can improve.
Learning Objectives:
- Identify quality supervision practices
- Learn how to effectively deliver feedback
- Learn how to request and receive feedback.
- Use strategies based on behavior principles in their supervision practices
- Identify areas where RBTs feel they need the most support
- Improve supervisor-supervisee relationship building skills.
8 Hour Required Supervision Training 2.0 – Group
This course meets the requirements for the 8 hour supervision training 2.0 required by the Behavior Analyst Certification Board. This training program is based on the BACB Supervisor Training Curriculum Outline (2.0) but is offered independent of the BACB. To access the supervisor training curriculum 2.0 from the BACB, click on this link and scroll to the appropriate section: https://www.bacb.com/supervision-resources/
A Skillset to Set you Apart: How to Level Up with Instructional Design – Group
“Instructional Design” is a nebulous term with many meanings, and everyone in the field of ABA has different experiences with it. So, what does it really look like to design instruction for ABA programming? Amy Evans will summarize the “need-to-knows” of instructional design terminology and processes. Then, Liz Lefebre will walk you through several examples of how an expert instructional designer tackles complex, but common problems in ABA programming. You’ll gain ideas for improving your design of programs like tacting features, see-say sounds, and manding. As a bonus, you’ll learn about the key component skills to clear up discrimination errors between echoic and intraverbal stimuli. To get the most out of this workshop-style event, bring a specific program to focus on during the guided activities.
Learning Objectives:
- Participants will identify critical features of skills
- Participants will identify variable features of skills
- Participants will learn to sequence skills appropriately
- Participants will create an instructional sequence for a program of their choosing
- Participants will describe the process of designing ABA programming
ABA Business Bootcamp – Organizational Essentials, Leadership, Basic Finance for BCBAs – Group
Do you own an ABA business? Are you thinking of starting an ABA business? If your answer to one of these questions is “YES”, then this webinar is for you! Grab a venti latte and spend some time learning how to manage and grow your business! The webinar will be broken up in to 4 primary segments – Financial Metrics and Management, Talent Acquisition and Retention, Operational Efficiencies and Future Trends.
- Attendees will be able to identify the most important financial metrics they need to be monitoring, measuring and managing in their ABA business.
- Attendees will be able identify at least 5 strategies that can be used in their ABA business to create operational efficiencies.
- Attendees will be able to name at least 4 trends in the ABA services industry that are relevant to their business.
ABLLS-R, AFLS, VBMAPP, ESDM, PEAK!?!? Choosing the Right Assessment for Your Learner with Autism – Group
A variety of assessment options exist for identifying skills to target for learners diagnosed with Autism and other developmental disabilities. Many practitioners are trained on a specific assessment with little regard to the appropriateness of that assessment for the learner. This presentation discusses how to individualize the assessment process to create the most effective intervention program for each learner. Additionally, video examples are provided that demonstrate how to observe a learner and assess skills without using a commercially available assessment.
Participants will be able to:
- Describe at least 3 different commercially available assessments for learners with autism
- Identify at least 1 commercially available assessment for young learners with autism
- Define the term “core” assessment and explain how this can be used to develop intervention
- Describe the 4 different learner profiles and identify typical assessments/programs used for such profiles
- Conduct assessments with learners without using a commercially available assessment
- Identify at least 1 assessment that can be used to address barriers to learning
ACT with Families: It is All About Relationships – Group
As behavior analysts, our jobs are larger than just the client in front of us – they include shaping the behavior of caregivers, siblings, parents, and the whole environment that supports the client’s learning and behavior. Behavior analysts often fail to recognize the significance and power of a strong therapeutic relationship with the entire family. This presentation seeks to introduce Acceptance and Commitment Therapy (ACT) to behavior analysts as a framework to not only improve behavioral flexibility within the context of their sessions with clients, but also to improve and enhance therapeutic outcomes with parents, families, and within the clinician’s own life. The importance of compassionate care, behavior analytic descriptions of ACT processes, and practical strategies for implementing ACT will be discussed.
- Attendees will be able to label the 6 core processes of ACT
- Attendees will be able to describe the goal of ACT
- Attendees will be able to identify two main culprits that contribute to human suffering
- Attendees will be able to describe ways that ACT can help improve relationships with families and improve client outcomes.
Applying Pragmatism to Improve Student Progress – Group
This event will discuss the forgotten client- our students and supervisees. As instructors (either in University or clinical settings) we tend to forget that our students’ progress is a direct result of the contingencies we design to help them acquire the skills they need to be successful. While we are quick to be optimistic and analytic for our identified service recipients, the field tends to gravitate towards mentalism and dogmatism when it comes to supervisees that are not responding to our instructional program. This event reminds BCBAs how to use the science of human behavior- pragmatism, empiricism, contingency management- to create behavior change systems that work for each and every student/supervisee and to troubleshoot ineffective they progress.
- Attendees will discriminate between mentalistic and radical behavioral explanations of lack of student progress.
- Attendees will identify examples and nonexamples of pragmatic approaches to behavior analytic instruction.
- Attendees will be able to evaluate students’ progress, analyze causes of performance deficits, and recommend solutions for individuals that are not acquiring new skills at an appropriate rate.
- Attendees will be able to state the advantages of using learner efficiency as a pragmatic measure of student skill acquisition.
Are You Training Analysts or Interventionists? Providing Effective and Ethical BACB Supervision – Group
The Behavior Analyst Certification Board provides guidelines to Board Certified Behavior Analysts for provision of effective supervision. However, discussions on social media forums such as Facebook raise concerns about the quality of supervision received by students in the field of Behavior Analysis. This webinar focuses on discussing key components in providing effective supervision, teaching supervisees to engage in problem solving using the evidence based practice framework, and how to promote behavior analytic skills over solely implementing interventions. The webinar provides information to attendees about how to provide effective supervision to supervisees in accordance with BACB® guidelines for supervision and the Professional and Ethical Compliance Code. A large focus is placed on teaching supervisees to problem solve, which is a required topic in the BACB® supervision curriculum.
Learning Objectives:
- Explain the difference between an analyst and interventionist
- Explain the 3 prongs of the Evidence-Based Practice Model
- Identify how the EBP model is different from empirically supported treatments.
- Explain how the BACB® PECC supports the use of the three pronged EBP model
- Train others to apply the 3 pronged EBP model
- Identify evidence-based methods for teaching problem solving
Best Practices in Behavioral Skills Training, Functional Communication Training, and Demand Fading – Group
One of the core functions of a behavior analyst’s job is to determine how to arrange the environment to promote skill acquisition and reduction of challenging behavior. Functional communication training, demand fading, and behavioral skills training are all intervention packages that can be used to achieve this goal. The purpose of this webinar is to review the literature related to each of these intervention packages and provide video examples of how to successfully apply each of these strategies. A thorough analysis of these interventions is crucial in creating intervention environments that result in a happy and motivated learner and decrease the reliance on traditional extinction procedures. Participants receive access to example intervention protocols to support implementation of demand fading, functional communication training, and behavioral skills training.
Participants will be able:
- To summarize the research on demand fading
- To summarize the research on behavioral skills training
- To summarize the research on functional communication training
- To explain how demand fading can be used as an alternative to traditional extinction procedures and describe the steps to follow to successfully implement demand fading
- To explain the steps to implement to promote successful implementation of functional communication training
- To describe how behavioral skills training can be used with clients to promote acquisition of skills
Break out of the Skinner Box! Evidence-based Practice, What It Is and What It Isn’t – Group
Behavior analysts are required to implement procedures based in the science of behavior analysis and derived from the research. Current trends within our field seem to focus on implementing “evidence- based” procedures, usually taken from a list of procedures recognized by a secondary entity such as What Works Clearinghouse as opposed to using an analytical and problem solving approach. The purpose of this presentation is to highlight some common practices within behavior analytic intervention and discuss the evidence-base relating to these practices. The presentation concludes with discussion of evidence- based practice as a problem-solving model and an example of this application with a child diagnosed with autism.
Learning Objectives:
- Participants will be able to summarize the research for at least 3 commonly used behavior analytic interventions
- Participants will be able to summarize the research for at least 2 less commonly used interventions
- Participants will be able to explain considerations that should be made when determining if something is evidence-based
- Participants will be able to explain the continuum of research from no research to well-established
- Participants will be able to describe and provide examples of resources versus interventions
- Participants will be able to describe the three prongs of the evidence-based practice model
Children are People Too – Group
Society in general is set up to maintain the power differences between adults and children, to the detriment of both. Children should be seen as fellow human beings, with their own agency and autonomy and as such, this should be supported and celebrated. If we are to achieve safe, meaningful and compassionate relationships with the children in our lives, we need to identify where we hold power and be ready to share this. This webinar will raise some important questions about how we can “Do Better” when it comes to helping the next generation.
Learning Objectives:
- The participant will be able to define “adultism” and what the “adult gaze” is.
- The participant will be able to explain what power differentials are between adults and children and how to reduce these.
- The participant will be able to explain why we should always comfort an upset child and how we might be predisposed to use extinction and/or punishment if we don’t.
- The participant will be able to provide examples of how “lagging skills” can impact a learner’s behaviour and why we need to be proactive, instead of reactive in our approach.
- The participant will be able to identify how adults demonstrate hypocrisy and double standards.
Couch-to-Camp 2020: Online Conference (recorded) – Group
- Recorded conference
- Up to 21 Learning Type II BACB® CEUs available (2 Ethics & 2 Supervision CEUs included)
SPECIAL NOTE: This course does not offer a handout version of each session for notes
Creating an Inclusive Workspace for a Neurodiverse WorkForce – Group
This webinar provides discussion around processes for supporting a neurodiverse workforce. After reviewing concepts relating to neurodiversity, a case study of application within Del Mar Center for Behavioral Health is provided.
Learning Objectives:
- Attendees will be able to demonstrate understanding of the concept of neurodiversity
- Attendees will be able to identify techniques for assessing the inclusivity of their environment
- Attendees will be able to list 1 strategy for creating an inclusive space within the physical environment
- Attendees will be able to to list 1 strategy for creating an inclusive space within the social environment
Design Instruction Better: Going Beyond the 3 Term Contingency – Group
This webinar provides a basic overview of critical features of Instructional Design and resources available to learn more about instructional design. Developing a basic understanding of instructional design is an important component to creating effective programming for skill acquisition.
Participants will be able :
- To define instructional design
- To describe and provide an example of at least 1 type of learning
- To provide at least 1 example of how to apply instructional design research to program development
- To provide at least 1 example of feature analysis
Do Better Collective – Community Expectations and Ethical Guidelines – Group
The purpose of this webinar is to provide members of The Do Better Collective with some examples of how the Code can be interpreted to interact with an online professional community, how to recognize the difference between disliking someone’s opinion and a potential code violation, how to approach someone who may be engaging in a potential code violation within The Do Better Collective, and how to respond to the possibility of a potential code violation within The Do Better Collective.
Don’t Be Afraid of the Funky Blue Chart: Breaking Down Skills and Analyzing the Environment Better – Group
Precision teaching is a method of data analysis that allows behavior analysts to maximize progress. However, many behavior analysts do not receive training on the core components of precision teaching and how it can benefit their clients. The purpose of this webinar is to summarize these components and provide examples of how precision teaching and the Standard Celeration Chart can be used within behavior analytic interventions to enhance decision making and client progress. Participants receive access to example intervention protocols and materials to support further understanding of precision teaching.
Participants will be able :
- To explain the core components of precision teaching
- To summarize the research relating to precision teaching
- To explain and provide examples of component/composite analysis
- To explain and provide examples of frequency building
- To explain at least 1 way the standard celeration chart can improve visual analysis of data and decision making
Early Intervention: Routines, Problem Solving, and Assessments, Oh My! – Group
Students and clients who can tell cohesive and coherent personal stories are more likely to have higher language and literacy outcomes and report past experiences to appropriate authorities (e.g., report abuse, feelings about a previous situation). Even before students are able to write legibly, they can learn critical storytelling skills that generalize from oral to written language.
This presentation will present an overview of research on the use of an oral storytelling intervention to improve the writing skills of early learners. Participants will receive a copy of the article and learn how to use a provided tool to measure the quality of written and oral narratives produced by clients or students.
LEARNING OBJECTIVES:
- Participants will identify the key structural elements of written and oral narrative language (i.e., story grammar)
- Participants will generate 1 written personal narrative based on knowledge and skills learned within the presentation
- Given a writing sample, Participants will quantify the quality of the narrative using a provided tool (Narrative Language Measure Flow Chart)
- Participants will explain how oral narrative language is related to written narrative language
- Participants will be able to name at least one behavior analytic intervention targeting oral narrative or written narrative language skills instruction
Early Intervention: What I Wish I Knew in Grad School – Group
Behavior analysts frequently work in Early Intervention settings with populations birth to 3 years of age but do not receive behavior analytic training on typical child development and developmental research. This webinar discusses some of the key aspects of developmental research that all behavior analysts should be familiar with when working in EI settings. Additionally, participants will learn about different behaviorally based interventions and procedures to use with children birth to three that more closely emulate the natural environment and typical development. Participants receive access to supporting documents that provide examples of how to develop a routines based plan for families, a decision tree for determining how to structure intervention, and literature summaries relating to imitation and autism.
Participants will be able to:
- Provide a basic explanation of the Early Start Denver Model and how it is behavior analytic in nature
- Explain the importance of focus on social interaction and development with the birth to three population
- Identify the steps of the imitation procedure used within the Early Start Denver Model
- Identify resources for working with EI populations and explain how those resources support implementation of behavior analytic interventions
- Analyze whether or not skills being targeted for a birth to 3 client are being taught in the most appropriate fashion
- Identify at least 3 strategies that can be used to promote engagement within the EI setting
Effectively Developing Reinforcers, Play, and Leisure Skills – Group
The purpose of this webinar is to teach attendees how to identify goals and deficits relating to building reinforcers, play behavior, and leisure skills and use this information to develop effective interventions to improve the quality of life for the clients that we serve. Additionally, this webinar includes a discussion about the difference between play and leisure skills and provides recommendations on how to effectively program for these two drastically different skillsets.
Learning Objectives:
- Attendees will be able to state at least 2 reasons for lack of play skills
- Attendees will be able to provide at least 1 example of how to build reinforcers
- Attendees will be able to describe at least 2 differences between play and leisure skills
- Attendees will be able to identify at least 1 resource for teaching play, leisure, and social skills
- Attendees will be able to provide at least 1 example of how to teach social skills
How to Teach Motor Coordination and Emotional Regulation Skills – Group
Activities of daily living, vocational tasks, and leisure skills require a broad use of muscle coordination. Skills ranging from turning a doorknob to playing basketball will be covered. Emotional regulation skills such as mindful breathing and body awareness help learners stay calm and are crucial for social interactions and academic achievement. Together, motor coordination and emotional regulation skills account for the most basic foundation of learning. This session will introduce a practical, hands-on approach to developing muscle coordination (both gross and fine) and emotional regulation programs. Participants will learn the skill sequences for teaching motor movements and emotional regulation for a variety of purposes and with many types of learners.
- Participants will define terminology related to motor planning and emotional regulation.
- Participants will identify the 3 main muscle groups related to motor foundation skills.
- Participants will explain why motor coordination and emotional regulation account for the basic foundation of learning
Meanwhile at Work: Recognizing and Disrupting Microaggressions in the Behavior Analytic Workplace. A panel discussion and hands on workshop – recorded group
RECORDED VERSION
This experiential event opens with a panel of behavior analysts of color sharing their experiences with microaggressions in the work place. Then, attendees will engage in hands-on exercises to grow their skill sets in disrupting microaggressions in the workplace.
*Pay what you can (please note proceeds raised from this event are being used to fund additional anti-racism professional development events)
Military Cultural Humility – Group
Every culture shares with its members common values, practices, language and perspectives. These unique features drive the members’ motivation, perception, behavior and expectations. To maximize your work with members of the military and veteran community, it is essential to understand their culture. Attendees will learn about the culture itself, why people join the military, and why they sometimes struggle after military service. Common language, customs and styles of interacting will be taught to the learners to help them optimize their work with members of this community.
By the end of the session, learners will be able to:
- List reasons why people typically join the military.
- Describe differences in the cultures of the Army, Air Force and Navy.
- Explain common cultural features across all branches and how to tap into these to optimize your work with this community.
Navigate Challenging Behavior Better – Group
This webinar focuses on going beyond the typical training provided on functions of behavior and behavioral assessment to provide attendees with a more comprehensive understanding of how to navigate challenging behavior. Dr. Miller provides an overview of how to truly conduct functional assessment and analysis and reviews research in support of advancements in functional analysis technology such as the Interview Informed Synthesized Contingency Analysis (Hanley, 2015). She then provides a deeper dive into considerations relating to ethical and flexible application of extinction, addressing stereotypy, and maintaining analysis when designing behavior intervention plans. This webinar includes video examples and access to a google drive folder with example programs.
Participants will be able to:
- Describe the primary purpose of functional assessment
- Identify at least 1 benefit to using advancements in functional analysis technologies
- Explain at least 1 ethical consideration regarding extinction
- Explain 1 treatment option for stereotypy
- Describe the importance of maintaining analysis in developing behavior intervention plans
- Describe at least 1 general guideline to follow when addressing challenging behavior
ODD: An Overview for Behavior Analysts – Group
When you are asked to work with a child diagnosed with Oppositional Defiant Disorder, what does that label tell you about the child?
Often, psychiatric labels describe the topography of behavior, not the function or context.
In this webinar, we will look more deeply at the ways children diagnosed with ODD respond in unexpected ways, and what we can do to help them.
Learning Objectives:
- explain the criteria for ODD diagnosis, common co-morbidities
- overview of emotional self-regulation process.
- describe the importance of cultural competence and one way to address implicit bias.
- describe coercive control
- identify common ABA strategies that are not effective for students diagnosed with ODD
On Setting Boundaries, Self-Care, and Burnout – Group
A chance for those of us who care for others to spend some time learning
Practical Functional Assessment and Skills Based Treatment: Treatment Overview, Common Pitfalls, and Tips for a Successful Intervention – Group
Learn about the SBT process and some tips and tricks to get your treatment off the ground!
Learning Objectives:
- Participants will understand how to set up SBT treatment in a variety of settings
- Participants will have an understanding of how to move through the treatment
- Participants will have tools to problem solve common issues that arise in treatment
Rediscover Your Roots: Putting the Analysis Back in Behavior Analysis. Part 1: Barriers to Learning – Group
Many behavior analysts are trained on curricula instead of receiving training on how to use behavior analytic research to analyze learner behavior. This is a skill set that one must possess to be an effective behavior analyst. While no one checklist, training, or curriculum can teach this skill in its entirety, the purpose of this webinar is to provide behavior analysts training on identifying common barriers to learning and addressing them using the science of behavior analysis.
Learning Objectives. Participants will be able to:
- Identify poor learner performance,
- Explain why it is important to address poor learner performance
- Determine if a faulty behavior chain exists and explain how to address it
- Teach learners to overcome common skill deficits that interfere with learner performance
- Address common challenging behaviors that interfere with learner performance
Rediscover Your Roots: Putting the Analysis Back in Behavior Analysis. Part 2: Discrepancy Analysis – Group
This presentation continues the discussion relating to analyzing barriers to learning in order to promote effective skill acquisition for learners. Discrepancy analysis is defined and the presenter provides examples of conducting a discrepancy analysis to pinpoint potential barriers and develop programming relating to the barriers. A checklist for conducting discrepancy analyses is provided for individuals to use with their own learners. The materials in this course also provide an excellent resource for training others on one example of ANALYZING learner performance instead of following a cookbook procedural approach.
Learning Objectives. Participants will be able to:
- Define discrepancy analysis
- Explain why discrepancy analysis is a critical aspect in providing effective behavior analytic services
- Conduct a discrepancy analysis with their learners to improve progress in skill acquisition programs
- Describe considerations that need to be made between can’t do and won’t do skill performances
- Describe what observations should be conducted when planning for addressing barriers to learning
- Explain how to tie observations and data collection back to the science of behavior analysis to determine the root problem and develop intervention
Responding to Suicidality in ABA – Group
One hour webinar that discusses suicide and related behaviors from a behavior analytic perspective as well as ways in which clinicians can identify suicide warning signs and respond to them appropriately, safely, and compassionately.
- Describe and differentiate different suicide-related behaviors
- Identify suicide warning signs
- Identify and practice ways to respond to potentially suicidal individuals
Schedule Reinforcement Better: Using Behavior Economics and Matching Law to Improve Client Outcomes – Group
Schedules of reinforcement are integral part of the work behavior analysis do on a day-to-day basis. This webinar provides a basic overview of behavioral economics and matching law to help attendees learn how to extend their knowledge of reinforcement in order to improve client outcomes. Dr. Miller explores a few case examples of how knowledge of breaking points, choice research, and matching law enhanced outcomes for her clients. Participants also receive access to recommended resources and research to improve application of the content after viewing the webinar.
Participants will be able to:
- Define behavioral economics
- Define matching law
- Provide at least 1 example of how to use the research on breaking points to improve behavior analytic programming
- Provide at least 1 example of how to apply matching law to improve behavior analytic programming
Story Telling – Group
Arguably behavior analysis has some of the most amazing outcomes of human behavior change… ever. Yet, we’re over 100 years into this as a community with so many stories that haven’t been heard at the scale required to inspire and motivate change. This workshop will first explore the role of storytelling in the practice of behavior analysis (e.g., Let Me Hear Your Voice). I will then provide a rationale for how to use story-telling within the current behavior analysis climate and culture, including a brief overview of current conceptual and methodological understandings of the role of narrative in behavior analysis and science at large. Participants will then spend approximately 2 hours working collaboratively with other workshop attendees to create a pathway to storytelling that is related to their personal, professional or organizational goals.
- Attendees will be able to state the ABT Method developed by Randy Olson.
- Attendees will be able to state the historical book and factors that lead to the abundance of early intervention work.
- Attendees will be able to state the role of narrative in science communication and pitfalls of not being involved in the process.
Telehealth and ABA: Practical Applications – Group
Course Description:
Research supports the effectiveness of applied behavior analysis delivered through Telehealth (e.g., Wacker et al., 2013; Vismara, McCormick, Young, Nadhan, & Monlux, 2013). The recent rise in social distancing has resulted in an increase in services needing to be delivered via telehealth. It is important for behavior analysts to obtain competency in delivery of telehealth services prior to using this type of service delivery model. This interactive webinar will focus on disseminating information to practitioners about effective telehealth service delivery based on the literature on this topic and the experience of the presenter who has delivered telehealth remote services effectively for the past 10 years.
Learning Objectives:
- Attendees will be able to identify minimum requirements necessary for at least 1 type of telehealth service delivery model
- Attendees will be able to identify and use at least one resource relating to improving their skillsets for coaching and training via telehealth.
- Attendees will identify at least 1 research article demonstrating the effectiveness of telehealth services
- Attendees will be able to identify at least 2 benefits of providing remote telehealth services for families and caregivers when services are delivered competently
The Compassionate and Curious Behavior Analyst – Group
This interactive webinar highlights the importance of engaging in compassionate and curious behaviors to improve our practices as behavior analysts. Various activities are utilized to practice first hand engaging from a place of curiosity, and using compassionate listening skills.
Learning Objectives:
- Participants will be able to explain at least 1 option for improving collaboration
- Participants will be able to explain at least 1 example of how coercion is regularly used in behavior analytic practice
- Participants will be able to explain at least 1 option for how to respond to negative criticisms of behavior analysis
- Participants will be able to self-manage their own responses to information that conflicts with their learning history
The Constant Quest to Do Better – Group
Behavior analysts work in an ever changing environment where it is crucial to maintain interaction with peers and mentors to provide the most effective access to our science as possible. The purpose of this presentation is to explore a few stories of how specific clients or “problems” have resulted in important personal discoveries within the science of behavior analysis. Broad scale technological advancements are an incredible feat to achieve for our science. However, sometimes the most important accomplishments come from the technologies we develop specific to a certain client or experience that we can then more broadly apply to the work we do as behavior analysts. Most often the problem you seek to solve is vastly different from the actual reason for lack of progress in the first place. Attendees of this presentation should leave with a sense of how to pinpoint the relevant problem and develop solutions for solving it.
Learning Objectives
- Attendees will be able to describe how to approach at least 1 barrier to learning
- Attendees will be able to describe why the analysis in behavior analysis is a crucial component of the work behavior analysts do day in and day out
The Ethical Range of Extinction – Group
The presenter will provide a rich and deep description of the use of extinction as a component of behavioral interventions. Both proactive and reactive alternatives will be considered. Extinction is not “evil”, and can provide a powerful means both of decreasing problematic behaviors and of increasing appropriate behaviors. But extinction can produce negative side effects and is sometimes used without sufficient consideration of alternatives. Particular attention will be given to “wait outs”, one reactive alternative to traditional forms of escape extinction, as a way of understanding how degrees of intrusiveness distinguish one use of extinction from another.
Learning Objectives:
- Attendees will be able to list at least 2 potential problems with the use of extinction.
- Attendees will be able to list at least one appropriate use of extinction.
- Attendees will be able to explain how and why “wait outs” can sometimes provide an effective alternative to traditional forms of escape extinction.
- Attendees will be able to identify at least one resource to use to determine the range of extinction to apply in a given situation
- Attendees will be able to identify at least one resource to use to determine interventions for escape maintained challenging behavior
The Parent is Always Right: Effectively Training Parents in Behavior Analytic Interventions – Group
The effectiveness of behavior analytic interventions hinges on how well we can train parents and other caregivers to implement behavioral strategies in the natural environment. The purpose of this webinar is to review parent training materials, policies and procedures, and practices that we use to effectively train parents. Resources that help support effective parent training are also discussed. Participants will learn how to conduct more structured parent training and will receive examples to documents that can be used when conducting parent training.
Learning Objectives:
- Participants will be able to explain recommended guidelines for parent training
- Participants will be able to explain at least 3 recommendations for parent training and coaching
- Participants will be able to explain appreciative inquiry and how to apply it within parent training
- Participants will be able to apply at least 1 strategy for collaborating with parents
- Participants will be able to apply at least 1 strategy for documenting parent training activities
Tired of Turnover? Strategies to Recruit and Retain Quality Staff – Group
Behavior Analysts are truthful and honest and arrange the environment to promote truthful and honest behavior in others.” Behavior Analyst Professional and Ethical Compliance Code, Section 1.04. In order for ABA businesses to attract and retain quality staff they must first establish a culture of integrity. This presentation will focus on specific behaviors that business owners can engage in that are indicators of integrity. In addition to creating a culture of integrity specific recruiting and retention strategies will also be explored that will help ABA businesses both recruit and retain quality staff.
- Attendees will be able to identify 5 indicators of businesses that operate with integrity based on Behavior Analytic literature and the BACB Professional and Ethical Compliance Code.
- Attendees will be able to identify 5 strategies that they can use to recruit quality staff.
- Attendees will be able to identify 5 strategies that they can use to retain quality staff.
Toileting, Feeding, and Sleep, OH My! – Group
This course provides an overview of effective behavior analytic interventions that can be used to address issues arising around toileting, feeding, and sleep. Attendees will receive an overview of literature to explore for these common pediatric difficulties and some examples of how to apply behavior analysis to effectively address these issues.
Learning Objectives:
- Attendees will be able to describe at least 1 common intervention to address food selectivity
- Attendees will be able to describe at least 1 common intervention to address toileting difficulties
- Attendees will be able to describe at least 1 common intervention to address sleeping difficulties
- Attendees will be able to list at least 2 resources relating to addressing issues around toileting, feeding, and sleeping
- Attendees will be able to state at least 1 consideration to take into account when creating toileting, feeding, and sleeping interventions.
Traditional Escape Extinction: Ethical Considerations and a Review of Alternatives – Group
Behavior analytic intervention programs frequently include the use of forced prompting to earn compliance with demands and reduce escape maintained challenging behavior. This approach is effective but can result in an increase in challenging behavior if the challenging behavior is also maintained by attention or can be difficult to implement with clients who are larger in size. Additionally, caregivers and staff may not accept the use of forced prompting and may not implement the procedure during the naturally occurring routine, which also reduces the effectiveness of the procedure. The purpose of this webinar is to explore ethical considerations regarding the use of forced prompting by drawing from the BACB Ethical and Professional Compliance Code and Van Houten et al. (1988). Additionally, the presentation will explore how the 7 Steps to Earning Instructional Control addresses these ethical considerations and whether research in the basic or applied areas supports alternatives to forced prompting such as the 7 Steps as viable options for reducing escape maintained challenging behavior.
Participants will be able to:
- Explain at least four issues that arise when using traditional escape extinction procedures
- Explain how traditional escape extinction procedures hamper the public’s image of behavior analysis
- Explain how the BACB PECC applies to the four issues with traditional escape extinction
- Describe the 7 steps of instructional control
- Provide at least 3 descriptions from basic and applied research that supports the use of alternatives to traditional escape extinction
- Describe future research that needs to be conducted relating to traditional escape extinction
Values-Based Supervision – Group
Utilizing evidence-based practices within supervision can often seem black and white. When we assess the values of both the supervisor and the supervisee, those practices can be applied from a different perspective. This webinar addresses how to establish the supervisory relationship, management feedback within both the supervisor and supervisee’s values, as well as troubleshooting when things feel off.
Learning Objectives:
- How to establish a supervisory relationship within the framework of ACT
- How to provide values-based feedback
- How to assess and troubleshoot supervisory issues with values and evidenced-based strategies.
We Don’t Train Parents: Why Words Matter When Extending Our Science – Group
For over a decade, leaders in our field have suggested a variety of ways we should disseminate our science. We discuss the limitations to those suggestions and offer a more realistic alternative that EVERY behavior analyst in all levels of a company, serving all populations can disseminate our science. We suggest alternative words to use when teaching others about our science, as well as other modifications we can make to our service delivery models to ensure outcomes and promote client buy-in, while staying true to our science.
- Identify at least 5 words/terms/phrases they use with parents that are too technical
- Suggest more appropriate terms for #1 above.
- Identify one way that they can simplify their current parent training to improve parent buy-in.
IMPORTANT! *By completing this purchase, you attest that you understand the group licenses are solely intended for use by groups of people working for the same company. Seats for a course can only be distributed to individuals working for the company listed at checkout. *Please make sure the “company” field at checkout is filled in with the company creating the group license.