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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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| 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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