Janet Twyman, Ph.D.
University of Massachusetts Medical School/Center on Innovations in Learning
Evelyn Gould, Ph.D., BCBA-D, LABA
Denisha Gingles, M.S., BCBA, LBA
McLean Hospital, Harvard Medical School
Featured Conference Speakers
Thomas Critchfield, Ph.D.
Illinois State University
Ellie Kazemi, Ph.D., BCBA-D
California State University, Northridge
Iser DeLeon, Ph.D., BCBA-D
University of Florida
Bethany Raiff, Ph.D., BCBA-D
Jeff Tiger, Ph.D., BCBA-D
Valerie Volkert, Ph.D., BCBA-D
Emory University School of Medicine
2019 Abstracts and Learning Objectives
9:00 am-12:00 pm
Janet S. Twyman, Ph.D., BCBA, LBA
Blast: A Learning Sciences Company
Center on Innovations in Learning
Dr. Janet Twyman is an education innovator, thought leader, and founder of blast: A Learning Sciences Company. She’s also the Director of Innovation and Technology for the Center on Innovations in Learning, Associate Professor of Pediatrics at the Univ. of Mass. Medical School, and formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations cover behavior analysis, instructional design, technology, and educational systems; she also co-edited two books on educational innovation and personalized learning. She has presented to and worked with education systems, organizations, and institutions over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. She serves on several boards and committees, and co-chairs the education group for the Cambridge Center for Behavioral Studies. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.
Integrating Technology into Practice: Who, What, Why, When, Where, How
Modern digital technologies such as apps, hardware, and adaptive devices can help persons with autism (and all students) learn new skills and provide opportunities for practice, application, and problem-solving. These tools can individualize learning, and help learners schedule their day, participate in socialization opportunities with peers close by or across the globe, and even help them find a voice. Teachers and parents now can know in “real time” what’s been learned or what might need more attention. Learners reap greatest benefit from technology when their teachers apply knowledge of behavioral concepts/principals to select and use these tools. Yet educators still say, “I’d like to use more technology in my teaching, but I’m not sure what or how.” “My learner likes playing on the tablet, but how can I make it more educational?” An attempt to address these familiar quandaries will be made via interactive demonstrations of digital technologies and suggestions on how to maximize their effectiveness in an instructional setting. Several digital and hardware technology tools will be reviewed within the categories of instruction/academics, social skills/behavior management, organizational/productivity, and communication/collaboration. During demonstrations and interactive activities participants will learn about various applications and tools, identify any correspondence with evidence-based behavioral principles, and evaluate if and how each might be useful in their instructional context.
- Participants will identify research-based instructional, reporting, and usability components of educational hardware, software, and apps.
- Participants will use a rubric to identify research-based instructional, reporting and usability components of educational apps.
- Participants will state at least three considerations in selecting and evaluating technology for instruction and school-based autism interventions.
- Participants will identify examples and non-examples of apps that provide differentiated learner feedback following correct responses and errors.
- Participants will practice creating app-based instruction to provide individualization across learners.
- Participants will identify at least three “technologies” (tools or processes) that they will (1) try, and (2) objectively evaluate the impact of, at an individual, classroom, or system level.
Registrants will be required to bring their own tablet or laptop to the workshop, to be used during the hands-on activities. Prior to the event, registrants may be asked to download a few free or free-trial applications for use during the workshop. Seating will be limited.
1:00 pm-4:00 pm
Evelyn Gould, Ph.D., BCBA-D, LABA
Denisha Gingles, M.S., BCBA, LBA
Harvard Medical School (Evelyn Gould)
Signature Behavior Analytic Services (Denisha Gingles)
Evelyn Gould is a Clinical Behavior Analyst and Research Associate at the Child and Adolescent OCD Institute (OCDI-Jr), at McLean Hospital | Harvard Medical School. The OCDI-Jr is a residential and partial hospitalization program for children and adolescents struggling with treatment refractory OCD and related disorders. Evelyn has extensive experience working with families of children with autism and other learning and behavior challenges across settings, and is a clinical consultant for FirstSteps for Kids in Los Angeles, and the New England Center for OCD and Anxiety in Boston. Evelyn is actively involved in research on parent and practitioner training, clinical assessment and treatment design, and behavioral interventions for parents and children. She is also passionate about social justice and addressing issues of diversity and equity within Behavior Analysis and beyond. Evelyn is actively involved in a variety of Special Interest Groups and Task Forces within the ABAI and ACBS communities, and is an Associate Editor of the Journal of Contextual Behavioral Science and Editorial Board Member for Behavior Analysis in Practice.
Denisha Gingles is a Board Certified and Licensed Behavior Analyst, currently residing in the state of Maryland. To date, she has provided services in Missouri, New York, as well as Kenya, Africa. She is the Clinical Director and CEO of a full-service agency in Baltimore that provides behavioral services to children, teens, and young adults. Denisha graduated from the University of Baltimore with a Master’s degree in Counseling Psychology and received her BCBA certification through Endicott College in Beverly, Massachusetts. Her interests include multicultural competency, Acceptance and Commitment Therapy, social justice, supervision/staff/parent training, and behavior assessment and intervention. In addition to behavior analysis, Denisha is a social justice activist and advocate; her key issue areas include criminal justice reform, education reform, and racial justice. Furthermore, she facilitates anti-oppression workshops focused on privilege and social systems with a goal of creating change agents to work as an accomplice for other targeted and marginalized groups.
Diversity and Equity in ABA
The topic of diversity is gaining increased attention from within the field of Behavior Analysis, however, more than discussion and values statements are needed to facilitate widespread behavior change. This workshop will highlight current literature and existing disparities within ABA, and identify specific actions that might move us towards a more diverse and equitable field. Participants will explore issues of representation and justice, including issues related to privilege and oppression within the field of ABA, via didactic instruction, targeted small and large group discussions, and a variety of experiential exercises. Ethical considerations for working with diverse populations will be discussed, and issues that arise when cultural and diversity variables are ignored explored. Participants will be asked to consider the role of private events, specifically verbal behavior (including rule-deriving and rule-following) and experiential avoidance, in the development and maintenance of oppression and inequity. Finally, participants will be empowered to create their own personal committed action plan to establish meaningful behavior change that directly benefits clients, colleagues and beyond.
- Identify sources of inequity, oppression and privilege within the field of ABA.
- Discuss ethical issues that arise when we ignore our own contributions to cultural disparities within our field
- Create an action plan for embedding equitable practices into our own work environment
- Develop an evaluation plan to determine the effectiveness of our action plan
8:30 a.m. – 5:00 p.m. Conference (Schedule TBD)
5:00 p.m. – 7:00 p.m. Reception and Expo
Valerie M. Volkert, Ph.D., BCBA-D
Marcus Autism Center
Dr. Volkert, an Associate Professor (Pediatrics), is a psychologist program manager in the Children’s Multidisciplinary at Marcus Autism Center. She received her doctorate in school psychology from Louisiana State University in 2007. She was previously faculty at the Munroe-Meyer Institute, and adjunct faculty at the University of Nebraska at Omaha, where she became the Training Director for the Applied Behavior Analysis Ph.D. Program and Center for Autism Spectrum Disorders. In 2015, Dr. Volkert joined the Marcus Autism Center. She sees patients in the intensive day treatment and outpatient clinics of the Feeding program, supervises interns and residents, and pursues lines of clinical research. Of particular interest are treatments to increase advanced feeding skills (e.g., self-feeding and chewing). She has authored four book chapters and published 31 peer-reviewed research studies in multiple journals, including the Journal of Applied Behavior Analysis, the Journal of Pediatrics, Research in Developmental Disabilities, Behavior Modification, and Behavior Analysis in Practice. Dr. Volkert served as the Editorial Assistant for the Journal of Applied Behavior Analysis from 2008 to 2010. She serves on the board of editors for two journals and as a guest associate editor for the Journal of Applied Behavior Analysis.
An Overview of Interventions to Address mealtime Behaviors
Interfering with Swallowing
After initial treatment with well-established interventions such as
nonremoval of the spoon and reinforcement to increase acceptance of pureed food or liquid, children diagnosed with Avoidant/Restrictive Food Intake Disorder (aka pediatric feeding disorder) often engage in other problematic behaviors that interfere with swallowing. Two common difficult behaviors that practitioners may encounter are expulsion (spitting food out) and packing (holding food in the mouth). However, difficulties can also arise when transitioning between pureed and table food when a child cannot or will not chew. The current presentation will first review interventions to reduce expulsion and packing and then preliminary research to address chewing in children with pediatric feeding disorders.
- The audience will become familiar with problematic mealtime behavior that goes beyond initial acceptance of the bite.
- The audience will learn about interventions to address expulsion and packing.
- The audience will be able to describe treatment to increase chewing.
Iser G. DeLeon, Ph.D., BCBA-D
University of Florida
Dr. Iser DeLeon earned his Ph.D. at the University of Florida, where he is
now Professor in the Department of Psychology. Prior positions include Associate Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and Director of Research Development for the Department of Behavioral Psychology at the Kennedy Krieger Institute. Dr. DeLeon is a Fellow of the Association for Behavior Analysis International (ABAI) and has served the behavior analysis community in multiple roles including President of the Behavior Analyst Certification Board, Associate Editor for both Journal of Applied Behavior Analysis and Journal of the Experimental Analysis of Behavior, and President of the Maryland Association for Behavior Analysis. His research has focused on assessment and treatment of problem behavior in persons with neurodevelopmental disorders, identification of preferences and determinants of choice, and translation of basic behavioral processes towards enhancing therapeutic and instructional outcomes.
Rethinking “Social Motivation” in Autism Spectrum Disorder
Some theories of Autism Spectrum Disorder (ASD) implicate a
neurobiologically driven insensitivity to social reward as the basis for social deficits, and less directly, other core diagnostic symptoms of ASD. This is sometimes referred to as the Social Motivation Theory of Autism and has, on occasion, been used as a basis for avoiding social reinforcers when working with children with ASD. I will review and discuss evidence, from my lab and others, for and against this insensitivity. I will specifically consider: (a) studies on identifying or verifying socially mediated reinforcers in ASD; (b) studies that compare social and non-social reinforcers in ASD; and (c) studies that compare social reward in persons with and without ASD. I will conclude with alternative interpretations and questions that should be answered to make sense of these theories.
Jeffrey Tiger, Ph.D., BCBA-D
Dr. Tiger received his Ph.D. from the University of Kansas and completed a post doctoral fellowship at the Center for Autism Spectrum Disorders within the Munroe-Meyer Institute of the University of Nebraska Medical Center. He is currently an Associate Professor of Psychology and the Director of the Behavior Analysis Program at Marquette University. His research focuses on developing effective assessment and intervention practices for individuals with intellectual and developmental disabilities, particularly those exhibiting significant problem behavior, while at the same time extending our knowledge of the basic processes that result in behavior change. Dr. Tiger received the Division 25 BF Skinner New Researcher Award from the American Psychological Association in 2012. He is a current associate editor for the Journal of Applied Behavior Analysis and also serves on the editorial boards of Perspectives on Behavioral Science and Behavioral Development.
On the Validity of Functional Analysis Models
Behavior analysts are charged to conduct assessments to inform intervention selection, but evaluating the quality of assessments is typically not part of research methods training in our field. This presentation provides a “how-to” tutorial on assessing the validity of behavioral assessments in terms of sensitivity, specificity, divergent validity, and outcome validity and applies these concepts to the literature base of isolated and synthesized contingency functional analyses. Areas of strength and areas of additional needed evidence will be discussed for each approach.
- Participants will be able to define the constructs of convergent validity, divergent validity, sensitivity, specificity, and outcome validity.
- Participants will be able to apply the above concepts to evaluate existing functional analysis models.
- Participants will be able to identify important areas of future research to improve the evidence base of functional analysis models.
Thomas Critchfield, Ph.D.
Illinois State University
Recent years have seen increasing acceptance of two propositions. First, speaking to non-behavior analysts about behavior analysis is a problem in behavior. Second, contrary to suggestions from behavior experts as noteworthy as Skinner, “our” failures to inspire are not “their” fault. As with all problems in behavior, the dissemination of behavior analysis requires meeting the organism (listener) where it is. A key problem is that our discipline has done almost no systematic functional analysis of “where the organism is” or how listeners respond to various kinds of persuasive verbal behavior. Drawing upon very limited research from inside our field, and some from elsewhere, I will define some of the parameters of the problem at hand – though no best-practices recommendations should be expected, because none currently are available. Those interested in evidence-based dissemination must be prepared to move beyond “common sense” and trial-and-error to the systematic study of how our listeners react to our verbal behavior.
Tom Critchfield is Professor of Psychology at Illinois State University. He holds a PhD in Behavior Analysis at West Virginia University and completed a postdoctoral fellowship at the Johns Hopkins University School of Medicine. He is a Fellow and Past President of the Association for Behavior Analysis International and Division 25 of the American Psychological Association, and has served as Associate Editor for Journal of the Experimental Analysis of Behavior , Perspectives on Behavior Science, Mexican Journal of Behavior Analysis, and Conch Republic Archives of Psychology. His interests include derived stimulus relations, punishment and negative reinforcement, effective instruction, and the process of bench-to-bedside scientific translation.
The Story of a Good Story: Some Observations on the Marketing of Behavior Analysis
Bethany Raiff, Ph.D., BCBA-D
Dr. Raiff is an Associate Professor at Rowan University and an Investigator at the Center for Technology and Health at Dartmouth College. Dr. Raiff’s primary research interests include developing and evaluating the integration of technological innovations with behavioral interventions for promoting healthy behavior. Dr. Raiff has received several NIH grants to develop internet and videogame-based interventions intended to overcome barriers to using contingency management for smoking cessation and diabetes management. Dr. Raiff was the 2015 recipient of the B. F. Skinner New Researcher Award for Applied Research, from Division 25 of the American Psychological Association, she is a Guest Editor for the Journal of Applied Behavior Analysis, and she is on the editorial board for the journal of Experimental and Clinical Psychopharmacology.
Using Technology to Overcome Barriers to Delivering Behavioral Interventions for Healthy Behavior
Contingency management (CM) interventions, which involves delivering desirable consequences contingent on objective evidence of health behavior, have been widely studied and shown to be effective at initiating a number of different health behaviors, such as cocaine and smoking abstinence, as well as diabetes management. Unfortunately, a number of barriers exist that prevent the widespread adoption and dissemination of CM, including accessibility, convenience, cost, and sustainability. To address some of these concerns, we developed an Internet and Mobile phone-based contingency management intervention, where participants earn monetary incentives contingent on web-camera verified evidence of smoking abstinence. Not only has this CM intervention been effective at initiating smoking abstinence (43% of videos submitted indicate smoking abstinence, compared with only 14% of videos submitted by a control group), participants have also rated the intervention favorably on a number of dimensions. We have also successfully extended the Internet-based CM procedure to a novel populations and target behavior; namely, teenagers diagnosed with Type 1 diabetes who are not adhering with their blood glucose testing recommendations. To overcome additional barriers to Internet-based CM, such as the cost of incentives and long-term sustainability, we are currently developing a videogame-based CM intervention. Smokers will earn game-based resources, or access to special features in the game, in place of monetary incentives. Videogame-based CM will promote widespread access to an innovative, fun, sustainable intervention at a relatively low cost, thereby offering the potential to have a substantial public health impact.
- Be able to explain how contingency management has been used to influence health behaviors.
- Be able to identify primary barriers to implementing contingency management broadly.
- Be able to describe how technology has been/could be used to overcome barriers to implementing contingency management.
Ellie Kazemi, Ph.D., BCBA-D
California State University Northridge
Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.
Effective Leadership and Supervision
Behavior analysts are expected to lead treatment teams by training support staff to implement behavioral procedures and supervising their procedural integrity. However, many behavior analysts were not formally trained for such leadership positions. In this talk, I will address some of the common barriers supervisors face and provide practical tips for efficient, effective leadership and supervision of staff.
- Discuss the primary functions of effective supervision
- Explain how to give feedback effectively
- Explain how a supervisor can set clear expectations for performance
2018 Abstracts and Learning Objectives
Ruth M. DeBar, Ph.D., BCBA-D
Dr. Ruth DeBar is a Doctoral-level Board Certified Behavior Analyst and a Licensed Behavior Analyst. Dr. DeBar is Professor from Caldwell University where she teaches in the Department of Applied Behavior Analysis. She also serves as a Clinical Supervisor for the Center for Autism and Applied Behavior Analysis at Caldwell University. She earned her Master’s degree from Northeastern University via The New England Center for Children and completed her Ph.D. at The Ohio State University. She has published several peer-reviewed articles in journals like Behavior Analysis in Practice and in the Journal of Applied Behavior Analysis and has lead professional workshops on various topics relevant to serving individuals diagnosed with autism spectrum disorders. Her current research interests include functional behavior assessment, preference, choice, social validity and use of video-based instruction to teach a range of adaptive skills including social skills, vocational skills and engagement in exercise.
Verbal Behavior-Milestones and Placement Program: How to do It and Make the Most of It
The Verbal Behavior-Milestones Assessment and Placement Program (VB-MAPP) is a criterion-referenced assessment based upon children of neuro-typical development which assesses foundational skills from birth to four years of age. The VB-MAPP also assesses language using BF Skinner’s taxonomy across the basic verbal operants and can be used to identify barriers that compete with skill acquisition. The VB-MAPP can be useful for developing individualized programs for individuals with autism spectrum disorder (ASD). Practitioners with understanding of the basic principles of applied behavior analysis can be taught to administer the VB-MAPP. The focus of this workshop will be to learn about the VB-MAPP, how to administer it, how to score it, and to use guide a development of a program. Attendees will be provided with resources and given opportunities to practicing scoring some Milestone targets and to develop a program based upon Milesstone assessments and Barriers outcomes.
- Identify and describe components of the VB-MAPP
- Define and identify examples of basic verbal operants
- Review administrative guidelines for the VB-MAPP with emphasis on the Milestones assessment, the Barriers assessment, and the Transition assessment
- Discuss program development based upon the outcomes of the Milestones and Barriers assessments.
Claudia L. Dozier, Ph.D., BCBA-D
University of Kansas
Dr. Claudia Dozier is an associate professor in the department of Applied Behavioral Science at the University of Kansas and a Board Certified Behavior Analyst. Dr. Dozier’s current area of research is in assessment, treatment, and prevention of problem behavior in children with and without development disabilities and adults with developmental disabilities. Dr. Dozier is the faculty supervisor for a preschool program and an early intensive behavioral intervention program in the Edna A. Hill Child Development Center at the University of Kansas. She and her graduate students also consult on behavioral services provided to a large residential facility serving adults with disabilities. She is an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of several other behavioral journals.
Functional Behavioral Assessment and Function-Based Prevention and Intervention
Behavior disorders exhibited by individuals with intellectual and developmental disabilities pose challenges to instruction or place them and others at risk. Three general approaches are used to conduct functional behavioral assessments (FBAs) for the purpose of determining maintaining variables for problem behavior (Iwata, Kahng, Wallace, & Lindberg, 2000). These approaches include anecdotal (indirect) methods, descriptive (naturalistic) analysis, and functional (experimental) analysis. Results of FBAs are then used to develop a function-based intervention to reduce the occurrence of problem behavior (Hagopian, Dozier, Rooker, & Jones, 2012). Several general categories of function-based treatments have been shown to be effective including antecedent interventions, extinction, and differential reinforcement. Furthermore, recent research suggests that environments may be set up that are based on the common functions of problem behavior and empirically-validated environmental interventions in an attempt to prevent the occurrence of problem behavior (e.g., Hanley et al., 2007). In the current workshop, general approaches to FBAs and the challenges of these methodologies will be addressed. In addition, recent research addressing these assessment challenges and the resulting modified FBA methodologies will be discussed. Furthermore, prevention procedures will be reviewed that are based on the outcomes of previous research Page 2 of 2 in the area of assessment and treatment of problem behavior. Finally, individualized intervention procedures and procedures for programming for maintenance and generalization will be reviewed.
- Be able to describe the advantages and disadvantages of different types of functional analysis methodologies.
- Describe different function-based interventions, including those without the use of extinction procedures.
- Describe different prevention procedures to decrease the occurrence of problem behavior.
Janet Twyman, Ph.D.
University of Massachusetts Medical School/Center on Innovations in Learning
Throughout her career a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, and educational consultant, Dr. Twyman has been a proponent of learning technologies that produce individual and system change. A sought-after speaker nationally and internationally, Dr. Twyman has presented on leveraging new technologies for diverse learners and settings at the United Nations. She has served on the boards of numerous organizations including the Cambridge Center for Behavioral Studies (chairing the Education Group) and PEER International (assisting township schools in Port Elizabeth, South Africa). In 2007-08 she served as President of the Association for Behavior Analysis International and in 2014 was named an ABAI Fellow. Formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout, currently Dr. Twyman serves as the Director of Innovation & Technology for the U.S. Dept. of Education funded Center on Innovations in Learning and is the founder and Chief Learning Scientist at blast: A Learning Sciences Company. She holds faculty appointments as an Associate Professor of Pediatrics at the University of Massachusetts Medical School and a Full Professor of Behavior Analysis at the Florida Institute of Technology. She has published and presented widely on instructional design, evidence-based innovations in education, and systems that produce meaningful differences in learners’ lives. For her distinguished contributions to educational research and practice she has received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.
The Teaching Machine in the Digital Age: The Convergence of Education, Technology, & Behavior Analysis
Behavior analysis has had a role in effective, efficient education “technology” since Skinner’s development of the teaching machine in the 1950’s. Major contributions in behavioral education—such as Skinner’s technology of teaching, Keller’s personalized systems of instruction, Markle’s instructional design and concept formation, Lindsley’s precision teaching, Heward’s active student responding, Johnson & Layng’s generative instruction—have provided a foundation for meaningful, system-wide change in teaching and learning. Recent substantial changes in education policy and practice, such as personalized learning and competency-based education, share critical features with behavior analysis. The explosion of digital technologies, an increased understanding of their capabilities, and a newfound emphasis on measurement and analytics enhance our ability to improve student learning and enhance teacher expertise. Behavior analysts can leverage advances in learning science and digital tools to make teaching and learning more efficient, more effective, more enjoyable, and applicable to a larger set of learning areas. We will examine various instructional technology tools while discussing the congruence between behavior analysis and enhanced opportunities in education for greater learning and better outcomes for all.
- Given a description of the current context, participants will describe a current educational trend (e.g., personalized learning, competency-based education, embedded assessment, intelligent instruction & adaptation) and how it relates to behavior analysis
- Given a demonstration of various instructional technology tools, participants will identify at least 3 technology tools containing behavioral features that they can use in their current teaching or learning environments
- Given a discussion of the changing digital world, participants will identify current and future opportunities for behavior analysts outside of traditional settings
Carole Van Camp, Ph.D., BCBA-D
University of North Carolina Wilmington
Dr. Van Camp received her Ph.D. from Louisiana State University under the direction of Dorothea Lerman, Ph.D. She completed her Internship with University of Florida and The Department of Children and Families, Behavior Analysis Services Program, where she later became Director of Research. She is currently an associate professor at UNCW and Director of the Severe Behavior Program and Director of Clinical Research at the Center for Pediatric Behavioral Health. Dr. Van Camp has published research on the topics of functional assessment and function-based treatments, caregiver training in child welfare, and physical activity in typically developing children. She has served on the Board of Editors of the Journal of Applied Behavior Analysis, where she has also served as a guest Associate Editor.
Physical Activity in Children: Measure, Assessment, and Intervention
Physical activity is linked to better health outcomes for all individuals; as such, the Center for Disease Control have recommended that children engage in 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. In this presentation, I will describe research focusing on a) identifying objective, reliable, and practical measures Page 2 of 3 of physical activity including (direct observation, pedometers, accelerometers, and heart rate monitors), b) determining individualized criteria MVPA, and c) evaluating the effectiveness of interventions to increase physical activity.
- Identify objective behavioral measures of moderate-to-vigorous physical activity (MVPA) in children
- Describe individualized assessment designed to determine heart rate ranges indicative of MVPA in children
- Describe interventions designed to increase MVPA in children
Carol Pilgrim, Ph.D.
University of North Carolina Wilmington
Dr. Carol Pilgrim received her Ph.D. from the University of Florida in 1987 with a specialization in the Experimental Analysis of Behavior. She is currently Professor of Psychology at the University of North Carolina Wilmington, where she has been honored with a Distinguished Teaching Professorship (1994-1997), the North Carolina Board of Governors Teaching Excellence Award (2003), the Faculty Scholarship Award (2000), and the Graduate Mentor Award (2008). She received the Chancellor’s Teaching Excellence Award and the College of Arts and Sciences Excellence in Teaching Award in 1992, the ABAI Student Committee Outstanding Mentor Award in 2006, and the ABAI Distinguished Service to Behavior Analysis award in 2017. Her research contributions include both basic and applied behavior analysis, with an emphasis in human operant behavior, relational stimulus control, and the early detection of breast cancer. Dr. Pilgrim has served as editor of The Behavior Analyst, associate editor of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, co-editor of the Experimental Analysis of Human Behavior Bulletin, and as a member of the editorial boards of those and several other journals. She is a Fellow of the Association for Behavior Analysis International and of Division 25 of the American Psychological Association. She has served as President of the Association for Behavior Analysis, the Society for the Advancement of Behavior Analysis, Division 25 of the American Psychological Association, and the Southeastern Association for Behavior Analysis. Additionally, she has been Member-at-large of the Executive Council of ABA and Division 25, and member of the Boards of Directors of the Society for the Experimental Analysis of Behavior, the Society for the Advancement of Behavior Analysis, and the Cambridge Center for Behavioral Studies.
Translational Research and Stimulus Equivalence: A Case Study in the Benefits of Integrated Basic, Applied, and Conceptual Behavior Analysis
There can be little doubt that Sidman’s original definition of stimulus equivalence (Sidman & Tailby, 1982), based on the mathematical properties of reflexivity, symmetry, and transitivity, provided a critical starting point for a behavior-analytic examination of complex human repertoires often described in cognitive terms. As important as this starting point has proved to be, recent findings in equivalence research indicate that the original definition may not capture well the full range of emergent behavior patterns that are possible. Restricting ourselves to only those mathematical properties may underestimate the power and the promise of equivalence approaches for understanding and establishing necessary functional skills. This talk will review the basic equivalence approach, and then provide examples of emergent patterns that go far beyond the properties of reflexivity, symmetry, and transitivity. In doing so, the talk will highlight the benefits of lessons learned in applying equivalence approaches for basic science, and the potential that lies in application of new laboratory findings for furthering the impact of equivalence approaches.
Participants will be able to:
- Describe the basic stimulus-equivalence paradigm
- Describe examples of emergent performances that result from equivalence approaches in addition to reflexivity, symmetry, and transitivity
- Describe the potential applied implications of an expanded definition of equivalence
Claire St. Peter, Ph.D., BCBA-D
West Virginia University
Dr. Claire St. Peter received her Ph.D. from the University of Florida in 2006. She is currently an Associate Professor of Psychology and the Coordinator of the Behavior Analysis program area at West Virginia University. Dr. St. Peter’s research focuses on the development of assessments and interventions for challenging behavior, including the challenging behavior displayed in school contexts. She is interested in evaluating naturalistic conditions of intervention implementation, including effects of degraded integrity on intervention efficacy and conditions that result in a relapse of previously treated behavior. She has also conducted research on the dissemination of behavioral approaches. She is a former Associate Editor for the Journal of Applied Behavior Analysis. She currently serves the editorial boards of the Journal of the Experimental Analysis of Behavior and Perspectives on Behavioral Science, and is a Senior Editor for Education and Treatment of Children.
Supporting Teachers as Behavioral Engineers: Creating High-Quality Trainings for School Contexts
American teachers are increasingly asked to manage difficult behavior in the classroom, and consistently report feeling unprepared to do so. To have the greatest positive impact on child behavior, teachers must be able to implement high-quality, empirically based interventions. Behavior analysts can assist teachers by determining teachers’ skill sets and the fidelity with which teachers implement procedures. These fidelity data can serve as quality indicators as teachers receive additional training. Data from our research group suggests that teachers need frequent training and supports to become successful implementers. To sustain behavior-analytic practice in schools, our trainings must meet Page 3 of 3 both our quality standards and be “do-able” for school districts. I will describe three ways that behavior analysts can adapt well-established behavioral skills training to increase our impact in educational contexts.
- Describe why measuring implementation fidelity is important
- Name at least two ways to measure implementation fidelity
- Assess generalization of skills across various forms of behavioral intervention
- Describe three ways to adapt behavioral skills training for educational contexts
Dorothea C. Lerman, Ph.D., BCBA-D
University of Houston Clear Lake
Dorothea Lerman is currently a Professor of Psychology at the University of Houston – Clear Lake, where she directs a master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities. She received her doctoral degree in Psychology from the University of Florida in 1995, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders (e.g., aggression, self-injury. Dr. Lerman has published more than 80 research articles and chapters, served as Editor-in-Chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a Licensed Psychologist and a Board Certified Behavior Analyst.
Soaring Beyond the Nest: Preparing Individuals with Autism for Life After High School
An increasing number of individuals with autism are entering adulthood without adequate preparation for successful transitions to work or college. Behavior analysts have much to offer these individuals as they prepare for life after high school. This presentation will provide an overview of skills critical to success in maintaining employment and for successfully navigating post-secondary education environments. The presentation will focus on how to assess and teach effective social skills in work and college settings. Outcomes of research and practice for teaching job-related social skills and for providing supports to college students with autism will be described.
- Describe skills critical to success at work and college
- Identify gaps in the literature on preparing individuals with autism for employment and post-secondary education
- Describe a general methodology for assessing conversation and job-related social skills
- Describe the components of behavioral skills training
- Identify essential elements of support for college students with autism
Moderator: Jennifer R. Zarcone, Ph.D., BCBA-D
Panel: Women as Leaders in Behavior Analysis
This year at MABA we will have several prominent women in our field sharing their research and knowledge in behavior analysis as keynote speakers. In addition to their presentations, there will be a panel that will focus on the successes and barriers that they have each experienced as they have developed into leaders in our field. Specifically, we will be learning about barriers to success in their roles as clinicians, academics, researchers, and administrators. The panel will also discuss ways that the members have been able to strike a balance between their careers, family, and other demands. Finally, the panel will also provide attendees with information on how to move effectively into leadership positions in our field.
- Be able to identify potential obstacles to their professional growth and ways that the obstacles may be minimized
- Learn new ways that they can maximize opportunities for leadership not just for themselves but for those individuals they mentor
- Identify ways to promote equality and equity in their individual communities (clinic, lab, classroom, program)