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| Meaningful Mealtimes: A Tiered Approach to Supporting Feeding and Mealtime |
| Friday, May 23, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M1 Level, Gallaudet |
| Area: AUT/LBD; Domain: Service Delivery |
| CE Instructor: Yev Veverka, Ph.D. |
| YEV VEVERKA (University of Washington) |
| Description: Mealtime challenges are a prevalent concern in early childhood, affecting children, caregivers, and professionals alike. Despite their frequency, these challenges often lead to frustration and a sense of isolation for families, as their concerns are frequently dismissed or inadequately addressed. This workshop aims to empower providers with the knowledge and skills needed to deliver effective mealtime and feeding support to the families they serve. Drawing from the tiered approach outlined in the book Meaningful Mealtimes, this workshop will guide participants through the essential steps of providing comprehensive mealtime support. Attendees will learn to: 1. Gather Information: Accurately assess mealtime and feeding challenges, strengths, and the contexts in which mealtimes occur including family values and culture. 2. Develop Goals: Set meaningful and achievable mealtime and feeding objectives that align with family values. 3. Implement Support Strategies: Apply evidence-based support strategies tailored to each child's unique needs. 4. Take Ongoing Data: Utilize data-driven decision-making to refine support strategies. 5. Collaborate Effectively: Work alongside families and other professionals to ensure consistent, effective support. Key topics will include prioritizing goals that respect family values and cultural contexts, incorporating child assent into the process, and navigating ethical considerations in mealtime and feeding support. By the end of this workshop, participants will have a deeper understanding of how to proactively foster lifelong, nurturing mealtime habits in children, equipped with practical tools to support families in overcoming these challenges. |
| Learning Objectives: 1. Participants will understand how to develop mealtime and feeding goals based on gathered information. 2. Participants will match support strategies to individualized goals and implement strategies ethically and effectively. 3. Participants will understand how to use ongoing assessment to make ethical, data-driven decisions about support strategies. |
| Activities: This workshop will consist of a combination of activities including lecture, small group discussion, case studies, and practice scenarios applied to individual practice. |
| Audience: The target audience is any ABA provider who would like to learn more about universal support for feeding or mealtime that can be embedded into their existing practice and expand their scope of practice. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): early intervention, early learning, feeding, mealtime |
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 Fostering Belonging Through Person-Centered Assessment, Strength-Based Treatment, and Compassionate, Assent-Based Practices |
| Friday, May 23, 2025 |
| 8:00 AM–11:00 AM |
| Marriott Marquis, M2 Level, Marquis Salon 15 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Kathleen I Dyer, Ph.D. |
| KATHLEEN I DYER (Endicott College), ANNA LINNEHAN (Endicott College) |
| Description: A growing body of research highlights the importance of compassionate, assent-based intervention within the behavior-analytic community, particularly in addressing diversity, equity, inclusion, and belonging (DEIB) (Abdel-Jalil et al., 2023; Alai-Rosales et al., 2024; Dyer et al., 2024; Linnehan et al., 2023; Roher & Weiss, 2023; Syed et al., 2024; Taylor et al., 2018). This workshop introduces a framework for behavior analysts to support neurodiverse individuals and communities. Participants will receive tools for conducting person-centered assessments, setting individualized goals, and implementing strength-based interventions to foster community, connection, and belonging within neurodiverse populations. The workshop will also address common barriers to intervention and critiques of Applied Behavior Analysis (ABA) from the neurodiversity movement. In addition to highlighting areas for improvement, the session will emphasize the foundational principles necessary for serving diverse neurological profiles. Strategies for promoting social inclusion and belonging will be shared, focusing on genuine assent, individualized interventions, and collaborative approaches with families and communities. All tools and strategies will be framed within a compassionate clinical practice, guided by the seven dimensions of behavior analysis. |
| Learning Objectives: Participants will be able to describe collaborative approaches to person-centered support related to increasing the quantity and quality of social connections in neurodiverse individuals Participants will explain barriers to effective intervention and discuss criticisms of Applied Behavior Analysis (ABA) raised by the neurodiversity movement. Participants will describe tools and strategies framed within an assent-based compassionate approach to person-centered assessment and strength-based treatment for improving social connection with neurodiverse individuals |
| Activities: Workshop objectives will be met through: 1) lecture 2) applied exercise on concept analysis of belonging; 3) small group breakout on applying tools for assessment of socialization and belonging, person-centered goal development, assent-based intervention, evaluation, and modification. Supplemental materials will be provided for 1) constructional interview; 2) indirect assessment of belonging; 3) direct assessment of belonging; & 4) outline for steps of intervention. |
| Audience: Beginning level |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): assent-based practice, belonging, inclusion, neurodiversity |
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| What Does “School Readiness” Mean? Bridging the Gap Between Clinics and Schools |
| Friday, May 23, 2025 |
| 8:00 AM–11:00 AM |
| Marriott Marquis, M2 Level, Marquis Salon 16 |
| Area: EDC/CBM; Domain: Service Delivery |
| CE Instructor: kathryn Elizabeth Elmen, M.Ed. |
| ALEXANDRA KAY (FABA), KATHRYN ELIZABETH ELMEN (FABA) |
| Description: Applied Behavior Analysis (ABA) is a common intervention for children with autism. ABA therapy is based on the science of behavior and can be an effective intervention to target skills such as communication, social skills and adaptive functioning. For young children, ABA therapy often targets school readiness skills. However, certain barriers may impact a child’s ability to generalize skills acquired in therapy into a classroom setting. These barriers include staff to child ratio, clinical staff familiarity with academic standards, and learning environment. This session will evaluate barriers, propose solutions to these barriers, and equip parents, clinicians and teachers with necessary skills needed to bridge the gap between the clinical setting and the school setting. Participants will have the opportunity to create unique programming, planning with "the end in mind" for school readiness. Participants will also practice the soft skills involved in collaborating with schools including motivational interviewing. |
| Learning Objectives: 1.)Participants will operationally define school readiness and describe the behaviors that comprise this skill. 2.) Participants will evaluate common behavior analytic goals and identify missing components. 3.) Participants will develop skill acquisition goals necessary for students to successfully transition to school. |
| Activities: Objectives will be met through a combination of lecture and discussion, video examples and demonstrations and group work. Participants will have the opportunity to create a permanent product that includes programs that target school readiness across the the continuum of least restrictive educational environments. Behavior skills training will occur to practice the soft skills involved in collaborating with schools including motivational interviewing. |
| Audience: Intermediate; clinicians working with schools and vice versa school staff who work with clinicians. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): "Collaboration", "School Readiness", "Schools" |
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| Beyond Performance Management: Process Mapping |
| Friday, May 23, 2025 |
| 8:00 AM–11:00 AM |
| Marriott Marquis, M2 Level, Marquis Salon 14 |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Andressa Sleiman, Ph.D. |
| ANDRESSA SLEIMAN (Florida Institute of Technology) |
| Description: Behavior analysts usually learn the basics of Performance Management (PM) when first introduced to Organizational Behavior Management (OBM). But PM is just one part of applying in an organization. Organizations often re-engineer their processes to become more effective and efficient and must respond effectively to ever-changing environments internal and external to the organization. Responding to these pressures frequently requires changes to the organization’s processes (or “the way the work gets done”), whether to better meet customer requirements, or support a change in the organization’s strategy. This workshop will begin with an overview of behavioral systems analysis – the organization, process, and performer level. The remainder of the workshop will focus on a hands-on activity about constructing an “IS” and a“Should” process map. The workshop will conclude with a Q&A about strategies on how the learners can incorporate this learning into their current roles. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the three levels of analysis in OBM; (2) create an "IS" and "SHOULD" process map; (3) identify disconnects in process maps. |
| Activities: Instructional strategies include: lecture, discussion, and small group activity (process mapping). |
| Audience: The target audience for this workshop includes individuals with a foundational knowledge of behavior analysis, particularly those with experience in performance management. Ideal participants are graduate students seeking to deepen their understanding of Organizational Behavior Management (OBM), Board Certified Behavior Analysts (BCBAs) with relevant experience, and clinical directors. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): BSA, OBM, Process Mapping, System |
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| Using PORTL in the Classroom and in the Clinic to Teach Behavior Principles and Shaping Skills |
| Friday, May 23, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M4 Level, Independence E-H |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
| JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), HANNAH DAVIS MCGEE (University of North Texas), SARAH OWEN (University of North Texas Department of Behavior Analysis) |
| Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to experience the principles of behavior and learn shaping skills (Hunter & Rosales-Ruiz, 2023; Rosales-Ruiz & Hunter, 2019). This tabletop game is essentially a portable Skinner box for humans. However, unlike the Skinner box, students get to experience what it is like to be both the teacher and the learner. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. PORTL teaches students how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL as a teaching tool in the classroom or for staff training. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool. |
| Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Set up a game of PORTL and carry out a PORTL exercise to illustrate a behavioral principle or teach a behavior. |
| Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and refect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool. |
| Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): basic principles, laboratory experience, shaping skills, staff training |
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| Becoming a Compass-Behavioral Clinician: A Neuroaffirming Behavioral Coaching Program for Autistic Youth and Adults |
| Friday, May 23, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 12-13 |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Lindsey Sneed, Ph.D. |
| BRIANNA FITCHETT (Catalight), JENNIFER IKOLA (Catalight Research Institute), LINDSEY SNEED (Catalight Research Institute) |
| Description: Compass-Behavioral (Compass-B) is founded on the evidence-based principles of applied behavioral analysis and includes procedures such as antecedent, behavior, consequence understanding of behavior, understanding private events and how this impacts public behavior, implementing behavioral techniques to improve executive functioning skills, and sleep hygiene behaviors to improve sleep. Compass-B is implemented through a neuroaffirming person-centered framework where individuals take data on their own behavior and set their own goals. In this ABA-based intervention, the BCBA works directly with the client to learn how to manage their own behavior. In 2023, Compass-B was piloted across five BCBAs and 15 autistic youth and adults, demonstrating significant improvement in their outcomes. Since then, we have trained more than 30 BCBAs in Compass-B and provided this behavioral coaching program to more than 400 autistic youth and adults. Outcomes data demonstrates significantly improved executive functioning skills, significant improvement in sleep behavior, and significantly improved self-reported wellbeing as described by a survey of private events. This workshop will teach licensed or certified clinicians how to implement Compass-B to fidelity with neurodiverse youth and adults. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand how to use the manuals with clients for Compass-B treatment. (2) Evaluate the suitability of individuals for the Compass-B program. (3) Identify and critically assess three modules from the Compass-B Manual for Clients. (4) Implement a Compass-B assessment. (5) Utilize Motivational Interviewing techniques as a core method for engagement and promoting behavioral change |
| Activities: The format of this workshop will include lectures, small group breakouts, large and small group discussion, video models, guided practice, as well as hands on work in the Compass-Behavioral manuals. |
| Audience: Licensed and certified clinicians who work with autistic individuals, people with intellectual developmental disabilities, attention deficit hyperactivity disorder, and related developmental disorders or for those who wish to expand their practice to serve these communities. A master's degree in psychology, ABA, or a related field is necessary, as well as an understanding of evidence-based ABA procedures (e.g., reinforcement, prompt/prompt fading, shaping, etc.) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Behavioral Coaching, Neuroaffirming, Person-Centered |
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| Using Developments in Relational Frame Theory to Cultivate Flexible and Generative Repertoires in Children With Autism |
| Friday, May 23, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M4 Level, Liberty L |
| Area: DDA/VBC; Domain: Service Delivery |
| CE Instructor: Carolina Coury Silveira de Almeida, Ph.D. |
| CAROLINA COURY SILVEIRA DE ALMEIDA (iABA - Instituto de Análise do Comportamento Aplicada), JOAO HENRIQUE DE ALMEIDA (São Paulo State University), COLIN HARTE (Universidade Federal de São Carlos), DERMOT BARNES-HOLMES (Ulster University) |
| Description: Relational frame theory (RFT) is a behavior-analytic account of human language and cognition, which in recent years has experienced intense conceptual and empirical development. The overarching aim of the current workshop is to summarise these recent developments and how they are translating into advances in applied behavior analyses, particularly in understanding and treating language and cognitive deficits, and behavioral inflexibility in both verbal and emotional responses. The workshop centres around a recent RFT framework for conceptualising many of the key ‘behavioural units’ of human verbal behaviour and how to promote generalisation from one-on-one relational learning to responding in the natural environment. In particular, the workshop will consider ways in which it may be possible to overcome “relational rigidity” arising from the emotional or evoking functions of stimulus events. A semi-structured evaluation, referred to as the Relational Evolutionary System for Educational Progress (RES-EP) and based on developments in RFT, will be presented, focusing on the assessment and intervention of individual derived relational repertoires. A blend of lecturing, video material, examples of teaching programmes, and group-based practical exercises will be utilised. By the end, attendees should be able to utilise this new RFT evaluation and framework in their own applied environments. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) articulate the basic descriptive and explanatory concepts in RFT; (2) identify and describe the key elements of a recent RFT framework and semi-structured evaluation (the RES-EP); (3) generate examples of how the developments and tools presented may be used to facilitate relational and emotional aexibility in children with autism and other developmental delays. |
| Activities: The workshop will involve a balance between lecture, active participation, opportunities to practice the skills demonstrated in groups along with feedback provided to participants by the workshop presenters. In addition, video demonstrations will be employed throughout, and examples of teaching programmes will be provided. Workshop slides and additional supplementary readings and materials will be made available to participants via an open access website. |
| Audience: A basic background in behaviour analysis is assumed. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Developmental delay, Language, RFT |
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| Behavioral Sex Education for Persons With Autism and/or Intellectual and Developmental Disabilities (IDD): A Discussion of the Basics for Ethical, Competent, and Practical Implementation |
| Friday, May 23, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M4 Level, Liberty N-P |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Frank R. Cicero, Ph.D. |
| FRANK R. CICERO (Seton Hall University), SORAH STEIN (Partnership for Behavior Change) |
| Description: Is sex governed by the principles of ABA? Are there ethical and applied issues that behavior analysts need to be aware of when working with sexual behavior? The answer to these questions is yes and form the basis for the current workshop, focusing on effective and ethical implementation of sex education for persons with developmental disabilities and/or autism. Realistically, many behavior analysts will encounter sexual behavior within their clinical work. Not only can it be uncomfortable for clinicians, clients, parents, and providers to discuss, but also behavior analysts rarely have the level of training in human sexuality needed to address this class of behavior ethically and effectively. This workshop will include a brief overview of sexual development and lifespan changes, medical issues that can affect sexual behavior, how and why sexuality may be affected by neurodivergence, function-based assessment and treatment of sexual behavior, shaping of pleasurable and appropriate solo-sex, and teaching of socio-sexual skills including relationship building and issues of consent, perspective taking, and privacy awareness. Presenters will introduce the audience to practical, behavioral treatment strategies are aligned with evidence-based practice. Treatments discussed will have been studied according to established procedures of scientific scrutiny that can be reasonably relied upon. |
| Learning Objectives: 1. At the conclusion of the workshop, participants will be able to state common issues experienced by people with developmental disabilities and ASD as related to appropriate and problem behaviors of a sexual topography, 2. At the conclusion of the workshop, participants will be able to develop 2-3 teaching programs for skill acquisition of sexual behaviors using techniques and theories consistent with applied behavior analysis, 3. At the conclusion of the workshop, participants will be able to conduct a functional assessment of problem behavior as it relates to sexual expression and develop a behavior intervention plan based on the function, 4. At the conclusion of the workshop, participants will be able to list considerations associated with personal consent and respect for diversity across the sexuality spectrum. |
| Activities: The workshop will consist of the following activities: 1. Didactic instruction by the presenters, 2. Group discussion and audience presentation, 3. Presentation and review of teaching materials, 4. Role play and practice of presented teaching procedures where applicable, 5. Sharing and discussion of research data where applicable |
| Audience: The current workshop content is geared towards the following audience: 1. Intermediate and advanced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the subject of sexual behavior. 2. Educators and related service professionals who have an advanced behavioral background and work with individuals with developmental issues that have needs in the area of sexual behavior. Audience members should have a working knowledge of behavior analytic principles and procedures used in clinical practice. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, sex education, sexual behavior, sexuality |
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| Trauma: The Invisible Elephant Underlying Challenging Behavior |
| Friday, May 23, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M4 Level, Liberty M |
| Area: EDC/CBM; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JEANNIE A. GOLDEN (East Carolina University), SARAH HAYES (East Carolina University), MELISSA GLENN (Nationwide Childrens Hospital), PAULA Y FLANDERS (Private Consultant) |
| Description: Behavior analysts are often charged with the responsibility of dealing with challenging behaviors and may be unaware of the impact of underlying trauma on these behaviors. These challenging behaviors are frequently not amenable to traditional functional behavioral assessments (FBAs) and positive behavioral interventions (PBIs). This may be because behavior analysts are reluctant to incorporate distal setting events, discriminative stimuli, and motivating operations into their FBAs, which is essential to the incorporation of trauma into these analyses. One of the key impacts of trauma is on challenging behaviors which often leads to disciplinary referrals, suspensions, alternative placements, and inaccurate diagnoses disproportionately for students of color. Additionally, racial trauma is a form of trauma which has devastating consequences and is often overlooked. Further, it is necessary to acknowledge the impact of verbal behavior in implementing effective interventions, as covert thoughts and feelings often are the establishing operations that motivate challenging behaviors. This workshop will familiarize participants with FBAs that incorporate trauma as well as with strategies that use verbal behavior in conducting interventions. Participants will see role-play demonstrations of these strategies and practice these strategies with feedback and correction. They will also be provided with PBIs specific to their own caseloads. |
| Learning Objectives: (1) Explain why youth who have experienced trauma are more likely to exhibit challenging behaviors; (2) Describe how to incorporate distal setting events, discriminative stimuli, and motivating operations into functional behavioral assessments of youth who have experienced trauma; (3) Describe how private thoughts and feelings often serve as establishing operations that motivate challenging behaviors; (4) Describe trauma’s impact on challenging behaviors which often leads to disciplinary referrals, suspensions, alternative placements, and inaccurate diagnoses disproportionately for students of color; (5) Explain why verbal behavior is important in implementing effective interventions for youth who have experienced trauma; (6) Describe some of the verbal behavior strategies that could be effective interventions for youth who have experienced trauma. |
| Activities: This workshop will include presentation of lecture, modeling, video demonstrations, group discussion, live demonstration, role-play, feedback and practice. Handouts that enhance learning will be provided for take-away. |
| Audience: Behavior analysts, psychologists, teachers, social workers, counselors, administrators and psychiatrists would be appropriate audience members for this symposium. This presentation will be at the intermediate level and audience members should have the ability to apply basic behavioral concepts such as positive and negative reinforcement, motivating operations, and discriminative stimuli. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): challenging behavior, de-escalation strategies, trauma, trauma- informed |
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| The Power of Rapport: Strengthening Connections Across Clients, Families, Teams, and Leadership |
| Friday, May 23, 2025 |
| 12:00 PM–3:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 16 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Molly Ann McGinnis, M.Ed. |
| MOLLY ANN MCGINNIS (Butterfly Effects), VICTORIA KARLSEN (Butterfly Effects) |
| Description: Our clinical rapport-building goals have been extended to siblings, parents, respite care workers, and neighbors to promote and enhance social relationships for our clients, while also facilitating generalization. Building on the work of Lugo et al. (2017), we developed a formalized rapport-building curriculum that incorporates the 7 pre-session pairing skills, data collection, and teaching procedures outlined in their research. This curriculum not only guides pre-session pairing but also emphasizes maintaining rapport throughout sessions, ensuring a continuous therapeutic relationship between clients and clinicians (Denegri, 2023). The curriculum provides clear, actionable steps for BCBAs and technicians to enhance their interpersonal skills with clients. Additionally, this workshop addresses how providers can integrate compassionate care within a medical model of treatment, promoting self-advocacy and independence for families (Mathur, 2024). Finally, developing positive rapport is not only essential in direct service provision but also in building strong professional relationships, effective leadership, and feedback within the workplace. This workshop aims to improve participants' rapport-building repertoire, both in client interactions and throughout their professional careers in applied behavior analysis. |
| Learning Objectives: 1. Understand the Principles of Rapport-Building Participants will identify and understand the key elements of rapport-building, including the 7 pre-session pairing skills, as outlined in the curriculum developed from Lugo et al. (2017). 2. Enhance Interpersonal Skills for Clinicians Participants will gain practical guidance on how BCBAs and technicians can develop their interpersonal skills through structured rapport-building techniques in both pre-session and ongoing client interactions. 3. Integrate Compassionate Care into Clinical Practice Participants will explore ways to incorporate compassionate care into a medical model of treatment, as described by Denegri (2023), while promoting self-advocacy and independence for families. 4. Develop Skills for Lifelong Professional Growth Participants will strengthen their rapport-building repertoire to enhance their professional effectiveness across various roles and interactions within the field of applied behavior analysis. |
| Activities: Workshop activities will include lecture, discussion, small group breakouts, role plays, and guided practice. Additional resources and reading materials will be given at the completion of the workshop for future learning. |
| Audience: Beginner and above. The target audience begins with new BCBAs or technicians to the field that are looking to improve their interpersonal skills with families, clients, and colleagues. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): compassionate care, leadership, Rapport, Training |
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| Supporting School-Based Board Certified Behavior Analysts (BCBAs): Resolving Ethical Dilemmas |
| Friday, May 23, 2025 |
| 12:00 PM–3:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 15 |
| Area: EDC/CSS; Domain: Service Delivery |
| CE Instructor: Emily Baton, Ph.D. |
| FINA ROBERTSON (Endicott College, Gardner Public Schools), EMILY BATON (May Institute) |
| Description: The Ethics Code for Behavior Analysts (Code) guides the professional activities of behavior analysts and provides a means for behavior analysts to evaluate their own and others’ professional behavior as related to ethical obligations. The Code applies to all individuals who hold a board-certified behavior analyst (BCBA) certification regardless of their profession or work setting. Notably, according to the BACB (2020), lack of awareness or misunderstanding about the Code does not serve as a justifiable defense against alleged ethics violations. Therefore, it is essential that behavior analysts are knowledgeable and understand their ethical obligations and standards in their everyday practice. The current workshop aims to support school-based BCBAs and clinicians in navigating and resolving ethical dilemmas in the workplace. The workshop will review the Core Principles of the BACB Code, discuss steps in navigating ethical conflicts, and review reporting guidelines for ethical violations. Additionally, the workshop will include opportunities for participants to practice and discuss hypothetical scenarios, including identifying related BACB Ethics Codes and solutions for resolving ethical scenarios. Resources for navigating ethical challenges and promoting ethical knowledge and practice will be reviewed. |
| Learning Objectives: At the conclusion of the presentation, participants will be:1. Participants will be able to identify and describe the four Core Principles of the BACB Ethics Code; 2. Participants will be able to identify and describe the steps and considerations for resolving ethical conflicts; 3. Participants will be able to identify relevant Code violations and solutions in hypothetical case scenarios; 4. Participants will be able to identify specific resources to aid in navigating ethical challenges and building practitioner knowledge about behavior analysts’ ethical obligations. |
| Activities: The format combines lecture and small group activities. Workshop objectives will be met through a balanced presentation of lecture, , discussion, small group break out, and guided practice. The workshop will include opportunities for participants to practice and discuss hypothetical scenarios, including identifying related BACB Ethics Codes and solutions for resolving ethical scenarios. Resources for navigating ethical challenges and promoting ethical knowledge and practice will be reviewed. Supplemental materials for will be provided in order to support participant learning. |
| Audience: Behavior analysts who consult to classrooms both in public school districts and/or private schools who desire to develop their consultation skills to improve their ethical problem-solving model and expand their tool belt when encountering ethical dilemmas. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Data-based Decision-Making, Ethical Considerations, Ethics, School-Based |
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| Utilizing Rate of Skill Acquisition to Predict Learning Outcomes in Learners With Autism |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Independence A-C |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Ray Cepeda, M.Ed. |
| RAY CEPEDA (ABAskills, LLC) |
| Description: Understanding the rate of skill acquisition in learners with autism is pivotal for tailoring effective educational and therapeutic interventions. Using a case study, this presentation delves into the intricacies of measuring and analyzing the rate at which learners with autism acquire new skills, within and across skill domains. Calculating skill acquisition rates allows behavior analysts to make informed predictions about a learner’s future programming needs, facilitating more personalized and adaptive educational plans. This approach enhances the precision of educational planning and empowers behavior analysts to set realistic, yet ambitious, goals for their learners. Ultimately, the proper use of skill acquisition rates serves as a cornerstone for developing robust, evidence-based programming that maximizes the potential of learners with autism and informs decisions regarding increasing or decreasing treatment hours, and potentially the need for support in less restrictive learning environments. We will also discuss the correlation between early learning rates and long-term outcomes, demonstrating that faster initial skill acquisition is associated with greater gains in adaptive functioning and less restrictive educational placements. Attendees will receive the presentation in both hardcopy and digital formats. During the workshop, we will calculate rates of acquisition using a case study and a hypothetical example. |
| Learning Objectives: (1) Participants will be able to accurately calculate skill acquisition rates within programs and within and across skill domains; (2) Participants will be able to use calculated skill acquisition rates to predict future skill acquisition and development; (3) Participants will be able to apply skill acquisition data to adjust treatment intensity. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, and group discussion. Core content will be taught via pre-programmed and live demonstrations of the strategies discussed. |
| Audience: The target audience should be behavior analysts and other educators involved in the development of individualized goals and objectives for learners with autism. Participants should have a basic understanding of program development for learners with autism and related developmental differences. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Navigating Artificial Intelligence (AI) in Applied Behavior Analysis (ABA): A Guide to Ethical Use of AI Tools for Board Certified Behavior Analysts (BCBAs) |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 17 |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Adam E Ventura, M.S. |
| ADAM E VENTURA (Intraverbal AI), BETHANY RAMOS (Collab Labs AI) |
| Description: Artificial Intelligence (AI) is increasingly integrated into behavior analysis, offering innovative tools that can streamline tasks such as data collection, behavior assessments, and reporting. However, the ethical use of these tools is essential to maintaining high standards of practice. This workshop, "Navigating AI in ABA: A Guide to Ethical and Effective Use of AI Tools for BCBAs," explores how AI can be ethically and effectively incorporated into behavior analytic work while adhering to the BACB Ethics Code. Attendees will be introduced to several AI tools on the market, each designed to make the daily tasks of behavior analysts more efficient. The workshop will demonstrate how to use these tools responsibly, with a strong focus on safeguarding client privacy, maintaining human oversight, and using AI to support, not replace, clinical judgment. The content draws from peer-reviewed research, aligns with ethical guidelines established by the BACB, and addresses the need for behavior analysts to remain at the forefront of technological innovation. This workshop equips BCBAs with practical skills and knowledge that enhance clinical outcomes while maintaining ethical integrity, making it an essential resource for those navigating the evolving landscape of AI in ABA. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify at least three AI tools available on the market that can enhance the efficiency of behavior analytic tasks such as supervision and report generation. (2) Demonstrate how to ethically integrate AI tools into ABA practice while maintaining compliance with the BACB Ethics Code and safeguarding client privacy. (3) Evaluate the benefits and limitations of AI in ABA, ensuring that human oversight remains central to clinical decision-making and intervention planning. |
| Activities: This workshop will engage participants through a balanced mix of lecture, hands-on activities, group discussions, and visual demonstrations, ensuring that participants gain both theoretical knowledge and practical experience with AI tools in ABA. 1. Lecture and Presentation: Core content will be introduced through a lecture that covers the ethical implications and practical applications of AI tools in ABA. This will include an overview of AI technologies, how they can enhance data collection, report writing, and clinical decision-making (among many others), and their alignment with the BACB Ethics Code. 2. Visual Demonstrations: Participants will observe visual demonstrations (By the presenters) of AI tools in action, providing a visual understanding of how these tools can be integrated into behavior analytic work. The demonstrations will showcase real-world scenarios and how AI improves workflow without compromising ethical standards. 3. Group Breakout Activities: Small group breakout sessions will allow participants to collaboratively explore specific AI tools. Each group will be assigned a tool to evaluate, identifying its ethical implications and practical benefits, followed by a guided discussion to share insights with the larger group. 4. Guided Practice: Participants will engage in hands-on practice with AI tools, guided by the instructor. This activity will give attendees the opportunity to directly interact with the tools and simulate how they would use them in their practice, focusing on both technical and ethical considerations. 5. Group Discussion and Reflection: The workshop will conclude with a group discussion to reflect on the day’s activities. Participants will share their experiences, challenges, and takeaways, allowing for collective learning and addressing any remaining questions. Supplemental Materials: Attendees will receive supplemental materials, including case studies and guidelines, to help identify potential ethical issues when using AI in ABA and strategies for mitigating these risks in their own practices. |
| Audience: The following prerequisite skills and competencies are recommended: 1. Basic Understanding of Applied Behavior Analysis (ABA): Participants should have a working knowledge of fundamental ABA concepts, including behavior assessment, data collection, and intervention planning. 2. Familiarity with the BACB Ethics Code: Attendees should have a clear understanding of the ethical guidelines outlined in the BACB Ethics Code, particularly those related to client privacy, professional boundaries, and the responsible use of technology in clinical practice. 3. Experience with ABA Practice: It is recommended that participants have practical experience in conducting behavior assessments, developing behavior intervention plans, and providing services to clients in clinical or educational settings. This experience will help them relate to the real-world applications of AI tools discussed during the workshop. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Artificial Intelligence, Augmented Intelligence, Ethics, Technology |
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| A Constructional Approach to Defining Genuine Assent and Integrating It Into Programming |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty I-K |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Angela Fuhrmann-Knowles, M.A. |
| ANGELA FUHRMANN-KNOWLES (Endicott College), JILLIAN BALDWIN (Endicott College), AWAB ABDEL-JALIL (Upstate Caring Partners & Endicott College), ANNA LINNEHAN (Endicott College), SHEILA ANN ANN KLICK (Endicott College) |
| Description: Assent is a widespread topic within applied behavior analysis (ABA). Multiple authors have written about defining assent and its role in ABA services. The Ethics Code for Behavior Analysts was updated in 2020 and states that those certified under the Behavior Analyst Certification Board (BACB) must obtain assent from learners. Despite its popularity as a topic and clinicians’ ethical obligation, there may be ambiguity regarding how exactly to obtain and assess for it. Tools that help clinicians assess and program for assent in everyday settings are warranted. A three-part decision-making tool was developed based on a concept analysis of consent, assent, and compulsion by Linnehan et al. (2023). The purpose of the tool is to help ABA clinicians and behavior analysts ensure genuine assent in programming. In this workshop, the presenters will begin by introducing the differences between genuine and apparent assent. Next, they will introduce a three-part decision-making tool that helps clinicians assess and program for the presence of genuine assent with learners. Attendees will have the opportunity to practice using the decision-making tool with examples from the learners they work with to adhere to the standards outlined in the Ethics Code. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the critical features of genuine and apparent assent; (2) distinguish between examples and non-examples of genuine and apparent assent; (3) use the decision-making tool and apply it within their learners' programming to assess for genuine assent. |
| Activities: Instructional strategies will include lectures, discussions, and small group activities. Through lectures, the concepts of genuine and apparent assent will be reviewed, and examples and non-examples of each concept will be presented. In the small group activities, participants will review examples and non-examples of the concepts and work together to identify each. A group discussion will follow to review everyone’s answers. The decision-making tool will also be completed in small breakout groups. Each group will be given a sample case vignette and be tasked with using the tool to develop a program illustrating genuine assent. A group discussion will follow to review everyone’s answers. The format will combine lecture, group discussions, and small group activities. |
| Audience: BCBAs, behavior analysts, case supervisors or managers, teachers, ABA master's students |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): assent, constructional approach, genuine assent, program development |
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| Collaborative Solutions: Behavioral Strategies for Conflict Resolution With Caregivers |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Catholic University |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Susan A. Rapoza-Houle, Ph.D. |
| SUSAN A. RAPOZA (Beacon ABA Services), DANIEL ALMEIDA (Cambridge College and Bay Path University) |
| Description: Workplace conflict is common in healthcare and has been linked to reduced quality of care, employee health issues, increased absenteeism, and burnout (Kazemi et al., 2022). Despite this, many BCBAs report little to no formal training in conflict management during their graduate studies or in the workplace (Kazemi et al., 2022). This workshop introduces a structured 5-step conflict resolution model, developed by Kazemi and colleagues, and incorporates Behavioral Skills Training (BST) to teach participants essential skills for managing workplace conflicts. Through role-play scenarios with a confederate caregiver, participants will practice detecting and addressing conflict effectively. By the end of the workshop, attendees will have actionable strategies for identifying and confirming conflict, determining the right time and place for resolution, actively listening to find common ground, collaborating on feasible solutions, and creating an actionable plan. Participants will leave with practical tools (printed handouts, links to additional resources, sample data sheets, copy of presentation) to navigate caregiver conflicts, which may lead to improved therapeutic relationships and better client outcomes. |
| Learning Objectives: At the conclusion of the presentation, in the context of a role play scenario, participants will be able to: 1. Perform the skills of detecting and approaching to confirm conflict as operationally defined with a minimum of 80% accuracy in post training assessment. 2. Perform the skills of determining the appropriate time and place to resolve conflict as operationally defined with a minimum of 80% accuracy in post training assessment. 3. Perform the skills of active listening and determining common ground as operationally defined with a minimum of 80% accuracy in post training assessment. 4. Perform the skills of collaborating to find feasible solutions as operationally defined with a minimum of 80% accuracy in post training assessment. 5. Perform the skills of creating an action plan as operationally defined with a minimum of 80% accuracy in post training assessment. 6. Chain the skills together in a simulated role play with a minimum of 80% accuracy in post training assessment. |
| Activities: Workshop objectives will be met through lecture, live and video demonstrations of skills, guided practice during role play activities, feedback, questions, and group discussion. |
| Audience: beginner |
| Content Area: Practice |
| Instruction Level: Basic |
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| The Self & Match System: Systematic Implementation of Self-Monitoring as a Behavioral Intervention |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Gallaudet |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Katharine M. Croce, Ed.D. |
| JAMIE SIDEN SALTER (Self & Match Educational Consultation), KATHARINE M. CROCE (Holy Family University) |
| Description: This INTERACTIVE and HANDS-ON workshop will provide an excellent opportunity for individuals or teams to learn a well-defined, systematic self-monitoring intervention called The Self & Match System. Participants attending this workshop will receive a Self & Match manual including access to an online portal of resources. This session will dive into the science behind self-monitoring as we explore peer-reviewed research that supports its effectiveness for individuals of all ages and developmental stages. The bulk of the workshop will focus on providing attendees with a comprehensive planning guide and practical tools in order to implement The Self & Match System with students and/or clients immediately and effectively. This data-based system can be a key to reducing behavioral challenges, increasing desired behaviors, and fostering independence in a variety of settings. The Self & Match System is grounded in behavioral science and has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including public and private schools, clinics, homes, and community settings. |
| Learning Objectives: 1) Identify the research-based benefits of self-monitoring interventions 2) Effectively apply, individualize, and monitor progress of a self-monitoring system 3) Identify the necessary components of an effective motivational system 4) Identify the importance of pre-treatment planning on the effectiveness of intervention 5) Understand the implementation Self & Match System in a variety of settings including a General Education Setting, Home Setting, and Special Education Setting 6) Systematically individualize an intervention based on collaborative and critical thinking and make adjustments based on data-based decisions 7) Systematically consider function in the development of self-monitoring interventions and reinforcement opportunities |
| Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match/accountability component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in enhancing this behavioral intervention. Additionally, participants will interactively complete a "Systematic Considerations Guide" prior to implementation.The format combines lecture, small group collaboration, whole group responding, and discussion. Core content will be taught through a combination of lecture, data analysis, and guided practice. |
| Audience: Participants will engage in active learning to increase their knowledge of implementing self-monitoring in their practice. Workshop attendees will receive a Self & Match manual with substantial training materials, a systematic guide to planning self-monitoring systems, and access to Self & Match Maker, an online self-monitoring forms creator. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, and/or others who support individuals in school, home, or clinic settings. Great practical workshop for individuals and/or teams! |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): classroom management, data-based, self-management, self-monitoring |
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| Improving Classroom Behavior Support Through Applied Behavior Analysis |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 16 |
| Area: EDC/CSS; Domain: Service Delivery |
| CE Instructor: Emily Baton, Ph.D. |
| EMILY BATON (May Institute), FINA ROBERTSON (Endicott College, Gardner Public Schools), ROBERT F. PUTNAM (May Institute) |
| Description: This workshop will provide behavior analysts a review of the research on evidence-based practices in classwide behavior support (Simonsen et al., 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
| Learning Objectives: Educational Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
| Activities: Activities: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
| Audience: Behavior analysts who consult to classrooms both in public school districts and/or private schools who desire to develop their consultation skills to improve both instructional practices and/or on-task behavior of students. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): antecedent practices, classroom-wide practices, data-based decision-making, instructional management |
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| Adopting Leadership and Management Best Practices for Productivity and Employee Engagement |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 14 |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Carl V. Binder, Ph.D. |
| CARL V. BINDER (The Performance Thinking Network, LLC), IAN S. PATERSON (The Performance Thinking Network) |
| Description: This workshop, adapted from a successful virtual program delivered for the Behavior Analysis Leadership Council (BALC), lays a foundation for leadership development focused on both productivity and employee engagement. It emerged from applying the models and practice of Performance Thinking®, an accomplishment-based methodology for performance improvement founded on several of Tom Gilbert's key concepts. It offers a framework for leadership and management best practices that integrates what we know about factors that improve productivity, as well as from research conducted with the Gallup 12 Employee Engagement Survey. For both new managers or supervisors, and seasoned leaders, the workshop provides a path for continuous development through collective learning and sharing tactics for applying specific leadership and management practices. We’ll brainstorm and share tactics for implementing practices in each cell of the Six Boxes® Model, a plain English descendent of Gilbert’s Behavior Engineering Model. At the end, each participant will target practices to apply with those whom they lead or manage, and monitor impact in the following weeks or months. For individual participants, or if the workshop were to be offered for a group within a single organization, it can lay a foundation for continuous improvement in leadership and management practice. |
| Learning Objectives: - Describe the factors that sort into cells of the Six Boxes® Model, which was derived from Gilbert's Behavior Engineering Model. - List practices from the framework presented that one applies well and often as a manager or leader, and those that one practices badly or seldom. - Identify tactics for the best practices presented that one has used or seen used with positive impact. - Target tactics for improvement in one's own management, supervisory or leadership practices, and plan to monitor and take notes about the effects of those practices over the coming weeks or months |
| Activities: - 45-minute introduction and overview of the background and evolution of the Best Practices presented, including investigation of what leaders and managers DO, and what the Gallup 12 Employee Engagement Survey reveals. - Review and discussion of the Best Practices framework that emerged from the R & D, and of specific practices listed in the framework - One cell in the model at a time, participants select the practices that they apply often and well, and those that they and their colleagues ought to improve in their day-to-day activities as leaders or managers. - For each cell, either positive or negative, brainstorm and share tactics that participants have used or seen used effectively for implementing the Best Practices - Decide, using a worksheet that can be applied for monitoring their own behavior, on a set of tactics for implementing best practices in each cell, and plan to monitor and take notes on these practices over the coming weeks or months. |
| Audience: This is good for both new managers/supervisors/leaders and for experienced ones. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Best Practices, Employee Engagement, Leadership Development, Supervision |
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| Change Inner Behaviors — Thoughts, Feelings, and Urges |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Howard |
| Area: VBC/CBM; Domain: Applied Research |
| CE Instructor: Heather Eisel, Ph.D. |
| ABIGAIL B. CALKIN (Calkin Consulting Center), HEATHER EISEL (University of Oklahoma), APRIL SULLIVAN (Oklahoma Association for Behavior Analysis (OKABA)) |
| Description: Based on Skinner's philosophy, behavioral work and writings, on Lindsley's seminal work and research in identifying, counting, and analyzing inner behavior, and on the 1,000-plus research-based inner behavior projects, this workshop looks at thoughts, feelings, and urges as behaviors a person can observe, count and change. Previously used in 13 research studies, including military and other venues for those with post-traumatic stress disorders, and university masters and doctoral theses, the workshop takes the participants on a journey to some of their own and their clients' potential inner behaviors. It includes some charts of people who have counted their inner behaviors in the past years. The workshop also teaches, or reviews, how to use the standard celeration chart to record the frequencies and analyze the changes of any inner behaviors. Articles based on research have been peer-reviewed and published in US and European journals. All publications, from theses to journal publications, have met all ethical, legal, statutory, guidelines and standards. |
| Learning Objectives: (1) Name, define, and give at least 10 examples of each category of inner behavior, including various thoughts, feelings, and urges; (2) Name and state the findings and locations of at least four of the research projects named and reviewed; (3) State in outlined or noted detail how the participant will use this with a specific client or student; (4) Give at least two examples of how this technique can be individualized for clients in clinical settings. |
| Activities: Instructional strategies and their tactics will include lecture, discussion, timings, small group breakouts, and notes for written plans for future implementation. Various readings will be reviewed in the workbook with a reference list also provided. The final format for the participants will be a written plan for a specific person or a group that the participant has. |
| Audience: Intermediate prerequisite skills: 1) familiarity with the standard celeration chart and the ability to use it for the client or student; 2) Very strong interest and some work with inner behavior. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Inner behavior, Private events, SCC, Self-management |
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| Your Client Will Learn How to Learn When You Use Echoics to Shape Generative Verbal Behavior |
| Friday, May 23, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 15 |
| Area: VBC/AUT; Domain: Applied Research |
| CE Instructor: Olga Meleshkevich, M.S. |
| OLGA MELESHKEVICH (ABA Consulting Inc.; Simmons University) |
| Description: The echoic may be the most important verbal operant in terms of influencing the development of other verbal operants. According to the bidirectional naming account (Horne & Lowe, 1996; Miguel, 2016), when a child is told the name of an object, they echo the word and later tact and respond as a listener to the object. According to the joint control account (Causin et al., 2012; Lowenkron, 2006; Vosters & Luczynski, 2020), a child will follow multi-step instructions if they first echo the steps. When a child progresses further, programming should incorporate multiply controlled verbal behavior, such as answering questions about pictures. An effective strategy to teach this repertoire is asking a child to echo the key word from the question (Espinosa et al., 2020; Meleshkevich et al., 2020); in other words, answer with an autoclitic frame (“What does it say?”…“Say moo”). During this workshop, I will guide participants through a hierarchy of programs that require children to emit one-, two-, and three-word echoics and self-echoics to successfully learn complex auditory-visual conditional discriminations. I will show videos demonstrating several strategies to extend the length of the echoic from 1–2 words to 3–4 words, as well as videos demonstrating procedures to teach question discrimination. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
1. Teach echoic and self–echoic rehearsals. The inclusion of echoics into teaching listener behavior will increase the efficiency of instruction, facilitate the emergence of novel responses without training, and shape bidirectional naming.
2. Extend the length of echoic and self-echoic behaviors from 1 or 2 words to 3 or 4 words. These teaching procedures will facilitate the emergence of novel, complex auditory-visual conditional discriminations and lead to the formation of generative, complex listener behavior.
3. Efficiently teach question discrimination about a picture by following the protocol utilizing the power of the autoclitic frame and the principles of multiple control in verbal behavior. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided to support participant learning. |
| Audience: Participants should know the basic verbal behavior classes and be familiar with VB–MAPP. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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