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| Mindfulness-Based Interventions for Persons With Autism Spectrum Disorders and Other Developmental Disabilities |
| Friday, January 18, 2019 |
| 2:00 PM–4:50 PM |
| Grand Ballroom A-C |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Nirbhay Singh, Ph.D. |
| NIRBHAY SINGH (Medical College of Georgia, Augusta University) |
 Nirbhay N. Singh, Ph.D., BCBA-D. is a Clinical Professor of Psychiatry and Health Behavior, Medical College of Georgia, Augusta University. He was previously Professor of Psychiatry, Pediatrics and Psychology at the Virginia Commonwealth University School of Medicine, and Director of the Commonwealth Institute for Child and Family Studies, Richmond, VA. His research interests include mindfulness, behavioral and cognitive behavioral treatments of individuals with intellectual and developmental disabilities, and assistive technology for supporting individuals with diverse abilities. He is the Editor-in-Chief of three journals: Journal of Child and Family Studies, Mindfulness, and Advances in Neurodevelopmental Disorders. His most recent books include Psychology of Meditation, Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities, Handbook of Positive Psychology in Intellectual and Developmental Disabilities (with Shogren and Wehmeyer), Handbook of Recovery in Inpatient Psychiatry (with Barber and Van Sant), and Handbook of Ethical Foundations of Mindfulness (with Stanley and Purser). Dr. Singh is a Fellow of the American Psychological Association and American Psychological Science. |
| Description: The workshop will cover (1) mindfulness-based interventions, (2) the braiding of two evidence-based interventions—mindfulness-based practices with positive behavior support (MBPBS), and (3) the basics of mindfulness meditation, overview of different meditation practices, in vivo practice of several meditations, and simple yoga postures based on mindful movements. Instructions will be provided on informal mindfulness practices that can augment formal mindfulness practices. The application of mindfulness in the rhythm of daily life as well as in clinical practice with clients and social interactions with colleagues will be covered. In between meditation instructions and practices, there will be discussions of the evidence base and current research on the use of mindfulness-based programs interventions for persons with ASD and other developmental disabilities. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) practice formal mindfulness meditation practices; (2) practice informal meditation practices and mindful movements; (3) discuss different mindfulness-based interventions used with individuals with ASD and other developmental disabilities; (4) discuss MBPBS and how it is used to alleviate the suffering of family members, caregivers, and individuals with ASD and other developmental disabilities; (5) decrease their stress and enhance joy in their professional and personal lives. |
| Activities: The format combines lecture, guided meditation practice, mindfulness movement yoga practice, and case studies. |
| Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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A Call for Discussion About Scope of Competence in Behavior Analysis |
| Saturday, January 19, 2019 |
| 12:50 PM–1:40 PM |
| Grand Ballroom A-C |
| Area: AUT; Domain: Service Delivery |
| Instruction Level: Intermediate |
| CE Instructor: Matthew Brodhead, Ph.D. |
| Chair: Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
| MATTHEW T. BRODHEAD (Michigan State University) |
 Matthew T. Brodhead is an assistant professor at Michigan State University and the Research Director at the Early Learning Institute. A Board Certified Behavior Analyst-Doctoral, his research examines focused social skill interventions for children with autism. He also writes about conceptual issues relating to the ethical and professional behavior of practicing behavior analysts. He is on the editorial board of multiple journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, The Analysis of Verbal Behavior, and Behavior and Philosophy. He is also the co-guest editor for the forthcoming special issue in Behavior Analysis in Practice on diversity and equity in the practice of behavior analysis. Through workshops and consultation, he has established multiple school-based programs for children with autism, and he has provided training to teachers, related service providers, and behavior analysts both nationally and internationally. Finally, he specializes in program evaluation for both applied behavior analysis and public school placements for individuals with autism. |
| Abstract: The field of behavior analysis has defined its scope of practice through credentialing and licensure efforts. However, scope of competence in behavior analysis has received little discussion. Scope of competence refers to activities that the individual practitioner can perform at a certain criterion level (e.g., the functional analysis is conducted accurately and safely, a skill acquisition program includes critical program components and establishes accurate stimulus control). Given the successful efforts of behavior analysts in growth and recognition of the field, it is time for a robust conversation about scope of competence for the field of behavior analysis. This discussion can clarify how behavior analysts self-evaluate their own scope of competence and how they might expand their scope of competence if the needs of consumers requires practitioners to expand into new areas. |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe risks associated with practicing outside one’s scope of competence; (2) describe elements that improve their own scope of competence; (3) identify systematic ways to identify their own scope of competence. |
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Talking Back to the Ivory Tower: Diversity, Cultural Humility, and Real-Life Practice Priorities |
| Saturday, January 19, 2019 |
| 1:50 PM–2:40 PM |
| Grand Ballroom A-C |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Patricia Wright, Ph.D. |
| Chair: Julia Ferguson (Autism Partnership Foundation) |
| PATRICIA WRIGHT (NEXT for AUTISM) |
 Dr. Patricia Wright’s commitment to ensuring all individuals with autism have access to effective services and supports has guided her work over the past 30 years, from her earliest responsibilities as a special educator, to state and national-level program management. Specific examples of her advocacy include Dr. Wright’s management in the design of a statewide system of support for children with autism for the state of Hawaii, several years as the National Director of Autism Services for Easter Seals, and her industry positions leveraging technology and her current role at NEXT for AUTISM developing innovative service options to increase the quality of life of those living with ASD.
Dr. Wright has held advisory roles for a number of professional associations and advocacy groups, including the Organization for Autism Research's Scientific Council, the Executive Committee for the Friends of the Center for Disease Control and Prevention, Board of Directors for the Association of Professional Behavior Analysts and the Autism Society Panel of Professional Advisors. She has been asked to provide expert testimony at Congressional Hearings and is a frequent contributor in the media, raising awareness of effective intervention for those living with disabilities.
Dr. Wright completed her PhD and Master of Public Health from the University of Hawaii. Her research focuses on the delivery of evidence-based practices in schools and healthcare access for people with disabilities. |
| Abstract: Modern social movements are acknowledging inequity and encouraging discourse and action to bring about change for disenfranchised communities. The ivory towers of academia, and intellectualism specifically, have contributed to an alarming separation of research from the real-world experiences of people living with Autism Spectrum Disorder. Biases that lead to inequity exist within the discipline and application of Applied Behavior Analysis (ABA). Practitioners of ABA can harness society's drive to address such inequities by critically analyzing our field and establishing new repertoires of professional behaviors. Systemic change in the field can promote social justice and improve access to effective ABA services. Promoting professional learning and application of cultural humility, directly addressing diversity, and focusing on socially significant behaviors, can increase the effective, equitable application of the science of ABA. |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define culture and its application to behavior analysis; (2) discuss current data demonstrating inequity of prevalence and treatment access and outcomes across cultures and ethnicities for people living with autism spectrum disorder; (3) identify challenges and solutions to promoting social justice in the application of ABA for individuals living with autism spectrum disorder and their families. |
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