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| Relationally Speaking: Programming Using Verbal Behavior Development Theory and Relational Frame Theory |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 14 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Danielle Micera, M.Ed. |
| DANIELLE MICERA (Compass ABA), MAYA OLIVIA STANG (Compass ABA) |
| Description: During this workshop participants will utilize concepts from Verbal Behavior Development Theory and Relational Frame Theory to create more meaningful goals for better client outcomes. Participants will be able to name popular behavioral assessment tools and determine which assessments are best suited for their clients. Utilizing Verbal Behavior Development Theory, members will identify important behavioral cusps to assist with the creation of developmentally appropriate goals. Participants will be able to identify and apply the specific order in which to teach skills, thereby reducing splinter skills. Additionally, participants will be able to use Relational Frame Theory to select more meaningful target behaviors. Participants will be given a tool to use in their practice that will help ensure that behavioral cusps are being met and goals are being selected according to developmental age ranges. |
| Learning Objectives: 1. Participants will be able to name popular assessment tools to help children with autism spectrum disorder increase communication skills. 2. Participants will be able to use Verbal Behavior Development Theory to identify important behavioral cusps to assist with programming for individuals with developmental and communication delays. 3. Participants will be able to use RFT to expand their knowledge when selecting target behaviors to help with generalization. 4. Participants will integrate their knowledge by selecting appropriate goals for a sample client. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. |
| Audience: BCBAs or BCBA students |
| Content Area: Methodology |
| Instruction Level: Basic |
| Keyword(s): programming, RFT, treatment planning, verbal behavior |
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| Staff Training in Adult Service Settings: Key Components to Facilitate Safety and Skill Acquisition |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 17 |
| Area: AUT/CBM; Domain: Applied Research |
| CE Instructor: John M. Guercio, Ph.D. |
| JOHN M. GUERCIO (Benchmark Human Services), VALERIA PASCALE (The Chicago School, ABA For Disability), CHIARA CESARO (Mind The Kids and Aba for disability) |
| Description: The present workshop will identify key aspects of staff trying for direct support professionals (DSPs) or other staff that work in environments where adults with intellectual and developmental (IDD) and Autism Spectrum Disorders (ASD) are served. Crucial components of organizational behavior management (OBM) will be detailed as they apply to training staff that work with adults with significant behavioral issues. The workshop will also enumerate the process by which skill building can be taught in adult service settings and the manner in which staff can be trained to do so. Attendees will be provided with several examples of the application of behavioral science to staff training in environments where the level of risk is elevated and skill building is a must. Case examples and scenarios will be provided to bolster the concepts that are being taught. |
| Learning Objectives: Participants will select different performance deficits of direct support staff (DSP) as they are encountered in the residential setting. Participants will identify the role of organizational behavior management (OBM) in training residential staff in settings where severe aggression is displayed. Participants will match different staff training approaches along with their efficacy and outcomes. |
| Activities: The format will enable attendees to experience lecture on some of the key components of staff training and adult services. There will also be a small group component with exercises and feedback based on the application of the principles acquired in the portion of the workshop. |
| Audience: The audience should have some experience working with adults in residential settings. Though not a necessary component of this experience, it would be beneficial to currently serve in a supervisory capacity of staff at any level that work in human service organizations. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Adult services, OBM, Staff Training |
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| Understanding and Improving Sleep in Children With Autism: Assessment, Analysis, and Behavioral Interventions |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty N-P |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Dag Strömberg, M.Ed. |
| DAG STRÖMBERG (Stockholm University) |
| Description: Sleep problems are frequent in children with autism. Research indicates that behavioral interventions are effective for improving sleep. This workshop will present a description of normal sleep and a behavioral account of sleep. Further, an emphasis will be placed on describing a selection of behavioral strategies to assess, prevent and treat the most common sleep problems in individuals with autism. The participants will be provided with opportunities to practice how to identify environmental causes of impaired sleep. Concrete advice on how to increase the ability to fall asleep and stay asleep through the night will be discussed, with the purpose of providing participants with useful tools to help children develop good habits and routines in their natural environment. Case examples will be provided and discussed. Many of the behavioral interventions presented may also be applicable for other populations, such as typically developing children and adults, with sleep problems. |
| Learning Objectives: After completing this workshop, participants will be able to: (1) Describe sleep and sleep problems from a behavior analytic point of view; (2) Describe the most common sleep problems in children with autism; (3) State at least three assessment tools for understanding sleep problems; (4) Use a sleep diary; (5) Use at least five strategies for improving sleep hygiene; (6) State at least three strategies for sleep training, based on the principles of behavior analysis. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture (a power point, which will be distributed as a hand out) and active learner participation, such as group activities, quiz questions and discussion of case examples and case data. |
| Audience: The workshop content will be at the intermediate level. Basic principles of applied behavior analysis will be briefly described in relation to how they can be used in sleep interventions. However, the workshop is not designed to teach these basic principles to people unfamiliar with ABA. Therefore, the workshop is most appropriate for RBTs, BCaBAs, and BCBAs looking to gain knowledge in this area. Other professionals, such as occupational therapists, psychologists, speech-language pathologists, or special educators, who are familiar with ABA might also find the workshop useful. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): insomnia, sleep, sleep training |
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| Implementing the Early Start Denver Model (ESDM) to Enhance Social Engagement and Play Skills for Young Autistic Children |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty L |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jamie Hughes-Lika, Ph.D. |
| JAMIE HUGHES-LIKA (The NDBI Navigator) |
| Description: The Early Start Denver Model (ESDM) is a comprehensive, evidence-based intervention designed for young autistic children, emphasizing the development of social communication and engagement from an early age. The workshop begins with a review of ESDM's foundational theories and core principles, focusing on its developmental and relationship-based approaches to enhance social engagement. Participants will explore strategies to maximize child attention, increase social motivation, and support reciprocal engagement. Attendees will learn to arrange learning environments that optimize communication and engagement. They will also gain insights into selecting appropriate learning objectives aligned with developmental milestones and individual child profiles, recognizing their cascading effects and supporting behavioral cusps. The workshop proceeds with methods for creating interactive teaching frameworks that promote child-centered activities and embed teaching opportunities within natural interactions, encouraging focused and flexible approaches. Participants will learn how to actively engage young learners, building play-based programs that honor the autistic experience. By the end of this workshop, professionals will be equipped with an understanding of ESDM and practical tools to integrate its strategies, fostering a naturalistic, engaging, and effective early intervention approach to enhance developmental outcomes for young autistic children. Note: This workshop does not offer formal training or certification in ESDM. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
1. Identify at least three key differences in social attention and motivation commonly observed in children with autism.
2. Implement at least four ESDM strategies to increase social engagement in young children with autism.
3. Embed at least two learner goals and objectives within interactive teaching frameworks to maximize learning opportunities for young autistic children. |
| Activities: This workshop will achieve its objectives through a blend of lecture, guided practice, video observation, and group discussion. Core content will be delivered through lecture, with video demonstrations illustrating ESDM strategies in action. To further support participant learning, additional materials and resources will be provided for identifying techniques to support participant learning. |
| Audience: Participants should have an understanding of ASD and support young children (ages 0-4 years) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Early intervention, ESDM, NDBI, Play skills |
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 Trauma-Informed Care in Applied Behavior Analysis (ABA) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Howard |
| Area: CBM/LBD; Domain: Service Delivery |
| CE Instructor: Sara Mulholland, Ed.D. |
| SARA MULHOLLAND (Full Spectrum ABA) |
| Description: Applied Behavior Analysis has been criticized historically due to approaches viewed as rigid, setting inappropriate/unnecessary goals, forcing normalization, and forced compliance. While practitioners know these are not ABA goals or practices, there is always room for improvement within treatment and relation to the public. Incorporating a trauma-informed approach to ABA may be a solution to improving treatment and public opinion. The concept of trauma-informed (TIC) care is gaining traction in multiple disciplines. However, this rarely gets discussed in ABA circles. Part of this is related to mentalistic concepts connected to trauma-informed care, which often do not coincide with ABA practices and thought processes. However, trauma-informed care can align well with ABA’s scientific concepts and treatment practices. This workshop will explore ways to incorporate trauma-informed practices with ABA terminology and treatment while maintaining the evidence-based, scientific foundation of applied behavior analysis. This will be accomplished by examining recent literature regarding ABA as well as trauma-informed care - in addition to exploring the limited research combining ABA and TIC. This will allow connections to ethical issues in ABA as well as discussion and practice creating and maintaining guidelines for the use of TIC in ABA. |
| Learning Objectives: 1. Identify at least 3 reasons TIC is beneficial to ABA therapy. 2. Identify 3 examples of using TIC in ABA therapy. 3. Discuss historical barriers to using a TIC approach in ABA. 4. Identify 3 components of a framework to apply TIC to ABA. |
| Activities: Activities used in this workshop will include lecture, discussions, guided practice activities, breakout group discussions, and large group activities. |
| Audience: Target audience will be intermediate: analysts practicing in the field of ABA for at least 1 year, supervisors, clinical directors, and clinical administrators. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): caregivers, direct service, TIC, Trauma-informed care |
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| Clinician Knowledge of Developmental Milestones as an Ethical Imperative in Guiding Caregiver Participation in Treatment |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 15 |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Stephanie Aline Reinoso, M.S. |
| STEPHANIE ALINE REINOSO (Beacon), JULIE MARSHALL (BEACON Services of Connecticut), KRISTIN STOEKE (Beacon Services of Connecticut) |
| Description: Core deficits seen children with autism and other developmental delays are manifested in atypical developmental trajectories that can be seen early in life. Clinicians working in early intervention should have a strong working knowledge in typical developmental milestone ranges across cognitive, motor, social, emotional, and communication domains, at various ages. Clinicians should also understand the ways in which assessment can help identify types and degrees of skills deficits within these domains so as to better support caregivers and guide interventions. This workshop will help participants identify and explain early developmental milestones to caregivers. Participants will also learn to use a coaching model rooted in behavioral skills training to help caregivers better understand developmental milestones and to carry out targeted interventions that prioritize appropriate sequenced skills. During this workshop, participants will have an opportunity to review assessment results, practice parent coaching, and develop programing using parent friendly language. We will provide the participants with printed materials for information on milestones, mock development of program sheets, and printed documents. Ethical implications related to effective treatment and scope of competence will be discussed throughout the workshop. |
| Learning Objectives: 1. Participants will gain understanding about early developmental milestones tied to risk factors for autism spectrum disorder and/or atypical neurodevelopment. 2. Participant will learn how a parent coaching model rooted in behavioral skills training can be used as a way of improving caregiver knowledge of child development and participation in appropriately sequenced interventions. 3. Participants will be able to describe the benefits of using parent coaching / BST with caregivers as opposed to a more traditional model of ABA service delivery. 4. Given assessment results, participants will learn to support and guide caregiver priorities and to identify opportunities for embedding practice opportunities in natural environments. 5. Given a parent objectives, participants will be able to tie interventions to skill sequences based on milestones and to create an intervention program in parent friendly language 6. Participants will demonstrate how to work collaboratively with parents and guardians while providing effective treatment in accordance with ethical standards. 7. Participants will exhibit examples of how they remain inside their scope of practice while communicating with clients and collaborating with colleagues |
| Activities: Participants will be provided with printed materials for information on milestones, assessments, and worksheets for developing intervention programs. Workshop objectives will be met through a combination of lectures, guided practice, role play, small group work, large group work, and video models. |
| Audience: Intermediate- participants should have a working understanding behavioral skills training and some of the core deficits found in young children with developmental delays. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Early Intervention, Home Based, Natural Environment, Parent Coaching |
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| Applied Behavior Analysis (ABA) in School-Based Settings: Designing Effective Behavior-Analytic Goals and Treatment for Individualized Education Plans (IEPs) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty I-K |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: Rebecca Jane Barall, M.Ed. |
| REBECCA JANE BARALL (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Description: As the demand for behavior analysts in pre-K-12 schools continues to rise, BCBAs may find themselves unfamiliar with the IEP process. They may also lack knowledge about the structure, functions, and mandates that govern educational environments (VanDerwall and Poling, 2021). While various professionals in schools may employ applied behavior analysis (ABA) methods, it is the responsibility of BCBAs to provide dedicated ABA supports tailored to students with disabilities (Giangrecio et al., 2023). BCBAs who have limited understanding of classroom dynamics or who are unsure how to integrate treatment goals in classroom contexts may encounter challenges in supporting student outcomes and collaborating effectively. This can hinder their ability to design achievable treatment goals and support positive outcomes for students. This workshop aims to address these challenges by providing practical resources for the IEP process, including IEP goal banks that apply evidence-based assessment and intervention curricula (e.g., VB-MAPP, EFL). Furthermore, this workshop will cover strategies to navigate non-behavioral treatment recommendations during the IEP process. This workshop aims to provide attendees with tools and resources to hold their seat at the table for IEPs with confidence. The workshop presenter is a former Special Education Teacher, is a Board Certified Behavior Analyst, and has developed hundreds of IEP goals and led 50+ collaborative, interdisciplinary IEP meetings. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply basic knowledge of the Individuals with Disabilities Education Act (IDEA), IEPs, BIPs, Present Levels of Performance (PLOPs) and categories of Accommodations and Modifications; (2) identify characteristics of strong IEP goals that are measurable, observable, and attainable; (3) develop behavior analytic IEP goals tailored to individual student needs; (4) have developed a preliminary IEP goal bank; (5) be able to apply evidence-based assessment and intervention curricula into IEP goals; and (6) have a reference list of resources and continuing education materials to utilize when collaborating with educators. |
| Activities: Workshop objectives will be achieved through a balanced combination of short oral presentation, demonstrations, and hands-on practice. Participants will receive instructional materials and templates to aid in understanding the IEP process, IEP goal development, and evaluating intervention effectiveness. The presenter will demonstrate the application of these processes using case scenarios from over seven years of experience as Special Education Teacher and hundreds of IEPs goals. Following the demonstrations, participants will participate in guided practice to complete the IEP goal-setting process for student based on a provided case scenario, with the option to work on a case from their own caseload if desired. This approach ensures practical application and relevance to participants’ real-world consultation and work experiences. |
| Audience: Practitioners of behavior analysis who aim to work or consult in school-based settings (e.g., public schools, private schools) who want to develop their consultation skills for attainable and measurable IEP goal development, improving student outcomes, and in collaboration with student families, Special Education Teachers, school administration, and related service providers during IEP goal development and monitoring of progress. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): data-based decision-making, IEP development, school-based BCBAs, Special Education |
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| How is Everyone Really Feeling? Rethinking Emotions: A Practical Workshop for Behavior Analysts |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Independence A-C |
| Area: PCH/VBC; Domain: Translational |
| CE Instructor: Anna Linnehan, Ph.D. |
| ANNA LINNEHAN (Endicott College), JILLIAN BALDWIN (Endicott College), SHEILA ANN ANN KLICK (Endicott College), AWAB ABDEL-JALIL (Upstate Caring Partners & Endicott College), ANGELA FUHRMANN-KNOWLES (Endicott College) |
| Description: In 2021, the U.S. Surgeon General released the Youth Mental Health Advisory, emphasizing the critical need to focus on youth mental health, as many young people are unable to access the emotional support they need. Although there has been a call for behavior analysts to study emotions (Friman, et al, 1998) there has been a lack of putting this call into action. Recent advances in neuroscience (Barrett, 2017) and behavior analysis (Layng, 2006, 2017) offer a comprehensive framework for studying emotions, enabling behavior analysts to investigate new intervention strategies previously unexplored. This workshop will discuss recent investigations in neuroscience and their implications for analyzing emotions and emotional behavior through a radical behavioral lens. Drawing on a parsimonious analysis of emotions from Skinner (1963), Goldiamond (1979), and Layng (2006, 2017), attendees will learn about emotions not as internal states but as contingency descriptors, e.g., in the case of "fear" the contingent consequence described is distance by moving away from an event/organism/activity that causes damage and in the case of anger, distancing is achieved by driving away the event/organism/activity. This workshop will also provide strategies for practitioners using this approach to teach emotional awareness, empowering learners to advocate for their needs. |
| Learning Objectives: 1. Distinguish between emotions and emotional behaviors. 2. Describe the key principles of a radical behavioral analysis of emotions, distinguishing emotions as contingency descriptors rather than internal states. 3. |
| Activities: Instructional strategies will include lecture, discussion, and individual as well as small breakout groups activities. Workshop objectives will be met through presentation of material through lecture including a discussion on historical assumptions of emotions based on internal states juxtaposed with current research in neuroscience and behavioral science. Attendees will also work through targeted activities to demonstrate the role of the context in describing emotions and emotional behavior. The format combines lecture, individual and small group activities followed by group discussion. |
| Audience: beginner level |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Contingency Analysis, Emotions, Neuroscience |
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| Teaching Advanced Communication Lessons With Pictures: Comments, Attributes, Intraverbals, and Autoclitics - Oh My! |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Capitol & Congress |
| Area: VBC/AUT; Domain: Service Delivery |
| CE Instructor: Andy Bondy, Ph.D. |
| ANDY BONDY (Pyramid Educational Consultants, Inc.), ALEXIS BONDY (Pyramid Group Management) |
| Description: Within behavior analysis and other fields there is concern about how to teach verbal behavior via pictures beyond manding. We will focus on how to promote the use of attributes within both the mand and tact functions. We will also describe a variety of strategies to promote tacting, including examples from around the world. Intraverbals are the heart of conversational skills, and we will describe strategies to develop a wide array of these skills, including basic information, past/future tense, etc. This section will include an analysis of the role of intraverbal/tacts within lesson design. A deep understanding of the importance of the autoclitic regarding language development, and its unique importance to individuals with ASD, will be reviewed. For example, the word “really” is far more difficult to teach learners with ASD than is commonly anticipated. This section will include how to teach a variety of useful autoclitics, from sentence starters to social reactions, to learners of different ages. The last part of this workshop will involve guided practice in developing these functional lessons for participants’ learners. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) Describe teaching strategies associated with the use of tacts and intraverbals for learners using visually mediated systems 2) Describe the autoclitic, and unique issues for learners with ASD regarding its use and how to respond when used by others 3): Describe key components to lesson plans, including error correction, involving teaching advanced communication lessons by learners using visually mediated modalities |
| Activities: We will use lecture, discussion, small group activities, discuss video examples as well as work on lesson plan formats. We will encourage all participants to design lessons related to tacts, attributes, intraverbals and autoclitics with learners with whom they are familiar. Blank lesson plan forms will be provided to guide lesson planning. |
| Audience: Intermediate with some familiarity with Skinner's basic verbal operants as well as working (or planning to work) with learners using visually mediated communication systems. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Advanced communication, Picture-based communication |
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