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| Learning RFT and ACT to Build Meaningful and Robust Skill Repertoires in Persons With Autism |
| Sunday, February 23, 2020 |
| 9:30 AM–12:20 PM |
| Regency Ballroom |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Mark Dixon, Ph.D. |
| MARK DIXON (Southern Illinois University) |
 Dr. Mark R. Dixon, BCBA-D, is professor and coordinator of the Behavior Analysis and Therapy Program at Southern Illinois University. His interests include the study of complex operant behavior, gambling behavior, and organizational behavior. Mark has published 3 books and over 100 peer reviewed journal articles. He has served as associate editor for Journal of Applied Behavior Analysis and Journal of Organizational Behavior Management, the editor for the Analysis of Gambling Behavior, and a reviewer for over 20 nonbehavioral journals. Dr. Dixon has generated over 1.5 million dollars in funding to infuse behavior analysis within local schools and treatment facilities, and create a behavioral therapy clinic for persons suffering from problem gambling or obesity. Mark's research and/or expert opinions have been featured in Newsweek, Time, The New York Times, National Public Radio, This American Life, a New York Times best seller, and regional affiliates of ABC, CBS, and PBS. |
| Description: This workshop is designed for the practicing behavior analyst in a wide range of clinical settings that is looking for a better understanding of Relational Frame Theory and Acceptance and Commitment Therapy. ThIs interactive workshop move from the origins, the research, and the implications these post-Skinnerian approaches have on everyday practice. Benefits include a more comprehensive account of language, how complex language can be taught to persons with autism, as well as the troubles language can get clients into as they begin to move from pure contingency control towards rule governed dominance. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe how RFT and ACT originated, the key research findings, and the overlap and uniqueness with prior behavioral accounts of language; (2) describe the key elements of what a relational frame is and the six processes used in ACT; (3) provide examples of tools that behavior analysts can use to enhance their autism practice based on RFT and ACT. |
| Activities: PENDING |
| Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Practical Functional Assessment of Severe Problem Behavior: A Process Primer and Update |
| Sunday, February 23, 2020 |
| 2:00 PM–4:50 PM |
| Regency Ballroom |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Gregory Hanley, Ph.D. |
| GREGORY HANLEY (Western New England University) |
 Dr. Hanley has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities just under 30 years. He worked and trained at the Kennedy Krieger Institute, was degreed at the University of Florida, was tenured at the University of Kansas, and directed the Behavior Analysis Doctoral Program and Life Skills Clinic at Western New England University (WNEU).
Dr. Hanley has published over 100 book chapters and articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Fellow of the American Psychological Association (Div. 25), past Associate Editor of The Behavior Analyst, and past Editor of the Journal of Applied Behavior Analysis and of Behavior Analysis in Practice.
He currently serves as a Research Professor at WNEU, an Adjunct Professor of Psychiatry at the University of Massachusetts Medical School, and CEO of FTF Behavioral, an international training and consulting group based in Worcester Massachusetts. This group of researcher-practitioners supports professionals attempting to create meaningful outcomes with practical functional assessment processes and skill-based treatments for addressing emerging and severe problem behavior, intractable stereotypy, food selectivity and mealtime problem behavior, and sleep problems. |
| Description: Through lecture and interactive discussion, attendees will be introduced to the latest iteration of the practical functional assessment process that allows for the development of skill-based treatments capable of producing socially valid outcomes. The procedures for maximizing the safety and efficiency of the analysis will be emphasized. The effective and parent-validated treatment process for problem behavior will also be described, but with an emphasis on the generally applicable process for teaching contextually appropriate behavior following the shaping of a communication and toleration repertoire. The relevance of an “enhanced choice” model for further minimizing risks and expanding practitioner’s scope of practice will also be reviewed. |
| Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) defend the practice of relying on synthesized reinforcement contingencies when functionally analyzing problem behavior and articulate the advantages of functional control over functional classification; (2) describe the tactics for improving the safety and efficiency of the functional analysis part of the process; (3) describe strategies for implementing the PFA process within an open-door model that obviates the use of physical management and minimizes the possibly of escalated problem behavior; (4) articulate a generally applicable process for teaching contextually appropriate behavior following the shaping of a communication and toleration repertoire. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, and group discussion. Supplemental handout materials for implementing the assessment and treatment processes will be provided. |
| Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Content Area: Practice |
| Instruction Level: Intermediate |