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| ABAI Accredited Behavior Analysis Training Programs |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
| 1. Association for Behavior Analysis International (ABAI) Accreditation Board |
| ALYSSA R MCELROY (Association for Behavior Analysis International) |
| Abstract: This poster will provide an update on the Association for Behavior Analysis International Accreditation Board's standards and activities. |
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| 2. Association for Behavior Analysis International (ABAI) Verified Course Sequence Board |
| EMILEE NICOLE BUCCI (Association for Behavior Analysis International), Alyssa R McElroy (Association for Behavior Analysis International) |
| Abstract: This poster will provide an update on the Association for Behavior Analysis International Verified Course Sequence Board’s standards and activities for the Behavior Analyst Certification Board sequences and the Culturo-Behavior Science concentration. |
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| 3. Salve Regina University |
| CODY MORRIS (Salve Regina University), Stephanie Hope Jones (Salve Regina University), Emma Grauerholz-Fisher (Salve Regina University), Natalie Buddiga (Salve Regina University) |
| Abstract: Salve Regina University is a private liberal arts college located in Rhode Island that offers an ABAI accredited graduate training at the master’s level in behavior analysis. Students interested in pursuing a Board Certified Behavior Analyst (BCBA) credential will be provided the necessary coursework and supervision experiences to meet the standards set by the Behavior Analyst Certification Board (BACB) and to be successful practitioners of applied behavior analysis. Salve currently offers a variety of practicum sites to allow students to obtain specialized experience. In addition to courses and practica experiences, students who are admitted to Salve Regina University will have opportunities to engage in and contribute to research conducted by faculty and site supervisors. Thesis options are available for interested students. The following program is ABAI accredited: M.S. in Behavior Analysis, On-Campus (2022-2024). |
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| 4. Behavior Analysis Ph.D. Program at West Virginia University |
| Brennan Patrick Armshaw (West Virgina University), KAREN G. ANDERSON (West Virginia University), Abbie Cooper (West Virginia University), Ray Joslyn (West Virginia University), Kathryn M. Kestner (West Virginia University), Kennon Andy Lattal (West Virginia University), Michael Perone (West Virginia University), Claire C. St. Peter (West Virginia University), Kento Yasukawa (West Virginia Univeristy) |
| Abstract: The behavior analysis program trains students in basic research, theory, and applications of behavior principles. Students develop skills in the experimental analysis of animal and human behavior, as well as a strong methodological and conceptual background for developing behavioral technologies. The basic, conceptual, and applied areas are integrated in the curriculum; however, students may emphasize basic, applied, or both types of research. The following program is ABAI-accredited: Ph.D. in Psychology with a Specialization in Behavior Analysis (2003-2012; 2014-2025). |
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| 5. Behavior Analysis at the Florida Institute of Technology |
| DAVID A. WILDER (Florida Institute of Technology), Bryon Neff (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology), Jonathan K Fernand (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Kaitlynn Gokey (Florida Institute of Technology), Andressa Sleiman (Florida Institute of Technology) |
| Abstract: The Behavior Analysis programs at the Florida Institute of Technology in Melbourne and Orlando, Florida will be presented. The School of Behavior Analysis offers an undergraduate degree in applied behavior analysis (ABA). M.S. degrees are offered in applied behavior analysis, organizational behavior management (OBM), and ABA + OBM. An online MA degree in ABA and a Melbourne campus-based PhD in Behavior Analysis is offered. The following programs are ABAI-accredited: Ph.D. in Behavior Analysis - Melbourne Campus (2014-2024) and M.S. Programs in ABA, OBM, and ABA+OBM - Melborne and Orlando Campuses (2008-2024). |
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| 6. Behavior Analysis at The Chicago School of Professional Psychology, Chicago Campus |
| Rocco Catrone (The Chicago School Professional Psychology), Chivon Niziolek (The Chicago School, College of Professional and Graduate Studies), Shannon Ormandy (The Chicago School), RUTH ANNE REHFELDT (The Chicago School) |
| Abstract: Come stop by our poster and learn about Applied Behavior Analysis (ABA) in Downtown Chicago! We offer MS and PhD degrees in ABA, as well as a Graduate Certificate Program. Our MS program is ABAI accredited and includes a Verified Course Sequence and diverse practicum training opportunities. Our PhD program has weekend classes and prepares students to teach and conduct research in university settings, as well as become lead practitioners, consultants, and supervisors in the field. We also have a bachelor’s completion program with an undergraduate minor in ABA. Our programs provide a solid foundation in the science and philosophy of behavior analysis. We have faculty with diverse interests and expertise, and we encourage our students to apply behavior analysis and analyze behavior in novel ways. The school is located right on the river in downtown Chicago, easily accessible by public transportation. There are numerous opportunities to learn and apply behavior analysis, enjoy views from the river and downtown Chicago from the classrooms, and take advantage of all that Chicago has to offer! The following programs are ABAI-accredited: M.S. in Applied Behavior Analysis - Chicago Campus (2019-2024) and M.S. in Applied Behavior Analysis - Online (2022-2024). |
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| 7. Applied Behavior Analysis Programs at the University of South Florida |
| RAYMOND G. MILTENBERGER (University of South Florida) |
| Abstract: The Applied Behavior Analysis program in the Department of Child and Family Studies at the University of South Florida offers the ABAI accredited master of science degree in applied behavior analysis. This is a 2-year program with a VCS that focuses on research and practice so graduates can get certified as a BCBA or apply to a doctoral program in behavior analysis upon graduation. The University of South Florida Applied Behavior Analysis program also offers a master of arts degree in applied behavior analysis that is fully online. This 2-year program also has a VCS so students can get certified upon graduation. In addition, the USF program has a doctoral program in applied behavior analysis that focuses on developing effective teachers and researchers so students are prepared for academic careers upon graduation. The doctoral program has a mentorship model in which students are accepted to work with faculty mentors who share research interests. Finally, the USF program offers an ABA minor with a VCS for students interested in becoming a BCaBA. The following program is ABAI-accredited: M.S. in Applied Behavior Analysis (2011-2028). |
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| 8. Western Michigan University: MA and Ph.D. Programs in Behavior Analysis |
| JONATHAN C. BAKER (Western Michigan University), Hugo Curiel (Western Michigan University), Anthony DeFulio (Western Michigan University), Sacha T. Pence (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Sarah E. Pinkelman (Western Michigan University), Cynthia J. Pietras (Western Michigan University), Jessica E. Van Stratton (Western Michigan University) |
| Abstract: The Behavior Analysis (BA) masters and doctoral programs at WMU provide intense training in the conceptual, basic, and applied foundations of behavior analysis. In addition to giving students substantial training in a core specialty area (e.g., autism and developmental disabilities, health or safety, behavioral pharmacology, experimental analysis of behavior), the program exposes students to a broad range of applied and experimental areas through coursework, research, and applied experiences. The masters program prepares students for doctoral study or employment at the M.A. level in autism/developmental disabilities, mental health, substance abuse, education, government, and business and industry. The Ph.D. program prepares students for roles as professors and researchers in college or university settings, or systems-oriented applied positions in the human services. The following programs are ABAI-accredited: M.A. in Behavior Analysis (1998-2025) and Ph.D. in Behavior Analysis (1998-2025). |
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| 9. Applied Behavior Analysis at University of Maryland, Baltimore County (UMBC) |
| JOHN C. BORRERO (University of Maryland, Baltimore County), Mirela Cengher (University of Maryland, Baltimore County), Carrie S. W. Borrero (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Matthew Novak (University of Maryland, Baltimore County) |
| Abstract: This presentation will describe graduate training at UMBC. The following program is ABAI-accredited: M.A. in Applied Behavior Analysis (2003-2025). |
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| 10. The Programs in Teaching as Applied Behavior Analysis at Teachers College, Columbia University |
| R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jessica Singer-Dudek (Teachers College, Columbia University), Jo Ann Pereira Delgado (Teachers College, Columbia University), DANIEL MARK FIENUP (Teachers College, Columbia University), Maithri Sivaraman (Teachers College of Columbia University, USA; Tendrils Centre for Autism, India) |
| Abstract: We will present the MA and Ph.D. programs in teaching as applied behavior analysis at Teachers College, Columbia University. We will outline the requirements for each degree and focus on the critical features of our graduate training programs. We will present our three-tiered module system of teacher training program that incorporates verbal behavior about the science (content area expertise), contingency-shaped repertoires (application expertise), and verbally mediated data analysis (analytic expertise). In addition, we will highlight our research and demonstration (R & D) CABAS® model schools, where our students and graduates work and train. |
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| 11. Caldwell University’s Ph.D. Program in Applied Behavior Analysis (ABAI Accredited) |
| KENNETH F. REEVE (Caldwell University), Ruth M. DeBar (Caldwell University), Jason C. Vladescu (Caldwell University), Tina Sidener (Caldwell University), Sharon A. Reeve (Caldwell University) |
| Abstract: Caldwell University, a private liberal arts university located in a quiet suburban New Jersey community near New York City, offers a 90-credit Ph.D. in applied behavior analysis degree program that is accredited by ABAI. The core of the program consists of Caldwell University’s ABAI-accredited 45-credit Master of Arts degree program in applied behavior analysis. Students in the Ph.D. program are required to complete a behavior analytic research dissertation mentored by a faculty member. The Ph.D. program prepares students to work in a variety of applied and academic settings. Caldwell University’s on-campus Center for Autism and ABA provides a BACB-approved practicum experience, with both basic and applied research opportunities, while serving the community. Assistantships and tuition remission for working in the Center for Autism and ABA are available to Ph.D. students on a competitive basis. New Jersey also boasts many successful private agencies and public school programs that work with Caldwell University to support training in behavior analysis and to provide additional practicum experience and employment opportunities. The following programs are ABAI-accredited: M.A. in Applied Behavior Analysis (2014-2024) and Ph.D. in Applied Behavior Analysis (2020-2024). |
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| 12. Caldwell University’s Master of Arts in Applied Behavior Analysis (ABAI Accredited) |
| KENNETH F. REEVE (Caldwell University), Ruth M. DeBar (Caldwell University), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University), Jason C. Vladescu (Caldwell University) |
| Abstract: Caldwell University, a private liberal arts university located in a quiet suburban New Jersey community near New York City, offers a 42-credit Master of Arts degree program in applied behavior analysis that is accredited by the Behavior Analysis Accreditation Board of ABAI. The core of the program consists of an 8-course BACB verified course sequence (VCS; 24 credits). Students in the MA program may complete either a behavior analytic research thesis or a clinical research project mentored by a faculty member. The MA program prepares students to work in a variety of applied settings and for further doctoral study. Caldwell University’s on-campus Center for Autism and ABA provides a BACB-approved practicum experience, with both basic and applied research opportunities, while serving individuals with developmental disabilities in the community. Assistantships for working in the Center for Autism and ABA are available to M.A. students on a competitive basis. New Jersey also has many successful private agencies and public school programs that work with Caldwell University to provide employment opportunities for graduates of the program. The following programs are ABAI-accredited: M.A. in Applied Behavior Analysis (2014-2024) and Ph.D. in Applied Behavior Analysis (2020-2024). |
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| 13. University of Houston, Clear Lake Master of Arts (M.A.) Behavior Analysis Program |
| DOROTHEA C. LERMAN (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Claire Aragon (University of Houston, Clear Lake), Mojolaoluwa Aderinto (University of Houston, Clear Lake), Shelby Desaulos (University of Houston - Clear Lake) |
| Abstract: The Behavior Analysis program at the University of Houston-Clear Lake provides students with a well-rounded foundation in applied behavior analysis through an integrated sequence of coursework, practicum, and research activities. Students obtain competency in theoretical and conceptual issues of behavior analysis, performance management, and the application of basic principles with particular emphasis on interventions for children and adults with developmental disabilities. A variety of practicum experiences are available in home, school, and clinic settings. All students complete individual research projects and deliver original community presentations prior to graduation. Research is student-directed, with opportunities to gain experience in a variety of areas and with various populations. Graduate assistantships and other forms of financial assistance are available to all students. The program is accredited by ABAI and includes a verified course sequence that meets the coursework requirement to sit for the Board Certified Behavior Analyst exam. The coursework also prepares graduates for eligibility to be a Texas Licensed Behavior Analyst. Furthermore, graduates will be prepared to pursue doctoral degrees in psychology or behavior analysis. The following program is ABAI-accredited: M.A. in Behavior Analysis (2010-2025). |
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| 14. Behavior Analysis Program at the University of Nevada, Reno |
| RAMONA HOUMANFAR (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno), Matthew Lewon (University of Nevada, Reno), Matthew Locey (Hampden-Sydney College), Anna Ingeborg Petursdottir (University of Nevada, Reno), Jonathan A. Schulz (University of Nevada, Reno) |
| Abstract: This year marks the 33rd Anniversary of the Behavior Analysis Program at UNR. We look forward to providing an overview of our program updates including the areas of training, faculty scholarly interests, application requirements for those who are interest in our Masters and Ph.D. degrees, and graduate funding opportunities. The update will reflect the following accomplishments: We were awarded the “Organizational Enduring Contribution to Behavior Analysis” by the Society for Advancement of Behavior Analysis in May 2010; the program has conferred 94 Ph.D. degrees; the on-campus Masters program has conferred over 50 Masters degrees; the satellite Masters program has conferred over 100 off-campus Masters degrees in multiple national and international locations; our undergraduate specialization in Behavior Analysis has provided training to over 200 undergraduate students since its accreditation in 2015. Our coursework requirements related to BCBA and BCaBA certifications are verified by the Association for Behavior Analysis International (ABAI). Moreover, we are among a few doctoral training programs that offer training in Culturo-Behavior Science (approved by ABAI). The following programs are ABAI-accredited: The following programs are ABAI-accredited: B.S. in Behavior Analysis (2015-2025), M.S. in Behavior Analysis (2000-2027), M.S. in Behavior Analytic Psychology - Global Institute for Behavior Analysis (2000-2025), and Ph.D. in Behavior Analysis (2000-2027). |
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| 15. Simmons University Department of Behavior Analysis |
| GRETCHEN A. DITTRICH (Simmons University) |
| Abstract: The Department of Behavior Analysis at Simmons University offers outstanding graduate training programs for students seeking to improve the lives of others through the science of behavior analysis, and become leaders within the field. The department offers multiple degree options, with evening classes for working professionals, and campus-based or online instruction. Degree options include: Master of Science (M.S., campus-based or online, 40 credits), Educational Specialist (Ed.S., campus-based, 40 credits), and Doctor of Philosophy (Ph.D., online, 48 credits). Department faculty are skilled educators and leading researchers, with expertise in the experimental analysis of behavior, verbal behavior, stimulus equivalence, behavioral medicine, supervision and training, organizational behavior management, and cultural diversity in behavior analysis. Our rigorous, practice-based curriculum focuses on contemporary research and the full range of applications of behavior analytic principles, across various domains, populations, and clinical practice. The following programs are ABAI-accredited: M.S. in Behavior Analysis, On-Campus (2005-2028). |
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| 16. The Ohio State University's ABAI Accredited Graduate Programs in Special Education |
| SHEILA R. ALBER-MORGAN (The Ohio State University) |
| Abstract: The Ohio State University’s graduate programs in special education have been advancing the field of applied behavior analysis for almost 50 years. The greatest contributions of OSU’s special education program are the program graduates whose work has helped bring evidence-based instructional practices to teachers and students around the world. The Ph.D. program prepares personnel for leadership positions in special education whose research, professional practice, and teaching are guided by the philosophical, scientific, and technological principles of applied behavior analysis. Most of our PhD program graduates take positions in higher education or administration. The Master of Arts (MA) program emphasizes the design, implementation, and evaluation of curricular and instructional interventions to improve academic, social, self-care, functional skills, and vocational skills for individuals with disabilities. Our master’s program equips practitioners with the knowledge and skills necessary for the development and implementation of evidence-based behavioral interventions for improving socially significant behavior across a wide range of diverse learners in applied settings. Most of our MA program graduates take positions as teachers, intervention specialists, or behavior therapists. The following programs are ABAI-accredited: M.A. in Educational Studies, Special Education, Applied Behavior Analysis (1995-2000; 2002-2025) and Ph.D. in Educational Studies, Special Education, Applied Behavior Analysis (1995-2000; 2002-2025). |
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| 17. Science, Skinner, & Surf: PhD & Master of Science in Psychology |
| PEYTON FARMER (University of North Carolina Wilmington), Grace Barnes (University of North Carolina Wilmington), Daphne Kilbourne (University of North Carolina Wilmington), Rebeca Sofia Barba (University of North Carolina Wilmington), Katherine Miller (University of North Carolina Wilmington), Amanda Wilriss (University of North Carolina Wilmington), Rebecca Woodard (University of North Carolina Wilmington), Emily L. Baxter (University of North Carolina Wilmington) |
| Abstract: At the University of North Carolina Wilmington, we are dedicated to providing a well rounded educational experience in the experimental analysis of behavior whether your subjects are human or nonhuman, in the lab or in the natural setting, engage in excessive behavior or need behavior shaped. We have three tracks (ABA, Psychological Science, Neuroscience & Behavior) in our Master's and in our PhD program in psychology in which students can study behavior analysis. All students take core courses in psychology, including statistics and research methods, and in behavior analysis, including learning, small-n design, applied behavior analysis, and conceptual foundations. Students in our applied behavior analysis tracts take additional courses in clinical psychology and complete ABA practica. After graduating, the ABA students are eligible to sit for the BACB certification exam. Students also participate in a weekly graduate seminar in advanced topics in behavior analysis, regional and state conferences, and in ABAI. The following programs are ABAI-accredited: M.S. in Psychology with a Concentration in Applied Behavior Analysis, On-Campus (2023-2028) and Ph.D. in Psychology with a Concentration in Applied Behavior Analysis, On-Campus (2023-2028). |
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| 18. Master's in Behavior Analysis at Salem State University |
| DARLENE E. CRONE-TODD (Salem State University) |
| Abstract: Why should you enroll in our Master of Science in behavior analysis program? We offer a flexible program that provides students the choice to focus their studies on experimental analysis of behavior (EAB) or applied behavior analysis (ABA), or a combination of both. Our expert faculty provide students with unique opportunities to conduct basic or applied research. Our program is fully accredited by the Association for Behavior Analysis International (ABAI) Accreditation Board. Housed in the Department of Psychology, this program requires a total of 37.5 - 39.0credits, and students enrolled full-time can complete this program within two years. Students may also enroll part-time to complete this program in three years depending on the number of courses taken per semester. The following program is ABAI-accredited: M.S. in Behavior Analysis, Hybrid (2022-2026). |
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| 19. University of Nebraska Medical Center’s Munroe Meyer Institute Applied Behavior Analysis Ph.D. Program |
| AMANDA ZANGRILLO (University of Nebraska Medical Center, Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute), Catalina Rey (University of Nebraska Medical Center's Munroe-Meyer Institute), Mary Halbur (University of Nebraska Medical Center, Munroe-Meyer Institute), Bethany Hansen (Munroe Meyer Institute), Cynthia P. Livingston (University of Nebraska Medical Center, Munroe-Meyer Institute), Alice Shillingsburg (Munroe-Meyer Institute, UNMC), Brenda J. Bassingthwaite (Munroe-Meyer Institute; University of Nebraska Medical Center) |
| Abstract: The ABAI-accredited Ph.D. program in applied behavior analysis at UNMC's Munroe-Meyer Institute (MMI) provides students with training experiences that integrate research and clinical practice. Through coursework, specialized practica and research, students develop a strong conceptual background in behavior analysis and its application within human services. Graduates are well-positioned for leadership roles in academic, clinical and research arenas. The main areas of research focus include but are not limited to early intervention for children with autism spectrum disorders, assessment and treatment of severe problem behavior, and pediatric feeding disorders. The Ph.D. program has many unique features including close integration of didactic instruction with clinical and research training provided by leading experts in behavior analysis and structured grant writing training. The students are provided with opportunities to develop skills related to applying concepts introduced in the classroom during coordinated practica, and students receive financial support in the form of a stipend, health benefits, and a tuition waiver. Students are also provided encouragement and support contingent on available funds to present papers at local, regional, and national behavior-analysis conferences. The following program is ABAI-accredited: Ph.D. in Applied Behavior Analysis (2014-2024). |
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| 20. Master’s Program at Jacksonville State University in Alabama |
| C. RENEE RENDA (Jacksonville State University), Makenzie Williams Bayles (Jacksonville State University), Rusty Nall (Jacksonville State University) |
| Abstract: Jacksonville State University is located in Jacksonville, AL, midway between Atlanta, GA and Birmingham, AL at the foothills of the Appalachian Mountains. The master’s program in applied behavior analysis is the only ABAI-accredited program in Alabama, and it offers an ABAI-verified course sequence. Our students complete eight required courses in the conceptual, experimental, and applied analysis of behavior, two required practicum or thesis courses, and three related elective courses. Our overarching goals are (a) to teach future applied behavior analysts to think critically about the conceptual and experimental basis of the field and (b) to train our students to implement scientifically validated behavioral procedures effectively and ethically. Our students study basic behavioral processes in our newly renovated animal research facility, and they can practice applying behavioral principles in basic and applied settings. Visit our poster to learn more about our faculty, coursework, and practicum/research opportunities. The following program is ABAI-accredited: M.S. in Applied Behavior Analysis, On-Campus (2013-2028). |
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| 21. University of North Texas, Department of Behavior Analysis |
| KAREN A. TOUSSAINT (University of North Texas), Shahla Susan Ala'i (University of North Texas), April M. Becker (University of North Texas; University of Texas Southwestern Medical Center), Samantha Bergmann (University of North Texas), Joseph D. Dracobly (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Daniele Ortu (University of North Texas), Christopher Allen Varnon (University of North Texas) |
| Abstract: The Department of Behavior Analysis at the University of North Texas presents their 4 degree programs: Bachelor of Science in Applied Behavior Analysis, Master of Science in Behavior Analysis, Master of Arts in Applied Behavior Analysis, and Ph.D. in Health Sciences with a concentration in Behavior Analysis. The following program is ABAI-accredited: M.S. in Behavior Analysis (1993-2028). |
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| 22. Applied Behavioral Science at the University of Kansas |
| Michael Amlung (University of Kansas), CLAUDIA L. DOZIER (The University of Kansas), Jessica Foster Juanico (University of Kansas), Edward K. Morris (University of Kansas), Pamela L. Neidert (The University of Kansas), Jonathan W. Pinkston (University of Kansas), Jomella Thompson (University of Kansas), Thomas L. Zane (University of Kansas) |
| Abstract: The Department of Applied Behavior Science is housed in the College of Liberal Arts and Sciences at the University of Kansas. The Department exists because a natural science of behavior uniquely helps us understand and improve the human condition locally, nationally, and globally. Our graduate mission is to train scientist-practitioners and researchers in the discovery, production, translation, application, and communication of knowledge for the same purposes. These missions entail four domains of teaching, training, and research: 1. Basic principles of a natural science of behavior; 2. Research methods in basic and applied research, the latter including prevention and intervention research; 3. Historical, conceptual, and comparative foundations; and 4. The extension and application of these domains for understanding and improving the human condition. What makes our missions unique is their foundation in a science of behavior, dedication to rigorous standards of experimental proof, and applications of the science and these standards to solving socially relevant problems. Rigor and relevance, together, are the Department's hallmark, both in making knowledge and taking it to practice. The following programs are ABAI-accredited: M.A. in Applied Behavioral Science (2009-2025) and Ph.D. in Behavioral Psychology (2002-2007; 2009-2025). |
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| 23. Florida State University Master's Program in Applied Behavior Analysis |
| ANDREW C BONNER (Florida State University) |
| Abstract: Florida State University's master's program in Applied Behavior Analysis will be completing its 24th year with over 300 graduates. This is a terminal master's degree program specifically designed to prepare students to become ethical and competent Board Certified Behavior Analysts who can work across a variety of settings and populations. Classes are taught face-to-face by BCBA-D faculty. Students have the option of living in Panama City or Tallahassee. All students have paid assistantships with approved behavior analytic agencies and receive a tuition waiver. The following program is ABAI-accredited: M.S. in Psychology with a Speciality in Applied Behavior Analysis (2007-2024). |
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| 24. St. Cloud State University - Graduate and Undergraduate Education in Applied Behavior Analysis (ABA) |
| STEPHEN F. WALKER (St. Cloud State University), Eunju Choi (St.Cloud State University), Michele R. Traub (St. Cloud State University), Odessa Luna (St. Cloud State University), Benjamin N. Witts (St. Cloud State University) |
| Abstract: St. Cloud State University offers campus-based and fully online Masters of Science degrees in Applied Behavior Analysis, as well as an undergraduate minor. Students in our program gain experience in a wide range of applications, collaborate with faculty on research and clinical work, and gain experience in our state-of-the-art campus clinic as well as with our community partners. Students at SCSU consistently rank among the highest on first-time BCBA exam pass rates and secure employment in the field prior to graduation. The following program is ABAI-accredited: M.S. in Applied Behavior Analysis (1999-2025). |
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| 26. Global Institute for Behavior Analysis University of Nevada, Reno |
| LAURA BARCELOS-NOMICOS (University of Nevada, Reno), Abraao Figueira de Melo (University of Nevada, Reno), Daniel Echevarría Escalante (University of Reno, Nevada), Matisse Rose Lovett (University of Nevada, Reno), Swathi Ragulan (University of Nevada, Reno) |
| Abstract: The Global Institute for Behavior Analysis (GIBA) at the University of Nevada, Reno offers several ONLINE and HYBRID training programs to meet educational needs all over the world. GIBA offers degree and non-degree training programs. Our degree program is accredited by the ABAI Accreditation Board. Customizable professional development courses are available, including RBT training. GIBA provides evidence-based quality online and hybrid instruction. The following programs are ABAI-accredited: B.S. in Behavior Analysis (2015-2025), M.S. in Behavior Analysis (2000-2027), M.S. in Behavior Analytic Psychology - Global Institute for Behavior Analysis (2000-2025), and Ph.D. in Behavior Analysis (2000-2027). |
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| 27. Master of Arts in Applied Behavior Analysis and Clinical Science at Rollins College |
| APRIL MICHELE WILLIAMS (Rollins College), Kara L. Wunderlich (Rollins College) |
| Abstract: The master's program in applied behavior analysis and clinical science at Rollins College involves a junior-colleague model to ensure high-quality mentoring of students. Upon entering the program, students work collaboratively with the faculty in every aspect of professional development, including professional networking, fieldwork experience, conducting research, publications/presentations of research, and goal setting for doctoral study or job placement. Students are matched with one primary advisor for the thesis/capstone process in their final year. The following program is ABAI-accredited: M.A. in Applied Behavior Analysis and Clinical Science (2019-2024). |
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| Behavior Analysis Training Programs |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
| 28. M Ed in ABA at Utah Valley University |
| JANE I. CARLSON (Utah Valley University), Caleb Stanley (Utah Valley University) |
| Abstract: Utah Valley University's M Ed in ABA program is a two-year, cohort model program with a focus on preparing students for careers supporting individuals with autism. The program includes a practicum in which students work with a supervisor at a local agency and receive group supervision through UVU. This collaborative approach to supervision provides students with the opportunity to gain experience while receiving support from experienced practitioners.
Applications are accepted through January 10th and each new cohort begins the program in May. |
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| 29. Behavior Analysis at Louisiana State University Shreveport |
| MARGARET RACHEL GIFFORD (Louisiana State University Shreveport), Seth W. Whiting (Louisiana State University Shreveport), Brenna R Griffen (Louisiana State University-Shreveport), Rosie Nicole Cooper-Neary (Louisiana State University at Shreveport) |
| Abstract: Louisiana State University Shreveport houses both undergraduate and graduate courses in behavior analysis. Faculty across the psychology, school psychology, and education departments are experienced behavior analysts with a variety of different specialties. With one of the largest concentrations of behavior analytic faculty in the state, we are well versed in many areas of behavior analytic research and practice. Currently we offer the following undergraduate courses: Introduction to Behavior Analysis; Behavioral Observation and Assessment; Application of Applied Behavior Analysis; Ethical, Legal, and Professional Issues in Psychology; and Evaluating Practice in Applied Behavior Analysis. Our graduate offerings include a series of courses focused on principles and application with special education populations, children, and within the education system. We are working diligently to improve the quality of behavior analytic services in our community, schools, and clinics. Our goal is to train high quality science-practitioner clinicians to deliver services to those who need them most. Stop by and say hello to learn more about what our university has to offer. |
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| 30. Northern Michigan University Psychology Program |
| CORY TOEGEL (Northern Michigan University), Forrest Toegel (Northern Michigan University), Jacob H. Daar (Northern Michigan University), Adam J. Prus (Northern Michigan University) |
| Abstract: Located in the scenic Upper Peninsula of Michigan on the shores of Lake Superior, Northern Michigan University offers students a 5th Edition Verified Course Sequence that integrates the basic, applied, and conceptual areas of behavior analysis. Additionally, students can build competence through practicum and research experiences, which are available through the state-of-the-art Behavior Education Assessment and Research (BEAR) center and laboratories in the Department of Psychological Science. The comprehensive coursework and high-quality experiential training are designed to produce students who have demonstrated academic excellence in the basic science of behavior and in clinical applications of behavior analysis. Our faculty and staff have a range of specializations which helps students contact a wide range of behavioral science research and clinical programming. Graduates of Northern Michigan’s Master of Science program are prepared to sit for the exam to become Board Certified Behavior Analysts (BCBAs) and pursue doctoral degrees in behavior analysis and psychology. Graduate assistantships, paid clinical positions, and other forms of financial assistance may be available to qualifying students. |
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| 31. Behavior Analysis Program at California State University, Sacramento |
| DENYS BRAND (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento), Ciobha A. McKeown (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento), Becky Penrod (California State University, Sacramento) |
| Abstract: The program at Sacramento State prepares students to practice as M.S.-level board certified behavior analysts, as well as enter doctoral programs in Applied Behavior Analysis or Experimental Analysis of Behavior. Our program is known for its focus on training a small group of highly qualified scientist practitioners. Most of our graduate students publish their research in peer reviewed journals. Our facilities include human and animal (rats) operant laboratories, and a clinical suite for treatment research. Students obtain clinical experience at approved paid
internship sites providing early intervention services to children with autism. Our coursework fulfills the requirements to sit for the national certification exam in Behavior Analysis (BCBA). |
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| 32. Eastern Michigan University's Clinical Behavioral Master's Program |
| ADAM M. BRIGGS (Eastern Michigan University), Claudia Drossel (Eastern Michigan University), Tamara Loverich (Eastern Michigan University), Elizabeth Neilson (Eastern Michigan University), James T. Todd (Eastern Michigan University), Thomas J. Waltz (Eastern Michigan University) |
| Abstract: The Clinical Behavioral Master's Program prepares students for the professional practice of psychology in diverse areas. The program uses behavioral science as its foundation for instruction in assessment, clinical case formulation, and treatment. The curriculum is person-centered, evidence-based, and designed to support a broad scope of practice. As such, the curriculum challenges students to understand clinical presentations in terms of how an individual's history and current life circumstances influence present functioning. This contextual understanding of the person is used to inform the selection and tailored application of evidence-based behavioral therapies to help clients achieve their goals.
The program's first year focuses on coursework in behavioral science, applied behavior analysis, psychological assessment, and evidence-based cognitive-behavioral therapies. The program's second year focuses on advanced topics and involves a supervised practicum experience in the community.
The program prepares students for licensure and clinical practice at the master's level as a Limited License Psychologist (LLP) in the state of Michigan and certification in behavior analysis (BCBA). Many program graduates have also furthered their education in doctoral programs around the country. We are one of the only programs in the United States with coursework leading to eligibility for both the LLP and BCBA credentials. |
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| 33. Applied Behavior Analysis at Assumption University |
| KAREN M. LIONELLO-DENOLF (Assumption University), Nicole Pantano (Assumption University) |
| Abstract: The Master of Arts program in Applied Behavior Analysis at Assumption University provides students with a strong foundation in all areas of behavior analysis. The program includes coursework in basic, applied and conceptual behavior analysis and is designed for students who wish to become scientist-practitioners. The program includes practicum courses so that students may obtain fieldwork experience under the supervision of Board Certified Behavior Analysts (BCBA). he Master’s in Applied Behavior Analysis Program is recognized as Tier 2A by the Association for Behavior Analysis International. Assumption University is located in Worcester, MA, which has a number of agencies that provide behavior-analytic interventions. Assumption University faculty have developed close collaborations with colleagues at Behavioral Concepts Inc., Seven Hills Foundation, the Central Massachusetts Collaborative, the Applied Behavior Institute, and the New England Center for Children, among others. Students who complete this program will have met the coursework and fieldwork experience requirements to apply for licensure as applied behavior analysts in Massachusetts and to apply to sit for the BCBA exam. |
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| 34. Applied Behavior Analysis Programs at the University of Washington |
| ALICE BRAVO (University of Washington), Nancy Rosenberg (University of Washington), Ilene S. Schwartz (University of Washington), Scott Spaulding (University of Washington) |
| Abstract: The Applied Behavior Analysis program at the University of Washington provides opportunities for both master's level and doctoral level study. The master's program offers on-campus and online education options that prepare students to be competent, ethical, and professional behavior analysts who work with persons with developmental disabilities and their families. At the expo, program faculty and current doctoral students will be available to answer questions about coursework, supervision, and to provide additional information about the opportunities offered to students through the University of Washington. |
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| 35. Ph.D. Program in Applied Behavior Analysis at Cambridge College |
| DANIEL ALMEIDA (Beacon ABA Services) |
| Abstract: This poster will describe the Ph.D. in Applied Behavior Analysis program located at Cambridge College in Massachusetts. Cambridge College’s main campus is located in Charlestown, Massachusetts. The Cambridge College program offers a Ph.D. program with specialization in Autism Intervention. The program is a 3 year, 48 credit program that follows a hybrid model. There are two 1-week residencies during the summer terms of years 1 and 2. All other courses are offered on-line. The program has two primary points of emphasis: clinical leadership training and advanced research and dissemination of Applied Behavior Analysis. Cambridge College offers these programs in partnership with the Evergreen Center and Beacon ABA Services. |
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| 36. Graduate Programs in Applied Behavior Analysis at Cambridge College |
| Joseph M. Vedora (Evergreen Center), Daniel Almeida (Cambridge College and Beacon ABA Services) |
| Abstract: This poster will describe the graduate programs located at Cambridge College in Massachusetts. Cambridge College’s main campus is located in Charlestown, Massachusetts. The Cambridge College program offers a Master's in Education with specialization in Autism Spectrum Disorders incorporating a BACB-verified course sequence and a behavior analyst post-master's certificate program. Cambridge College also offers a program with an initial teacher licensure in Moderate Disabilities in the state of Massachusetts combined with the verified BACB sequence. The ABA courses are delivered in a hybrid-learning model that includes synchronous (live) instruction and online coursework. Cambridge College offers these programs in collaboration with the Evergreen Center and Beacon ABA Services. |
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| 37. Western University, Masters of Professional Education: Field of Applied Behaviour Analysis |
| NICOLE M. NEIL (University of Western Ontario), Albert Malkin (Western University), Gabrielle T. Lee (Western University) |
| Abstract: This verified course sequence is delivered online and is appropriate for both clinical and educational settings. The program exposes students to context-specific best practices and cutting-edge research and emphasizes the application of theory to practice. Students are also provided with opportunities to view practice within context and apply their research and theoretical knowledge in their emergent roles as professionals within a laboratory of practice and a capstone project. Our graduates will be assisted to: support the professional learning of educators who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities; provide opportunities for candidates to develop and demonstrate collaboration, communication skills, and leadership skills to work with diverse professionals and communities and to build partnerships; provide field-based opportunities through a case studies lens to analyze problems of practice; draw on and develop a critically reflective professional knowledge base that integrates both practical and research knowledge and that links theory with systemic and systematic inquiry; and, emphasize the generation, transformation, and use of critically reflective professional knowledge and practice. Students are also provided with opportunities to apply their research and theoretical knowledge in their emergent roles as professionals. |
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| 38. The Hunter College Master of Science in Applied Behavior Analysis Program |
| APRIL N. KISAMORE (Hunter College, CUNY), Lauren K. Schnell-Peskin (Hunter College), Salvador Ruiz (Hunter College, CUNY) |
| Abstract: The Hunter College School of Education, located just outside Central Park on the Upper East side of Manhattan, offers a 44-credit Master of Science degree program in applied behavior analysis (ABA). The Hunter College ABA program prepares students to develop, deliver, and evaluate the effectiveness of applied behavior analytic intervention for learners with autism and increases the availability of professionals who have the appropriate training and experience to provide behavior analytic services to learners across the lifespan. Students enrolled in the ABA program have the opportunity to participate in a distance learning format in which they attend class in real-time using internet-based courseware along with classroom-based students. This distance-learning experience provides direct and ongoing personal interactions that maximize students' opportunities to fully participate in the ABA Program. Students who complete the Master of Science degree program have the graduate training necessary to sit for the Board Certified Behavior Analyst® (BCBA) exam. Upon passing the BCBA exam, graduates are eligible for New York State’s license in behavior analysis. |
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| 39. University of Massachusetts Lowell Programs in Applied Behavior Analysis |
| ROCIO ROSALES (University of Massachusetts Lowell), Anita Li (University of Massachusetts Lowell), Rebecca A. Markovits (University of Massachusetts Lowell), Ivy M Chong (Little Leaves Behavioral Services), Laurel M. Ciavarri (Bridgewell; University of Massachusetts Lowell), Peter Girolami (Kennedy Krieger Institute; University of Massachusetts Lowell), Renee Hartz (ABI New England), Emily D. Shumate (University of Massachusetts Lowell) |
| Abstract: The Psychology Department at the University of Massachusetts Lowell offers a variety of programs in behavior analysis. These include an undergraduate concentration in behavior analysis, a graduate certificate program in Applied Behavior Analysis (ABA; developed in partnership with the Eunice Kennedy Shriver Center), a Master of Science in ABA and Autism Studies, and a focus area in ABA within the Applied Psychology and Prevention Science doctoral program. The undergraduate concentration prepares students for entry-level positions in the field and for entry into graduate programs in behavior analysis. The certificate program prepares students in conceptual and practical knowledge of behavior analysis. The master’s degree provides training in conceptual, basic, and applied foundations of behavior analysis and offers interdisciplinary coursework in other areas of psychology, special education, and public health. Students in the certificate and the master’s degree leave their respective program well-prepared to sit and pass the BCBA exam; and importantly, are trained to be compassionate and culturally responsive in their practice. The ABA programs at UMass Lowell welcome, value, and respect all persons regardless of race, ethnicity, belief system, sexual orientation, gender identity, socioeconomic status, and (dis)ability. We are a community that thrives from our diversity. We encourage our students to speak and listen in order to learn from other perspectives, as we believe this creates a more meaningful educational experience for all. |
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| 40. Augustana University: Master of Education in Special Education, Applied Behavior Analysis (Online) |
| KATHLEEN BEZDEK COOK (Augustana University) |
| Abstract: Augustana University is pleased to offer a four-semester online master’s degree in Applied Behavior Analysis. The 30-credit hour program, designed for professionals working in behavior-related settings such as schools or clinics, fulfills coursework requirements to be eligible for the BCBA exam. Concentrated supervised fieldwork courses are completed concurrently with didactic coursework. The online format of courses includes synchronous and asynchronous activities within a cohort model that promotes collaboration among students as well as strong relationships with our responsive and supportive faculty. The program culminates with a capstone team research project. For more than 160 years, Augustana University has aspired to provide students an education of enduring worth, preparing leaders and visionaries who impact and influence every aspect of society. We welcome applicants from diverse backgrounds. |
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| 41. University of Utah Programs in Applied Behavior Analysis |
| M. KATHLEEN KATHLEEN STRICKLAND-COHEN (University of Utah), Natalie Badgett (University of Utah), Jason Cohen (University of Utah), Keith C Radley (University of Utah), Aaron J. Fischer (University of Utah), Julia Hood (University of Utah), Kate Helbig (University of Utah) |
| Abstract: The Applied Behavior Analysis (ABA) Program within the College of Education at the University of Utah is a collaborative effort between the Departments of Special Education and Educational Psychology. At the master’s level, our programs prepare qualified and effective special educators and psychologists to practice ABA in schools and related contexts. Our doctoral programs prepare future leaders through the ABA Specialization incorporated into Special Education and Educational Psychology doctoral programs through targeted course content, applied research, and specialized practica and internship experiences. It is our mission to improve the quality of life for individuals with disabilities and their families. We accomplish this through innovative research, the use of evidence-based instructional practices to teach essential behavior analytic knowledge and skills, and collaborative partnerships with local schools, the Utah State Board of Education and Department of Health, and early intervention providers. We believe society is enriched by the inclusion and participation of persons with disabilities as full members of the community and are committed to training behavior analysts who can competently and ethically provide support and services for traditionally marginalized groups. We are dedicated to creating a world where everyone can thrive and are honored to be part of that journey. |
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| 42. Pediatric School Psychology Doctoral Program with Applied Behavior Analysis Specialization at East Carolina University |
| JEANNIE A. GOLDEN (East Carolina University), Danielle Webb (East Carolina University), Courtney Alston (East Carolina University), Sarah Hayes (Durham County Schools), Amber Flannigan (Dorchester School District Four) |
| Abstract: East Carolina University has pediatric school and clinical health psychology programs that lead to a Ph.D. in health psychology and eligibility for licensure in North Carolina as a Licensed Psychologist. Students are admitted to one of two concentrations within the program: Behavior Medicine or Pediatric School Psychology. Students can elect to specialize in Applied Behavior Analysis and take a series of courses that will make them eligible for certification as a nationally Board Certified Behavior Analyst. The program is a five-year, full-time, post-baccalaureate program. The 105 semester hour curriculum includes the following components: a core curriculum focusing on the biological, social, and cognitive-affective bases of behavior, health psychology and behavioral medicine, and research (statistics and research design); courses specific to the student’s chosen concentration, including courses on health assessment and intervention and applied behavior analysis; a series of research experiences culminating in an empirical dissertation and completion of a one-year pre-doctoral internship meeting the requirements of the American Psychological Association and/or the Association of Psychology Pre-doctoral and Internship Centers. |
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| 43. Applied Behavior Analysis Specialization in the Disability Disciplines Doctoral Program at Utah State University |
| AUDREY N. HOFFMANN (Utah State University), Casey J. Clay (Utah State University), Sophia R D'Agostino (Utah State University), Thomas S. Higbee (Utah State University), Timothy A. Slocum (Utah State University) |
| Abstract: The Applied Behavior Analysis Specialization within the Disability Disciplines Doctoral program at Utah State University prepares graduates for careers in leadership positions within academic and clinical settings. The four-year program is composed of doctoral coursework in both research methods as well as the theoretical, experimental, and applied branches of behavior analysis. Through mentored experiences with faculty, students learn how to conduct research, write grants, teach university-level courses, and provide clinical supervision. Funding is available through graduate assistantships in one of several clinical services operated by the department. The Utah State University campus is located in Logan, UT, a college town with many recreational opportunities available nearby. Graduates from the program have been successfully placed in prestigious post-doctoral fellowships, faculty positions, and senior clinical positions. Faculty from the Applied Behavior Analysis specialization in the Disability Disciplines doctoral program will be available to talk about the program and answer questions from potential students. |
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| 44. Pepperdine University’s Master of Science in Applied Behavior Analysis Program |
| ADEL C. NAJDOWSKI (Pepperdine University), Lusineh Gharapetian (Pepperdine University), Elizabeth Hughes Fong (Pepperdine University) |
| Abstract: Pepperdine University's Master of Science in Applied Behavior Analysis (MSABA) program provides academic and practical training in applied behavior analysis (ABA). The MSABA program prepares students to become board certified behavior analysts (BCBAs) while providing them with a thorough understanding of how to utilize ABA techniques to enrich lives. The coursework has been verified to meet the academic requirements for eligibility to take the Board Certified Behavior Analyst Examination. Designed for both working professionals and full-time students alike, this program provides thorough training in the concepts and principles of ABA. Employing the practitioner-scholar model of professional training, a rigorous theoretical study is paired with in-depth clinical training where students will accrue experience hours working alongside professional behavior analysts, helping learners to develop adaptive skills for optimal functioning in educational, family, social, and occupational roles. Specifically, we incorporate three semesters of practicum. This provides students with the opportunity to begin accruing the experience hours necessary for certification. The present poster provides an overview of Pepperdine's MSABA program. |
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| 45. Middle Tennessee State University: Master of Arts (MA) in Experimental Psychology, Behavior Analysis Specialization |
| ANNIE GALIZIO (Middle Tennessee State University), Jay Hinnenkamp (Middle Tennessee State University) |
| Abstract: Middle Tennessee State University (MTSU) now offers a masters degree focused on Behavior Analysis. The MA in Experimental Psychology, specializing in Behavior Analysis, is an excellent opportunity for students to receive an education in various areas of Experimental Psychology (e.g., behavioral neuroscience, developmental psychology, etc.), while also completing the advanced behavior analysis coursework and gaining invaluable research experience. MTSU is an affordable option with the opportunity for paid graduate assistantships. Students will have a highly individualized experience, with small class sizes and one-on-one mentoring from leading faculty in the field. The Murfreesboro area is home to numerous Applied Behavior Analysis agencies and schools where students can obtain supervised fieldwork experience hours. Murfreesboro is centrally located, less than an hour away from Nashville, the Music City. |
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| 46. Master of Science (MS) and Certificate in Applied Behavior Analysis (ABA) at Philadelphia College of Osteopathic Medicine |
| AMANDA GULD FISHER (Philadelphia College of Osteopathic Medicine), Jessica Kendorski (Philadelphia College of Osteopathic Medicine), Richard Gregory Allen (Philadelphia College of Osteopathic Medicine), Craig Strohmeier (Kennedy Krieger Institute), Barry L. McCurdy (Devereux Center for Effective Schools) |
| Abstract: The ABA degree program, delivered in hybrid form, is committed to training future behavior analysts who are thoroughly prepared for service and practice in the 21st century and offers a holistic and integrated view of health care—one that treats the whole person and provides the opportunity to consult and collaborate with students from other medical-related disciplines. The program is also dedicated to preparing students to promote social justice through culturally responsive practice and advocacy to ensure equity for all children. |
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| 47. University of Oregon Online Master of Science in Applied Behavior Analysis |
| KIMBERLY MARSHALL (University of Oregon), Wendy A. Machalicek (University of Oregon), David William Cosottile (University of Oregon) |
| Abstract: The University of Oregon Applied Behavior Analysis (ABA) Program is designed to prepare clinician-researchers to apply the science of human behavior and learning to a variety of populations and settings. Our program provides a strong foundation in the principles and conceptual underpinnings of ABA and the application of behavior analysis in multidisciplinary contexts. Students participate in both synchronous and asynchronous activities each week. Activities are organized around an inter-teaching framework, which allows the instructor to be responsive to the needs of the students. Students work through their courses together as a cohort, developing a support system and strong relationships with each other and the program faculty. Programmatic requirements related to diversity, equity, justice, and inclusion are embedded throughout the coursework to prepare students to be reflective and culturally responsive professionals who engage in neurodiversity affirming practices, advocacy for improving disparities, and cross-cultural applications of ABA. The program is committed to the preparation of behavior analytic professionals who reflect the multicultural context of the United States. We strongly encourage applications from potential students who identify as Black, Indigenous, or a Person of Color (BIPOC) as well as from potential students who are neurodiverse, have a disability, or are LGBTQ+. |
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| 48. Graduate Applied Behavior Analysis Programs at Northeastern University |
| NICOLE M. DAVIS (Northeastern University), Laura L. Dudley (Northeastern University), Maeve G. Donnelly (Northeastern University) |
| Abstract: Northeastern University has provided quality graduate instruction in applied behavior analysis for 45 years. Our graduate verified course sequences include online and hybrid Master of Science programs, and a concentration for our School Psychology students. In addition to our core courses in behavior analysis, we also offer optional courses for concentrated supervised fieldwork. All courses are currently delivered in an online format. Hundreds of our graduates have gone on to become Board Certified Behavior Analysts, working to improve the lives of clients and consumers all over the world. To learn more about our programs, please visit us at the Exp |
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| 49. University of Nevada, Reno College of Education & Human Development Applied Behavior Analysis in Special Education Graduate Program |
| MARYANN DEMCHAK (University of Nevada, Reno), Chevonne Sutter (University of Nevada, Reno) |
| Abstract: The Special Education Graduate Program in the College of Education and Human Development at the University of Nevada, Reno has a Verified Course Sequence, emphasizing applied behavior analysis in special education. This 33-credit M.Ed. program prepares students to develop, implement, and evaluate effectiveness of applied behavior analytic interventions for learners with various disabilities receiving services in educational or clinical settings. Students enrolled in this program can participate in a distance learning format in which they attend class in real-time using Zoom simultaneously with students attending on-campus. Real-time distance learning allows students from any location to enroll and to participate with on-campus students for interactive learning experiences. The master’s program is designed to be completed in two years, including summers. Students who already possess an appropriate master’s degree can complete the Verified Course Sequence without pursuing a degree. Supervision of field-experience hours is provided for master’s degree students within the program by program faculty. Doctoral students also have the option of enrolling in the Verified Course Sequence through the Ph.D. in Education. Research opportunities and applied experiences are possible for masters and doctoral students. Upon completion of courses and field experience hours, graduates are eligible to sit for the BCBA exam. |
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| 50. University of Alaska Anchorage |
| MYCHAL MACHADO (University of Alaska Anchorage), Kristin Riall (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage), Gwen Lupfer (University of Alaska Anchorage), Gloria Eldridge (University of Alaska Anchorage) |
| Abstract: The UAA Psychology Department’s programs in Behavior Analysis offer Association for Behavior Analysis International® verified course sequences at the undergraduate and master’s levels. These approved coursework sequences prepare students to sit for the Board Certified Assistant Behavior Analyst® (BCaBA®) or Board Certified Behavior Analyst® (BCBA®) examination to earn a nationally-recognized certification. UAA behavior analysis program coursework also prepares students who seek to find employment in agencies that provide behavior-analytic services or those who seek advanced graduate-level education. |
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| 51. Industrial/Organizational Behavior Management M.A. and Ph.D. Programs at WMU |
| HEATHER M. MCGEE (Western Michigan University), Sharlet D. Rafacz (Western Michigan University), Ron Van Houten (Western Michigan University), Katherine Martini (Western Michigan University) |
| Abstract: Western Michigan University Department of Psychology offers M.A. and Ph.D. programs in Industrial/Organizational Behavior Management. At the M.A. level, students can choose between a practicum track, which prepares students to enter the workforce, and a thesis track, which prepares students to enter a Ph.D. program. Our Ph.D. program prepares students for human resource, organizational development, and organizational effectiveness positions in business, consulting, and human service organizations; as well as for teaching and research positions. |
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| 52. University of North Texas, Department of Behavior Analysis |
| KAREN A. TOUSSAINT (University of North Texas), Kenda Morrison (University of North Texas), Micah Hope (University of North Texas and Endicott College) |
| Abstract: The Department of Behavior Analysis at the University of North Texas presents their 4 degree programs: Bachelor of Science in Applied Behavior Analysis, Master of Science in Behavior Analysis, Master of Arts in Applied Behavior Analysis, and Ph.D. in Health Sciences with a concentration in Behavior Analysis. |
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| 53. Western New England University Behavior Analysis Graduate Programs |
| SARA PECK (WNE), Rachel H. Thompson (Western New England University) |
| Abstract: Western New England University offers a Master of Science in Applied Behavior Analysis and a Ph.D. in Behavior Analysis program. Through a combination of rigorous coursework and supervised practical experiences, the MS program prepares students to work in diverse applied settings. The MS coursework meets the requirements to sit for the Board Certified Behavior Analyst exam. The doctoral program offers a wide range of clinical and research opportunities and prepares students to be leading clinicians, researchers, or academics. One of the strengths of this graduate program is a partnership with the prestigious New England Center for Children and opportunities to work with faculty at their center. Paid assistantships and tuition waivers are available for both MS and Ph.D. students. |
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| 54. SUNY Upstate Medical University’s Behavior Analysis Studies Master of Science Program |
| JASON R. ZELENY (Upstate Medical University), Andrew R. Craig (State University of New York Upstate Medical University), Christina Alaimo (State University of New York Upstate Medical University), Courtney Mauzy (State University of New York Upstate Medical University), Henry S. Roane (State University of New York Upstate Medical University), Sean Smith (SUNY Upstate Medical University), William Sullivan (State University of New York Upstate Medical University) |
| Abstract: Behavior analysis is a natural science that aims to understand the factors that influence the behavior of individuals, and applied behavior analysts are scientist-practitioners who apply the principles of behavior analysis to address problems of social importance. The Behavior Analysis Studies Master of Science Program at SUNY Upstate Medical University is a one-year, in-person program that prepares students for success in the field of applied behavior analysis through a combination of rigorous didactic instruction, structured clinical work, involvement in research, and professional-development opportunities. Part-time options offer additional flexibility for students. The program’s Verified Course Sequence includes coursework on research design and data analysis, basic and advanced topics in applied behavior analysis, supervision and mentorship, and evidence-based treatments for autism and related disorders. Principles learned in class are integrated into students’ practical experiences in the areas of severe behavior and pediatric feeding disorders. Students gain experiences working as members of multidisciplinary teams to provide wraparound services to families in need. Moreover, students are encouraged to engage in research activities ranging from clinical research with pediatric populations to basic research using rat and mouse subjects. Students’ coursework satisfies requirements for national certification and licensure as a behavior analyst in New York State. |
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| 55. University of Arizona: Master’s in Special Education Applied Behavior Analysis & Project Online Interdisciplinary Collaboration |
| MARCELLA HANGEN (University of Arizona) |
| Abstract: The University of Arizona (UA) program delivers a flexible but rigorous online education for students interested in pursuing a master’s degree in applied behavior analysis (ABA). Our program prepares students to provide evidence-based services in clinical, school, and home settings. Through a grant from the Office of Special Education Programs/U.S. Department of Education, UA is offering funding for students to complete an interdisciplinary collaboration between two highly effective online special education programs: preparing teachers of Deaf/Hard-of-Hearing (DHH) students and preparing behavior analysts. The goals of the project are to increase (a) the number of fully credentialed teachers of DHH students (TODHHs) who can address challenging behavior issues and provide intensive individualized instruction to students, (b) the number of fully credentialed behavior analysts who can support students who have challenging behavior issues due to severe communication difficulties, and (c) the collaborative efforts between the professionals to create optimal learning environments at home and educational settings. The project focuses on preparing professionals to work with students who have high-intensity needs, including students with severe sensory disabilities, communication needs, and autism. The project is actively recruiting students. Enrollment is open in Summer 2024, Fall 2024, Spring 2025, and Summer 2025. |
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| 56. Penn State University – Harrisburg, Master’s Degree in Applied Behavior Analysis |
| JI YOUNG KIM (Pennsylvania State University - Harrisburg), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg), Kimberly A. Schreck (Penn State Harrisburg) |
| Abstract: The Master of Arts in Applied Behavior Analysis (ABA) program is housed in the Department of Psychology at Penn State Harrisburg. Established over 20 years ago, the master’s program is designed to prepare graduates to develop comprehensive solutions to socially important problems. The program offers on-campus education that prepares students to become competent behavior analysts. Degree requirements include course content and practicum experience of a total of 39 credits. The curriculum for the behavior analysis program is Verified Course Sequence (VCS) approved by the Association for Behavior Analysis International (ABAI). In addition to coursework and practicum, students complete a master’s project under the guidance and mentorship of a faculty member. |
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| 57. California State University, Northridge (CSUN) Master’s of Science in Applied Behavior Analysis (California State University, Northridge) |
| CHUNYING JIN (California State University, Northridge), Ellie Kazemi (Behavior Science Technology (BST) & CSUN), Debra Berry Malmberg (California State University, Northridge), Ashley Rice (California State University Northridge), Gary Katz (California State University, Northridge), Marlesha Bell (California State University, Northridge) |
| Abstract: The Applied Behavior Analysis Master’s program at California State University, Northridge (CSUN) provides high quality graduate education and practical training. We designed the curriculum to meet the needs of students who wish to become effective and professional scientist-practitioners and to make a positive difference in the lives of others. Students receive two years of coursework in behavior analytic concepts, behavior measurement, intervention methods, as well as advanced coursework in human development, pathways to psychopathology, research methodology, and ethics. Our students complete a series of comprehensive oral examinations prior to graduation. Our dedicated faculty supervise students through on-campus research labs, various community-based university practicum experiences and research projects. While we prepare students to practice as Master’s level Board Certified Behavior Analysts (BCBA), we also provide the research experience and foundations necessary for students who wish to pursue rigorous doctoral programs. |
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| 58. Behavior Analysis Training Programs at Rowan University |
| CHRISTINA SIMMONS (Rowan University), Bethany R. Raiff (Rowan University), Michelle Ennis Soreth (Rowan University), Abigail Moretti (Rowan University), Shelby Goodwin (Rowan University) |
| Abstract: Rowan University is a rapidly growing public university located in southern New Jersey, approximately 20 miles southeast of Philadelphia. Rowan currently offers BACB®-approved undergraduate and graduate coursework sequences for the BCaBA and BCBA. The Master of Arts in Applied Behavior Analysis is a 33-credit hour program that fulfills coursework requirements for the BCBA. The Certificate of Advanced Graduate Studies is a 24-credit hour program that fulfills coursework requirements for the BCBA for individuals who already possess a master’s degree. The post-baccalaureate in ABA and undergraduate Specialization in Behavioral Services satisfy coursework requirements for the BCaBA. The APA-accredited Ph.D. in Clinical Psychology, with an integrated care focus, also allows students to work under the mentorship of our behavior analytic faculty. The training provided in Rowan’s on-campus undergraduate and graduate programs in behavior analysis provides students with a strong foundation in the science of behavior and advanced skill in the broad and diverse applications of behavior analysis. Students are heavily involved in grant-supported faculty research and supervised fieldwork that represent a broad range of behavior analytic applications including assessment and treatment of severe challenging behavior, promotion of health behavior, drug and alcohol treatment, behavioral parent training, and compassionate service delivery for neurodivergent individuals. |
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| 59. University of Alabama in Huntsville Master of Science in Applied Behavior Analysis Program |
| LAURA PERRY SENN (University of Alabama in Huntsville), Jennifer Lynne Bruzek (The University of Alabama in Huntsville) |
| Abstract: The Master of Science in Applied Behavior Analysis program at the University of Alabama in Huntsville began offering courses in Fall 2019. The program is housed in the Department of Curriculum and Instruction within the College of Education. This fully online graduate program offers aligns with the program requirements of the Association for Behavior Analysis. Courses are currently offered during the fall, spring, and summer semesters. The curriculum is designed to teach students how to apply rigorous, scientific methods to develop programs and services for individuals with unique behavior needs. The program has relationships with local providers offering ABA services to provide students the opportunity to complete the Behavior Analyst Certification Board®'s supervised experience requirement; however, students are allowed to select their own placement that works best for their current location and schedule. The program also has relationships unique to UAH’s College of Education, including the university’s membership in the Regional Autism Network. The poster will provide the opportunity for students and colleagues to discuss the program and the university in more detail with instructors from the program. |
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| 60. Applied Behavior Analysis Training Programs at Purdue University Global |
| NELLY DIXON (Purdue University Global), Susan Wilson (Purdue University Global) |
| Abstract: Purdue University Global ’s Program in Applied Behavior Analysis is housed within the School of Social and Behavioral Sciences. It offers four Verified Course Sequences: A Bachelor of Psychology in Applied Behavior Analysis, a Post-Baccalaureate Certificate in Applied Behavior Analysis, a Master of Science in Applied Behavior Analysis, and a Postgraduate Certificate in Applied Behavior Analysis. Programs are entirely online, have synchronous weekly seminars, and are taught by Board Certified Behavior Analysts. Our 45-credit Master of Science in Applied Behavior Analysis program is taught exclusively by doctoral-level faculty with extensive experience in the field of Applied Behavior Analysis. Our Master of Science and Postgraduate certificate programs incorporate Behavior Development Solutions’ CBA Learning Modules into coursework to enhance student learning. Students opt for either a Thesis or Capstone course to complete their program. Purdue University Global has 500 agency partnerships across the United States to support supervision, practicum, and employment opportunities. Employees of partnerships receive discounted tuition towards Purdue Global programs. Currently, Purdue Global supports 1017 undergraduate and 1192 graduate students in the Applied Behavior Analysis programs and continues to grow each year. Faculty will be available to discuss our programs with potential students and partners. |
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| 61. Eastern Connecticut State University |
| CHRISTOPHER A KREBS (Eastern Connecticut State University), James W. Diller (Eastern Connecticut State University) |
| Abstract: Eastern Connecticut State University (ECSU) engages students from diverse backgrounds in a transformative, liberal arts learning experience that provides knowledge and skills to lead enriching, purposeful lives and has been voted by U.S. News and World Report the best public regional university in New England. Our Department of Psychological Science offers a Behavior Analysis concentration which gives students the opportunity to take a series of specialized courses that meets the Association for Behavior Analysis Interntional Tiered Model recognition (Tier 2b) standards. Our courses are also part of a verified course sequence (VCS) that count toward the coursework requirements for eligibility to take the Board Certified Assistant Behavior Analyst (BCaBA) Examination®; applicants would have to meet additional requirements to qualify. In addition, we offer other coursework and applied learning opportunities that enhance our graduates' understanding of the diversity of human behavior. ECSU is the only undergraduate university in the United States with an ABAI Recognized Bachelor's program. |
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| 62. Graduate Training in Applied Behavior Analysis (ABA) at Fresno State |
| Marianne Jackson (California State University, Fresno), Alyssa N. Wilson (California State University, Fresno), JOVONNIE ESQUIERDO-LEAL (California State University, Fresno), Jonpaul D. Moschella (California State University, Fresno) |
| Abstract: The Master's degree in Applied Behavior Analysis (ABA) at Fresno State is a part of the Psychology Department and is housed within the College of Science and Mathematics. We provide graduate students with the education and training to become high-quality scientist-practitioners, and as a Verified Course Sequence, we provide the coursework and supervised experience for our graduates to be eligible to sit for the Behavior Analysis Certification Board (BACB) exam. Students complete two years of coursework, including classes on research methods, functional assessment, organizational behavior management, and verbal behavior, and complete a thesis project under the mentorship of one of our specialized faculty. While completing these degree requirements, students acquire supervised experience hours to meet the requirements of the BACB. These are paid positions through campus-based services. In addition, students have the opportunity to take a leadership role in our ABA Club, which organizes the Annual Fresno State ABA conference, the Spring Speaker Series, and the Job Fair each year. Come by and meet our faculty and students, and find out more about the opportunities available at Fresno State. |
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| 96. Seton Hall University Behavior Analysis Programs |
| FRANK R. CICERO (Seton Hall University) |
| Abstract: Seton Hall University, located in South Orange New Jersey, has several ABAI Verified Course Sequence options. We have a stand-alone post masters course sequence, which leads to a Seton Hall certificate in behavior analysis as well as aligning with the BACB 5th edition task list. For applicants who do not yet hold a masters degree, we offer a full masters degree in behavior analysis as well as have the VCS course sequence infused into existing masters degrees in psychological studies, school psychology and special education. We also have a 5-year BSE/MA Program in education/special education with applied behavior analysis. All programs include practicum courses where students are placed in local ABA programs in order to obtain partial supervised experience hours. Program faculty are active in the field both in the academic and applied realms and frequently conduct presentations, research posters and publications. Students are encouraged to participate in these research projects. |
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| 104. Graduate Programs in Applied Behavior Analysis at Drexel University |
| CHRISTINA M. VORNDRAN (Drexel University), Bridget Blakely (Drexel University), Amanda L. Lannie (Drexel University), James Connell (Drexel University) |
| Abstract: Drexel University is proud to offer a variety of graduate program options for students seeking clinical skills and knowledge in evidence-based practices and a strong foundation for successful and engaging careers in behavior analysis, special education, or school psychology. Students may choose from the following four program options providing the full verified course sequence meeting the course requirements to sit for the BACB exam: Master’s of Science in ABA, Post-Master’s certificate in ABA, Master’s of Science in Special Education and ABA, or an EdS in School Psychology. The programs are taught via an online/hybrid format to offer optimal convenience and flexibility to busy students while incorporating opportunities to connect with faculty and classmates weekly. The EdS in school psychology program is offered partially on campus and includes a year-long internship. Drexel University runs on a quarter system and students in the ABA programs take courses all four terms, allowing for an accelerated degree process. |
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| 105. Nicholls State University Programs in Applied Behavior Analysis |
| DEREK JACOB SHANMAN (Nicholls State University), Grant Gautreaux (Nicholls State University), Dolleen-Day Keohane (Nicholls State University, Touchstone), Xin Dong (Nicholls State University) |
| Abstract: Nicholls State University offers an M.Ed. in Curriculum in Instruction with a concentration in Applied Behavior Analysis. This program meets the 5th edition Verified Course Sequence requirements and has a focus in Verbal Behavior and Behavior Analysis in an Educational Setting. |
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| ABAI Boards and Committees |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
| 63. Association for Behavior Analysis International (ABAI) Membership Board |
| ROCIO ROSALES (University of Massachusetts Lowell) |
| Abstract: The objective of the ABAI Membership Board is to recruit, retain, and recognize members. This poster will provide an update of recent board activities. |
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| 64. Association for Behavior Analysis International (ABAI) Affiliate Chapters Board |
| GORDON BOURLAND (Trinity Behavioral Associates) |
| Abstract: Information regarding the mission, composition, and activities of the ABAI Affiliate Chapters Board. Supporting data will be presented. |
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| 65. ABAI Student Committee |
| KY'ARIA MOSES (Western Michigan University), Rita Olla (University of Nevada, Reno), Madison Hale Imler (University of Missouri) |
| Abstract: ABAI Student members, composed of undergraduate and graduate level individuals, constitute a significant portion of the association's total membership. The ABAI Student Committee's mission is to provide organizational support for ABAI Student members in order to promote participation in ABAI, as well as professional growth, and to enable members to contribute to the science of behavior analysis. The ABAI Student Committee is organized by three elected Student Representatives who serve on the ABAI Executive Council for a 3-year term (current, past, elect). The Student Committee is comprised of three subcommittees made up of students representing their respective ABAI accredited behavior analysis university programs. Student program representatives serve on one of the three subcommittees—the events subcommittee, dissemination subcommittee, or awards subcommittee. The purpose of this poster is to update students on current activities, facilitate conversation on professional development, and attract nominees for student committee and subcommittee positions. |
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| 106. Association for Behavior Analysis International (ABAI) Program Board |
| MITCH FRYLING (California State University, Los Angeles), LINDA J. PARROTT HAYES (University of Nevada, Reno) |
| Abstract: This poster will provide information about the roles and activities of the ABAI Program Board. The ABAI Program Board facilitates the development and scheduling of the annual convention program, including the recruitment of invited presenters and review of submissions. Information will be available about volunteer opportunities across 16 program areas to contribute to the annual convention program. |
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| 107. ABAI Practice Board |
| CLAUDIA DROSSEL (Eastern Michigan University) |
| Abstract: The objective of the ABAI Practice Board is to develop, improve, and disseminate best practices in the application of behavior analysis. This poster will provide an update on the board's activities. |
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| Affiliate Chapters |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
| 66. Southeastern Association for Behavior Analysis |
| Raymond C. Pitts (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington), Kent Bodily (Georgia Southern University), Kathryn M. Kestner (West Virginia University), KAREN G. ANDERSON (West Virginia University) |
| Abstract: The Southeastern Association for Behavior Analysis (SEABA) is a regional affiliate of the Association for Behavior Analysis (ABAI). Like its parent organization, SEABA seeks to promote scholarly discourse within and about Behavior Analysis. SEABA membership and convention registration are open to anyone with a scholarly interest in Behavior Analysis. Current members include both academic and professional people; psychologists and persons in related disciplines such as education, psychopharmacology, and social work. |
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| 67. KansABA: Kansas Association for Behavior Analysis |
| KELLEY L. HARRISON (Kansas Behavior Supports), Allyson Rene Bell (New Hope Therapy Services), Marren Leon-Barajas (NeuroRestorative), Lisa Marie Ambrosek (The University of Kansas), Lauratu Bah (University of Kansas) |
| Abstract: KansABA’s mission is to (a) advance the science and practice of behavior analysis, as well as its education and training; (b) address issues relevant to the science, practice, education, and training in behavior analysis; (c) maintain disciplinary, professional, and ethical standards in the science, practice, education, and training in behavior analysis; and (d) recruit and enhance interest in behavior analysis throughout the State of Kansas and the Kansas City metropolitan area – including Clay, Jackson, and Platte counties. |
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| 68. The Florida Association for Behavior Analysis |
| MELISSA L. OLIVE (Florida Association of Behavior Analysis), Kim D. Lucker-Greene Greene (Behavioral Solutions Consulting, Inc.) |
| Abstract: The Florida Association for Behavior Analysis was founded in 1980 to promote the ethical, humane, and effective application of behavior principles in all segments of society, including education, business, rehabilitation facilities and government. |
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| 69. Association for Behaviour Analysis Australia |
| ALEXANDRA BROWN (Bright Eyes Early Intervention) |
| Abstract: The Association for Behaviour Analyis is over 9 years old and rapidly growing. We are a nationwide association, proud to be an affiliated chapter of ABAI. Each year our association has grown both in membership and community involvement. Our organisation continually develops new methods to disseminate behaviour analysis and lay the groundwork to make more systemic changes within funding agencies. As our community of behaviour analysts increases, we are seeing the demand for high quality behaviour analytic services continue to grow. However, meeting this demand is a challenge so we must continue to increase the number of behaviour analysts and quality training institutions. We are pleased to report that we now have two course sequences within Australian tertiary institutions. We are now up and running with our own self-regulatory body and are proud to report that we have a growing number of certified behaviour analysts in Australia. We are looking forward to the next conference, and hope that this one will be in-person. |
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| 70. Philadelphia Metropolitan Association for Behavior Analysis |
| ART DOWDY (Temple University), Amanda Guld Fisher (Philadelphia College of Osteopathic Medicine), Beth J. Rosenwasser (Fairmount Pediatric & Adolescent Medicine Affiliate), Jessica Kendorski (Philadelphia College of Osteopathic Medicine), Tess Fruchtman (Temple University) |
| Abstract: The Philadelphia Metropolitan Association for Behavior Analysis (PMABA) is the regional chapter of the Philadelphia and surrounding areas. The objective of the Philadelphia Metropolitan Association for Behavior Analysis (PMABA) is to provide continuing education and networking for behavior scientists in an informal setting that has the atmosphere of a social gathering. Another primary goal of the Philadelphia Metropolitan Association for Behavior Analysis is to increase cohesiveness among local behavior analysts who might otherwise be isolated as a result of working in diverse settings with service providers and researchers who are not behavior analytic, as a number of our members are the only behavior analysts at their places of employment. Our email list serve provides announcements on local PMABA events including workshops, conferences, expert speaker events as well as employment opportunities and recent legislative or advocacy issues relevant to local behavior analysts. Email pmaba.info@gmail.com to join our listserv and visit our Facebook Page: Philadelphia Metropolitan Association for Behavior Analysis to keep up to date. |
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| 71. Virginia Association for Behavior Analysis |
| CHRISTINE EVANKO (Virginia Association for Behavior Analysis) |
| Abstract: The mission of the Virginia Association for Behavior Analysis is to promote and support the practice, research and dissemination of behavior analysis throughout the Commonwealth of Virginia. In order to meet our mission we have set forth the following goals: Goal 1: Improve Viability and Sustainability of the Organization; Goal 2: Provide Quality Service to Our Members; Goal 3: Strengthen the diversity and cultural competence within VABA and the behavior analysis profession across the Commonwealth; Goal 4: Advocate for the Science of Behavior Analysis in the Commonwealth. |
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| 72. Texas Association for Behavior Analysis (TxABA) |
| RACHEL LEE KRAMER (NEE KOELKER) (TxABA Executive Director), Summer Gainey (TxABA President) |
| Abstract: The Texas Association for Behavior Analysis (TxABA) is an affiliate chapter of ABAI. Founded in 1986 by a small group of behavior analysts, the organization has grown to include over 1,000 members and over 1,400 attendees at our annual conference. Membership categories include voting, affiliate, student, and RBT. TxABA is primarily a volunteer organization with 4 part-time staff. The Executive Council is elected by voting members and serves to guide the organization as the Board of Directors. TxABA currently has 9 standing committees and 4 active Special Interest Groups (SIGs). The TxABA Public Policy Group (PPG) is a sister organization that focuses on legislative issues and lobbying. Officers of the TxABA PPG are appointed by TxABA Executive Council. TxABA held its 39th Annual Conference on April 11-14, 2024 in Houston, TX. All presentations at our annual conference are invited by TxABA Track Coordinators. Pre-Conference Workshops are submitted and selected by the TxABA Program Committee. In 2024, we partnered with the OBM Network to offer their conference as an add-on to the TxABA Annual Conference the Thursday before our conference. TxABA currently offers members a free webinar series with a minimal fee for non-members. Student members are eligible for scholarships, to compete in our annual student poster competition, and serve on council or committees. |
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| 73. Prospective for the Mexican Society for Behavior Analysis |
| ROSALINDA ARROYO (Universidad Nacional Autónoma de México) |
| Abstract: The Mexican Society for Behavior Analysis (MSBA) is a non-profit organization established in 1975 whose purposes were a) disseminating behavior analysis among psychologist and other disciplines; b) establishing links with similar associations in Mexico and foreign countries; c) advising institutions and associations regarding behavior analysis issues; d) publishing the Mexican Journal of Behavior Analysis; and e) organizing seminars, scientific events, and annual meetings, promoting communication among behavior analysts in Mexico. This poster will summarize some new initiatives in our Society such as the establishment of regionals networks and the creation of its first ever Women’s Special Group in Behavior Analysis (WSGBA), which will work towards the promotion, development and dissemination of the research carried out by Mexican women in behavior analysis as well as to make visible the role and leadership of these women. |
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| 74. Behavior Analysis Association of Michigan (BAAM) |
| JAMES T. TODD (Eastern Michigan University) |
| Abstract: The Behavior Analysis Association of Michigan (BAAM) has been organized to support and promote scientific research on the basic principles of behavior and the extension of those principles to create demonstrably effective and humane outcome-based therapies with the primary goal of establishing and enhancing functional independent living skills. The Behavior Analysis Association of Michigan conducts an annual convention supporting all aspects of behavior analysis in Michigan and the surrounding region. BAAM's growing website offers a variety of resources for behavior analysts and all those interested in behavior analysis. |
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| 75. Verbal Behavior Special Interest Group |
| DANIELLE LAFRANCE (Verbale), Andresa De Souza (University of Missouri-St. Louis), ROBBIE HANSON (Lindenwood University), Samantha Bergmann (University of North Texas) |
| Abstract: The mission of the VB SIG is to disseminate theory, research, and practice to people around the world who are interested in Skinner’s (1957) analysis of verbal behavior and a behavioral approach to language. The VB SIG has a dedicated group of elected board members who carry out the many functions of the VB SIG. VB News is the newsletter published thrice annually with featured labs, interviews, and articles by both students and influential researchers. The VB SIG Student Group is a forum for students to discuss verbal behavior and write article summaries for our website and newsletter. Students can apply to two annual research awards: one for a completed research project in verbal behavior, and one for a grant proposal for a study in verbal behavior. These awards are presented at the annual business meeting at ABAI, as are other professional awards. There are many ways to interact with others interested in verbal behavior, such as through our website, our listserv, Facebook, emails, and other outlets. The VB SIG Expo poster is a wonderful way for people to learn about the VB SIG and to get involved. |
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| 76. Four Corners Association for Behavior Analysis |
| TRAVIS BLEVINS (Behavior Services of the Rockies), Patrick Romani (University of Colorado, Anschutz Medical Campus), Milad Najafichaghabouri (Utah State University), Janet S. Twyman (Independent Contract for the BACB (mobile app development)), Brent Seymour (Department of Economic Security), Christopher Margaritis (Ascendigo Autism Services), Zach Maple (Colorado Department of Human Services), Beatriz Orr (Southwest Autism Research and Resource Center) |
| Abstract: At Four Corners ABA (4CABA), our mission is to facilitate the transfer of knowledge between basic, theoretical, and applied behavior scientists, students, and practitioners of diverse backgrounds and varied experiences via an intimate and supportive annual conference in the Four Corners region of the United States (Utah, Arizona, Colorado, and New Mexico). |
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| 77. Association of Behavior Analysis India: A Work In Progress |
| Smita Awasthi (Behavior Momentum India), TEJASHREE GAMBHIR (Behavior Momentum India), Arthi B (ABA India), Sonam Rameshchadra Kothari (Co founder butterfly learnings), Husna Syed (ABA India), Aravind Kannan (ABA India) |
| Abstract: Association of Behavior Analysis India is the affiliated chapter of ABA International since 2007. In these 16 years ABA-India has played a pivotal role in its mission towards advocacy, education and awareness of behavior analysis. Workshops, conferences, invited international behavior analysts contributed towards high quality presentations in the scientific practice of behavior analysis. In 2016 the ABAI delegation visit and its presentation to various Govt agencies helped in the recognition of Behavior science as an allied field. India has seen an explosion of certified behavior analysts in the last decade from two to 80 however in a country with a population of 1.4 billion the demand supply ratio is left wanting. With young certified people ABA India volunteers are working with renewed vigor to meet the current needs of the society. The task ahead is not just to carry the torch forward but to build policy for regulating the profession by behavior analysts themselves. |
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| 78. Japanese Association for Behavior Analysis (Japanese ABA) |
| MICHIKO SORAMA (Kyoto Notre Dame University), Kenji Okuda (Educational Foundation of Nishi Karuizawa Gakuen) |
| Abstract: This poster describes the history and current status of the Japanese Association for Behavior Analysis. The Japanese ABA was established in 1983 as the primary membership organization to promote the science of behavior and its application. The membership reached 1085 as of October 2023. The Japanese ABA holds annual convention, publishes the Japanese Journal of Behavior Analysis twice a year and J-ABA Newsletters four times a year, provides a grant for students who attend ABAI/SQAB conventions, supports seminars and workshops on behavior analysis, and more. |
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| 79. PennABA - Better Together |
| KEITH E. WILLIAMS (Penn State Hershey Medical Center) |
| Abstract: PennABA is the Pennsylvania Association for Behavior Analysis. We invite practitioners and students from across the commonwealth to join our organization and work with us to enhance the availability and provision of ABA throughout the state. We aim to support the professionals throughout the state and foster a collaborative workforce. |
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| 81. Arkansas Association for Behavior Analysis |
| Nicolette Caldwell (The University of Arkansas), MADISON MADDOX (University of Arkansas), Elizabeth R. Lorah (University of Arkansas) |
| Abstract: The Arkansas Association for Behavior Analysis is dedicated to the advancement of the science and application of behavior analysis. We are committed to promoting research, education, and practice based on the principles of behavior analysis. ArkABA strives to disseminate knowledge from the science of behavior analysis to the public and to professional behavior analysts. |
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| 82. Swedish Association for Behavior Analysis |
| DAG STRÖMBERG (Stockholm University; Swedish Association for Behavior Analysis), Magnus Starbrink (SWABA) |
| Abstract: Swedish Association for Behavior Analysis (SWABA) was founded in 1996, and currently has about 240 members in Sweden and approximately 100
virtual members (members who support the association, and do not live or work in Sweden). SWABA is an affliate chapter within the Association for Behavior Analysis International since 2001. Please visit our poster and become a virtual member, for free, or renew your membership from last year. As usual, bids are accepted on a unique SWABA T-shirt, the proceeds of which are donated to the SABA unrestricted fund. |
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| 108. Hawai'i Association for Behavior Analysis (HABA) |
| KAITLIN M. PRECIADO (Emergent Learning) |
| Abstract: The Hawai'i Association for Behavior Analysis (HABA) was established in 2011 to empower and elevate providers and consumers of Applied Behavior Analysis (ABA). Our organization is committed to fostering a thriving community through comprehensive education, robust advocacy, and unwavering support. We strive to promote excellence in ABA practices, ensuring that both professionals and the individuals they serve receive the highest quality of care and resources. HABA’s mission is grounded in the belief that we can create significant positive changes in the lives of individuals and families across Hawai'i through knowledge and community. We are dedicated to equipping professionals with the tools and insights to deliver impactful ABA services. Our advocacy efforts focus on influencing policies that enhance the accessibility and inclusivity of ABA services, meeting the needs of both providers and consumers. Our annual conventions are a vital part of our efforts to build a robust and connected community. These events offer opportunities for networking, professional development, and the dissemination of innovative research and practices in behavior analysis. Attendees engage with prominent researchers, practitioners, and community providers from Hawai'i and beyond, fostering collaboration and the exchange of ideas. |
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| Associate Special Interest Groups |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
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| Affiliate Special Interest Groups |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
| 83. Applied Animal Behavior Special Interest Group |
| LINDSAY MEHRKAM (Monmouth University), Erica N. Feuerbacher (Virginia Tech), Laura Perkins (Laura Perkins Animal Behavior), Kimberly Truong (Simmons University, Holding Hands Inc.), JoAnna Platzer (University of Vermont) |
| Abstract: The Applied Animal Behavior (AAB) SIG brings together individuals who specialize in or have an interest in the application of behavior analysis to the appreciation, understanding, and management of animal behavior across species. The AAB SIG has three primary purposes: 1) To promote behavior analytic research and the exchange of scientific information in the area of animal behavior; 2) To advocate for and promote high standards in the application of methods and techniques of behavior change with animals in applied settings; and 3) To support and promote excellence in the education and research practices of individuals dedicated to the study and management of animal behavior in applied settings. Membership of the AAB SIG is diverse and includes academicians, researchers, and practitioners from a variety of disciplines dedicated to, affiliated with or interested in animal behavior in applied settings. We welcome new members who share our interest in animal behavior and applied behavior analysis. The AAB SIG offers an annual student research award in honor of Marian Breland Bailey (open to all graduate and undergraduate students presenting their research during the annual ABAI conference) as well as a Diversity Award. The AAB SIG also maintains a Facebook page and conducts virtual continuing education events throughout the year. |
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| 84. Meaningful Applications of Culturo-Behavior Systems Science to Social and Global Issues |
| KATHRYN M. ROOSE (State of Nevada, Division of Child and Family Services), José G. Ardila-Sánchez (University of Nevada, Reno), Amanda N. Chastain (University of Illinois, Chicago), Traci M. Cihon (Behaviorists for Social Responsibility), Kendra Combs (Sparks Behavioral Services), Jovonnie L. Esquierdo-Leal (California State University, Fresno), Brett Gelino (Johns Hopkins University School of Medicine), Albert Malkin (Western University) |
| Abstract: Meaningful applications of behavioral systems science to social and global issues have been limited, largely due to lack of preparation and access to critical systems and limited conceptual guidance. In the Matrix Project, Behaviorists for Social Responsibility has worked for six years to address these limitations, emphasizing the potential for behavioral systems analysis to advance the underlying science. The Project currently includes active work groups in four areas: (a) development of a draft training and mentorship directory; syllabi and course units in the areas of sustainability, diversity, education and other areas of social importance; (b) development of state BFSR chapters, with strong emphasis on student involvement, and supporting individual student engagement in socially significant efforts; (c) examining options for increasing integration of behavior analytic data into state and federal policy; and (d) encouraging and disseminating information related to behaviorists’ involvement in activism and advocacy. The role of volunteers is increasingly emphasized for the advancement of the Project and training procedures for measuring volunteerism are being developed. These projects offer exemplars of the conceptual framework underlying and structuring all of these projects—a systemic integration of Goldiamond’s constructional approach and Lutzker’s ecobehavioral work, relying primarily on shifting interlocking and recursive patterns of antecedents (particularly SDs and motivative operations), reducing response effort, and accessing already established reinforcers. |
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| 85. Organizational Behavior Management Network |
| ANDRESSA SLEIMAN (Florida Institute of Technology) |
| Abstract: Abstract: Founded in 1982, the Organizational Behavior Management (OBM) Network exists to develop, enhance, and support the growth and vitality of Organizational Behavior Management through research, education, practice, and collaboration. The OBM Network accomplishes this mission through conferences, access to our flagship journal, the Journal of Organizational Behavior Management, a newsletter, a membership portal with multiple networking and sharing features, and other special projects. |
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| 86. Behavioral Gerontology Special Interest Group |
| ZOE LUCOCK (Positive Ageing Consultancy & Training), Crystal Yuet Wen Lim (Eastern Michigan University) |
| Abstract: The Behavioral Gerontology Special Interest Group (BGSIG) (https://bgsig.abainternational.org) applies the science and philosophy of behavior analysis to wellbeing in later life, typically referring to ages 65 and older. The expo poster and its presenters will offer information about current areas of special interest to behavior analysts, such as prevention of ageist practices, self-management for health promotion and disease prevention in later life, staff or family training, individual clinical interventions, and human operant studies. The poster will detail the goals of the SIG, its activities, and the benefits of SIG membership along with social media links and contact information. |
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| 87. History of Behavior Analysis Special Interest Group |
| EDWARD K. MORRIS (University of Kansas), Karen R. Wagner (Behavior Services of Brevard, Inc and TheBehaviorAnalyst.com) |
| Abstract: The History of Behavior Analysis Special Interest Group (SIG) of the Association for Behavior Analysis International was founded in 2011. Our aim is to advance behavior analysis nationally and internationally through its history and historiography. Our mission is to cultivate and nurture, enrich and improve, and disseminate the field’s history and historiography. Our objectives are to enhance teaching: course content and pedagogy; research: presentations, publications, and workshops; and service: leadership, governance, and communications. Our purview is the field’s long past, short history, and recent origins. Our audience includes behavior analysts, other scientists and humanists, and the public at large. This year, the SIG’s goals have been to establish By-Laws and a governance and committee structure. This poster will describe how. The By-Laws will include positions, policies, and procedures for the SIG’s governance (e.g., an Executive Council) and its committees (e.g., awards, bibliographies, communications, syllabus bank, archives, membership, website). To become a SIG member, contact Pat Williams at WilliamsP@uhd.edu. To participate in its governance and committees, contact the SIG president (Edward K. Morris at ekm@ku.edu). |
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| 88. ABAI Special Interest Group: Forensic Behavior Analysis (formerly Crime, Delinquency, and Forensic Behavior Analysis) |
| TIMOTHY TEMPLIN (Hoosier ABA), Kodey Lai (CrimeandBehavior.Com), Presley Wanner (Anne Carlsen Center) |
| Abstract: Applied Behavior Analysis (ABA) has been useful in addressing social problems related to the criminal justice field. Examples include the role of training programs in reducing recidivism and prison drug programs. ABA has also helped in the guiding of the court system in identifying effective sanctions (graduated sanctions), understanding the effects of behavioral programs, and team problem-solving in schools for emotionally and behaviorally-disordered students. Our special interest group (SIG) has improved in the past year. SIG members have provided trainings online and on site. Our goal is to explain the work we are doing in this very important specialization of ABA. |
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| 89. LGBTQ+ Special Interest Group |
| MATTHEW CAPRIOTTI (San Jose State University), Jonathan K Fernand (Florida Institute of Technology), Daniel E Conine (Georgia State University), Tara A. Fahmie (University of Nebraska Medical Center) |
| Abstract: Come meet the LGBTQ+ SIG! Our SIG's mission is to provide space to discuss, advocate, and support matters directly related to the treatment of LGBTQ+ people in behavior analysis. We seek to raise awareness of LGBTQ+ topics, catalyze innovation in research and clinical practice, and provide opportunities to educate and engage in critical discussions. The SIG fosters mentorship for researchers and practitioners interested in applying behavior analysis to better the lives of LGBTQ+ people. The SIG will explore, debate, and advocate for persons at the intersection of LGBTQ+ and the practice of behavior analysis. All interested in joining a network that strives for improving the lives of LGBTQ+ people are encouraged to join, regardless of gender identity, gender expression, or sexual orientation. |
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| 90. Behavioral Development Special Interest Group |
| GLADYS WILLIAMS (CIEL) |
| Abstract: The primary mission of the Behavioral Development (DEV) SIG is to promote a behavioral developmental thrust within behavior analysis. We strive to bring behavior analysis to the broader world of child psychology and learning, comparative psychology, adult development and gerontology, sociobiology, education, behavioral economics, developmental disabilities and autism, and language development, among other fields. We do so by (a) incorporating theories and findings from other areas into our research and (b) bringing professionals from outside traditional behavior analysis, including developmental psychology, to ABAI events and forming collaborations. |
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| 96. Behavior Analysis in Health, Sport, and Fitness Special Interest Group |
| SHARIQ ULLAH KHAN (Endicott College), Rocky Perez (Western Michigan University), Benjamin Thomas Lowe (Sparks Behavioral Services, Positive Behavior Supports), Julie A. Ackerlund Brandt (The Chicago School; Yellow Brick Academy), Julie M. Slowiak (University of Minnesota Duluth; InJewel LLC), Raymond G. Miltenberger (University of South Florida), Jesse DePaolo (University of South Florida), Bryon Miller (University of South Florida) |
| Abstract: The Behavior Analysis in Health, Sport, and Fitness Special Interest Group's purpose is to educate, coordinate, and provide resources to behavior analysts and other members of society seeking to promote desirable behavior change in health, sport, and fitness through the application of the science of behavior analysis.The purpose of the organization is fulfilled through: (1) Educating behavior analysts and other members of society and increasing awareness, visibility, and understanding of the application of the science of behavior analysis to health, sport, and fitness; (2) Disseminating information about the practice of behavior analysis and educational and training opportunities relevant to practice of behavior analysis in the areas of health, sport, and fitness; (3) Providing a professional network and access to educational and training resources (e.g., continuing education events, mentorship opportunities) for its members; (4) Obtaining financial resources to support research grants for behavior analysts who seek to conduct research with the objective to develop or evaluate behavior analytic interventions to resolve human challenges in health, sport, and fitness; and (5) Collaborating with other non-profit organizations, healthcare agencies, and health, sport, and fitness professionals to maximize our impact on current efforts. Members of the Behavior Analysis in Health, Sport, and Fitness Special Interest Group have the opportunity to learn how to become competent practitioners in the areas of health, sport, and fitness as behavior analysts, as well as opportunities to network and collaborate with one to increase the current research base within these areas of practice. |
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| 97. Challenging Behavior Special Interest Group |
| AMANDA ZANGRILLO (University of Nebraska Medical Center, Munroe-Meyer Institute), Joanna Lomas Mevers (Marcus Autism Center) |
| Abstract: Challenging behaviors exist along a continuum and may be conceptualized as externalizing behaviors producing significant impact on the individual, others or the environment that can impact participation in home, school, and/or community activities. The mission of the Challenging Behavior Special Interest Group is to support the advancement of clinical, research, training, and advocacy endeavors pertaining to the assessment and treatment of challenging behavior across the lifespan.
In addition, the Challenging Behavior Special Interest Group serves to: (1) Support and encourage research efforts to improve our understanding of assessment and treatment of challenging behavior; (2) Develop best practice supports for clinicians and educators across areas of assessment, treatment, documentation, reimbursement, outcome measures, and advocacy; (3) Support undergraduate and graduate training as it pertains to the specialization of assessment and treatment of challenging behavior; (4) Develop relationships and communicate with other organizations treating challenging behavior across disciplines; (5) Disseminate information and resources regarding best-practice, culturally-informed, and compassionate, and family-centered behavioral approaches to assessing and treating challenging behavior; and (6) Engage in community outreach and advocacy work to facilitate meaningful advancement for individuals with challenging behavior (e.g., access to funding, adults with Intellectual and Developmental Disabilities, parent advocacy). |
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| 98. Behavior Analysis in Military and Veterans SIG |
| ABIGAIL B. CALKIN (Calkin Consulting Center), Kent A. Corso (NCR Behavioral Health, LLC; Xcelerate Innovations) |
| Abstract: The history of Behavior Analysis in Military and Veterans
Affairs began with the work that Pavlov did with the
development of respondent conditioning in the very early
twentieth century. It has continued with military personnel and
service dogs with the principles and practices that Skinner and
Lindsley developed. This has come to include work with military
families who have children with disabilities, and military
personnel with various disabilities. Behavior analytic work
continues with TriCare and Echo programs, the standard
celeration chart and work with suicide, as well as the work of
Xcelerate Innovations to assist the Air National Guard to reduce
suicides. In addition to suicide, other work includes post-
traumatic stress disorder and traumatic brain Injury. This special
interest group began almost twenty years ago and continues
because of the need for support to the military in the above areas.
The committee and its co-chairs realize that for millennia
military training has depended on good discipline, and even, in
retrospect with the use of vastly different terms, the roots of
military training rely on Pavlovian and Skinnerian training and
high quality measurement of human behavior.
Behavior Analysis in Military and Veteran Affairs is a special interest group. |
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| 99. Behavioral Medicine Special Interest Group of the Association for Behavioral Analysis International (ABAI) |
| GRETCHEN A. DITTRICH (Simmons University) |
| Abstract: The Behavioral Medicine Special Interest Group of the Association for Behavior Analysts International focuses on the application of behavior analytic methodology to the prevention and treatment of behaviors associated with chronic illness and disease, and the promotion of behaviors associated with improved health and treatment adherence. The role of behavior analysis is important in the field of behavioral medicine. It is the mission of the Behavioral Medicine Special Interest Group to encourage interdisciplinary research in the areas of behavioral health promotion, emphasizing the need for function-based and empirically validated treatments for chronic health disorders. The Behavioral Medicine Special Interest Group offers students, researchers, practitioners, and consumers opportunities to discuss issues related to public health promotion and disease prevention. All are welcome to join the Behavioral Medicine Special Interest Group. We hope that the Behavioral Medicine Special Interest Group will help consumers and practitioners better understand the role of behavior analysis in the field of behavioral medicine, and provide an outlet for discussions of current and developing research within the field. |
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| 100. Experimental Analysis of Human Behavior Special Interest Group |
| CATHERINE WILLIAMS (University of North Carolina Wilmington), David J. Cox (RethinkFirst; Endicott College), Vanessa Ayres-Pereira (Federal University of São Carlos), Ramon Marin (Universidade Federal de São Carlos, Brazil), Stephanie Jimenez (University of Pittsburgh at Johnstown) |
| Abstract: The mission of the EAHB-SIG is to promote the experimental analysis of behavior with human subjects as a means of addressing important fundamental questions about human problems and human nature. In recent years, the energies of EAHB-SIG members have focused on three continuing projects: (1) The EAHB-SIG Distinguished Contributions Award: This award is designed to recognize substantive and sustained contributions to the EAHB literature. The award is presented at the annual convention; (2) The Student Paper Competition: This competition is designed to promote and recognize scholarly activity in the Experimental Analysis of Human Behavior. Students are encouraged to submit original research that has not been reviewed elsewhere. Participants receive high quality reviews from experts in their respective areas of research; (3) The Experimental Analysis of Human Behavior Bulletin: The SIG also maintains an online journal (ISSN 1938-7237) for the publication of empirical articles, technical reports, and other types of articles of interest to researchers engaged in the experimental analysis of human behavior. |
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| 101. Clinical SIG |
| THOMAS J. WALTZ (Eastern Michigan University) |
| Abstract: Clinical Behavior Analysis (CBA) involves the application of behavior analytic principles to the full range of human problems, many of which have traditionally been considered “mental health” issues. Our members practice and do research in a wide range of areas including: anxiety disorders, behavioral gerontology, behavioral health/medicine, behavioral pediatrics, childhood disorders, cognitive rehabilitation, couples therapy, family therapy, depression, forensic psychology (assessment and treatment), habit disorders, intellectual and developmental disabilities, serious mental illness (e.g., Borderline Personality Disorder, Schizophrenia), substance abuse, trauma, and much more. In general, the range of interests reflects the scope of practice regulated to licensed clinical psychologists and Clinical SIG members can serve as a good resource for behavior analysts interested in such training. The Clinical SIG is dedicated to facilitating collaboration between researchers and clinicians to further the field’s ability to apply our ever-expanding knowledge base to community-based clinical populations and to facilitate the relevance of research to actual clinical practice. This group seeks to promote Clinical Behavior Analysis (CBA) at ABAI and is interested in maintaining the longstanding relationship between basic research and clinical application. |
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| 102. Speech Pathology Applied Behavior Analysis Special Interest Group (SPABA) |
| NIKIA DOWER (Dower and Associates, Inc.), Lina M. Slim (Lina Slim Consulting; Endicott College; The Chicago School of Professional Psychology) |
| Abstract: The Speech Pathology Applied Behavior Analysis (SPABA) SIG poster will provide information about the SIG’s mission, the composition of membership, the treatment and research areas applicable to the members of the SIG, and finally the various benefits of membership in and donation to the SIG. The SIG's mission is to promote the dissemination of behaviorally oriented speech and language research as well as, the application of evidence-based practices relevant to the full range of services provided by speech and language professionals. The SIG is also committed to interprofessional collaboration and practice and as such, works to provide pertinent information to both SLPs and BCBAs regarding related services, scope of practice, and scope of competence. Expo attendees will also receive information about resources available on the SIG's website and various social media platforms. Opportunities to serve on the SIG's committees will be discussed and members of the SIG's Executive Committee will be present to answer visitor questions. |
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| 103. Standard Celeration Society |
| MARY KATHRYN REAGAN (Simmons University), Salvador Ruiz (Hunter College, CUNY) |
| Abstract: The Standard Celeration Society (SCS) became an ABAI special interest group in 1995. The mission of the SCS states to uphold and advance the defining features and conventions of the Standard Celeration Chart. The SCS aims to function as a friendly and enduring forum, supporting the application and dissemination of standard celeration charting across an expanding range of practitioners and other stakeholders. The values of the SCS that guide behavior in fulfilling the mission include acknowledgement and appreciation of the founding principles and applications of our science (e.g., “standing on the shoulders of giants”), authenticity, inclusivity, legacy, community, and kindness.
Since 2015, the SCS has employed an organizational structure composed of a board of directors and volunteer leadership teams that actively work toward implementing new and maintaining current initiatives designed to further the organization’s mission. We have an active board of directors comprised of five members, each on 3-year terms. In addition to the board, the organization also consists of an executive director, vice presidents, and associate vice presidents. The board of directors provides guidance and decision-making for the SCS executive director, who carries out board initiatives with vice presidents, associate vice presidents, and other volunteers. Current leadership teams include finance, programs, membership, scientific and academic relations, operations, international relations, diversity, communications, and website services. Since the beginning of 2015, our leadership teams have actively developed the underlying systems to support the SIG’s structure and facilitate institutional memory as there is transition in our leadership roles, an important component for voluntary leadership teams to maintain productivity. Current priority initiatives include providing more free continuing education opportunities for members, publication resources, mentorship, and training program locations for students interested in academic training, internships, and externships, among others.
The SCS offers membership for a low cost and includes discounted rates to annual conference each year, access to the historical publication database of the Journal of Precision Teaching and Celeration, and soon to be announced web-based continuing education events (suggested annual dues: sustaining, $130; full, $70; student, $35). We recently implemented our values-based dues option which allows members to pay the suggested amount, a minimum amount, or a higher amount.
Current initiatives also aim to highlight our organization’s entrepreneurial members. The skills of the members, including insights and strategies developed over decades of business development in the area of precision teaching, are made available to others looking to start their own businesses. This is an exciting opportunity to become involved with the SCS, as this organization has a long history of entrepreneurs creating successful operations that provide clinical/educational services outside the mainstream of applied behavior analysis. Finally, as in prior years, new and seasoned precision teachers gathered to learn and share research and clinical data at the SCS Annual Conference in November 2023 with both live and virtual attendance options. The society was honored to have Drs. Jesus Rosales-Ruiz and William Heward as keynote speakers along with an array of invited addresses, panels, and paper symposia.
The SCS awarded Dr. John Eshleman the Ogden R. Lindsley lifetime achievement award. Additionally, the conference offered a poster session and the annual chart share. This year, we celebrate our 37th Annual Conference on November 7 – 9, 2024 in Albuquerque, New Mexico at the Hotel Albuquerque at Old Town. Please visit www.celeration.org for more information regarding the conference. The SCS eagerly welcomes new charters and members into our community. This nurturing group is full of brilliant and seasoned professionals who are always willing to offer advice or mentorship.
Simply become a member and see the opportunities accelerate! |
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| Other Organizations |
| Saturday, May 25, 2024 |
| 8:00 PM–10:00 PM |
| Convention Center, 200 Level, Exhibit Hall A |
| 91. B.F.Skinner Foundation |
| JOYCE CHENCHEN TU BATTERSBY (Easterseals of Southern California), Emaley McCulloch (Motivity Systems), Sydney J Berkman (AnswersNow) |
| Abstract: The B. F. Skinner Foundation promotes the science founded by B. F. Skinner and supports the practices derived from that science. In so doing, the Foundation advances a more humane world by replacing coercive techniques with positive procedures. |
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| 92. Mexican Organization of Practitioners of Applied Behavior Analysis (OMPAC) |
| VARSOVIA HERNANDEZ ESLAVA (Universidad Veracruzana), Mariana De Los Santos (Bloom Children's Center), Janet Sanchez Enriquez (The University of North Carolina at Charlotte), Tania Catalina Catalina Pasillas Salazar (Bloom Children's Center) |
| Abstract: The Mexican Organization of Practitioners of Applied Behavior Analysis (OMPAC) was established in 2021. OMPAC is a non-profit, newly-formed organization focused on promoting the recognition of Applied Behavior Analysis as an effective scientific discipline to support Mexican society. Our mission is to guide professionals interested in practicing Applied Behavior Analysis by establishing standards and providing specialized training to address socially significant behaviors. Our goals include: 1) Disseminating the practice of ABA in Mexico with the highest standards, 2) Providing reliable resources for individuals seeking to deepen their understanding of ABA, 3) Facilitating communication among professionals in ABA in Mexico, and 4) Setting practice standards and offering specialized training. In 2023, we celebrated our inaugural international conference in the city of Oaxaca, with 120 participants traveling from 14 states in Mexico and nine different countries. Eighteen international speakers and experts shared groundbreaking research in 12 talks and panels. We also host bimonthly continuing education webinars in Spanish. We plan to continue conducting regular events, such as workshops, training sessions, and webinars, with the purpose of disseminating knowledge and providing training in specific sub-specialties of ABA. Our long-term goal is to establish the standards for a Mexican Certification of Behavior Analyst. |
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| 93. Randomized, Controlled Trial of the Tablet-Based Cognitive Ability Intervention for Children with Autism |
| TIANTIAN ZHENG (Beijing Alsolife Technology Co., Ltd.) |
| Abstract: Background: This exploratory randomized controlled trial evaluated the efficacy of digital cognitive ability intervention on the cognitive function and other related developmental abilities of children with ASD.
Methods: Forty-nine children diagnosed with ASD aged 2-8 years were randomly assigned to the digital cognitive ability intervention (DCAI) group (n=25) and control group (n=24). The control group received the offline intervention, and the DCAI group received the digital cognitive and offline intervention for ten weeks. The third edition of the revised Chinese version of the Psycho-educational Profile (C-PEP-3) and Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) were used to assess participants during pre-and post-tests.
Results: In the post-test, children in the DCAI and control groups showed significantly higher scores in several areas/domains of C-PEP-3 and VB-MAPP than in the pre-test. (ps<0.05). More significant improvements were observed in the DCAI group relative to the control group on cognitive performance and total developmental ability (ps<0.05). In the DCAI group, children with high developmental age showed greater cognitive performance improvement than children with low developmental age (p<0.05).
Conclusions: This study provides evidence that digital cognitive ability intervention as a supplement to manual intervention for children with ASD can improve cognition and overall developmental ability. |
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| 94. Values to Action: Helping people forge a society of kindness and compassion that works for everyone |
| ANTHONY BIGLAN (Oregon Research Institute), Tommy Ashby (Values to Action), Andrew C Bonner (Florida State University), Kylee Drugan-Eppich (Insight Behavior Partnership, LLC), Elizabeth Virginia Krulder (California ABA), Cassandra O'Hara (University of Florida), Kathryn M. Roose (State of Nevada, Division of Child and Family Services) |
| Abstract: Imagine that your community is the most nurturing in the country. Values to Action targets the world’s most common and costly problems, providing positive and preventive direction for communities to ensure everyone’s wellbeing.
One of the ways Values to Action seeks to accomplish this is through the use of Action Circles. An Action Circle is a small group of like-minded people who devote as little as 15 minutes a day to come together to study a problem in an effort to devise a solution. Groups of five ten or twelve people can make a significant difference on problems as diverse as reducing disparities in children's reading skill, promoting local policies that affect greenhouse gas emissions, preventing delinquency, or preventing child abuse. Values to Action has supported Action Circles on a variety of topics including social emotional learning, climate change, effective reading instruction, behaviorally skilled healthcare professionals, reducing pollution, reducing child abuse and neglect, and reducing youth delinquency. In addition to Action Circles, Values to Action has participated in projects relating to school-based interventions supporting cooperation, skill development, self-regulation, on-task behavior, and academic outcomes. Values to Action is a volunteer organization comprised of individuals with a foundation in behavioral science and a desire to build and sustain nurturing communities. |
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| 95. Division 25 (Behavior Analysis) of the American Psychological Association and its Committee on Equity, Diversity, and Inclusion |
| JORDAN DEBRINE (Kennedy Krieger Institute), Kathryn Glodowski (Mary Baldwin University), Emily L. Baxter (University of North Carolina Wilmington), Isaac Joseph Melanson (University of Nebraska Medical Center's Munroe-Meyer Institute), Jessica Pham Tran (University of Nebraska Medical Center), Tara A. Fahmie (University of Nebraska Medical Center), Brinea Charles (University of Nebraska Medical Center) |
| Abstract: The American Psychological Association (APA) Division 25 is a group that promotes the study of experimental and applied behavior analysis. We strive to strengthen the voice of behavior analysts, regularly release publications to discuss current issues in the field, and provide an opportunity for professionals and students in the field to connect. The mission of APA’s Division 25 Equity, Diversity, and Inclusion Student Subcommittee is to create a community for historically underrepresented students built on collaboration, innovation, and belonging. We want to help move the field of behavior analysis toward more equitable (e.g., just and fair access to resources and opportunities within the division and field), diverse (e.g., representation across ethnicity, race, disability status, age, sexual orientation, religion, gender, and more), and inclusive (e.g., integration of varied ideas and populations) practices in behavior analytic research, practice, and mentorship. The committee will work to (a) develop student-focused diversity and inclusion educational and funding opportunities, (b) disseminate latest research, news, and events relating to diversity, equity, and inclusion, (c) help to facilitate and sustain meaningful connections amongst students (d) support student research endeavors related to diversity, equity, and inclusion, and (e) provide opportunities for mentorship of students for historically underrepresented backgrounds. |
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