Presentation Abstracts, Bios, & Materials

9:00 am – 12:00 pm
Presenter: Maria Valdovinos, Ph.D., BCBA-D
BACB #: 01-03-1451
Event Type: Invited Workshop, 3 hrs.
CEU Eligibility: 3 credits /BACB & APA

Maria Valdovinos, Ph.D., BCBA-D, is the Ellis and Nelle Levitt Distinguished Professor of Psychology at Drake University. She received her doctorate in Developmental and Child Psychology from the University of Kansas and completed post-doctoral studies at Vanderbilt University’s Kennedy Center for Research on Human Development. Her research focuses on evaluating the effects of pharmacological treatment for severe problem behavior of individuals with intellectual and developmental disabilities. Dr. Valdovinos is a Fellow of the American Association on Intellectual and Developmental Disabilities and of Division 33 of the American Psychological Association. She also has served on the editorial boards of several journals including the American Journal of Intellectual and Developmental Disabilities, International Journal of Developmental Disabilities, Journal of Mental Health Research in Intellectual Disabilities, and Behavior Analysis: Research and Practice and is a standing member of the Child Psychopathology and Developmental Disabilities (CPDD), NIH study section.

Workshop Title: Evaluating Psychotropic Medication Effects on Challenging Behavior

Abstract: Psychotropic medication is prescribed at a disproportionate rate to those with intellectual and developmental disabilities (IDD; Yoshida et al., 2025) and the presence of challenging behavior is a predictor of their use within this population (Henderson et al., 2020). Determining the effects of psychotropic medication on behavior can be difficult given prescribing patterns observed (e.g., polypharmacy, rapid changes in medication regimen). This workshop will review the current literature regarding the effectiveness of psychotropic medication for challenging behavior, current patterns of prescription, targets of psychotropic medication, and intended and unintended (adverse) effects of medication. Additionally, recommendations for monitoring and evaluating the impact of these effects on challenging behavior of those with IDD will be discussed.

Learning Objectives:

1. Participants will be able to discuss how psychotropic medication effects (both intended and adverse effects) may impact adaptive and challenging behavior.
2. Participants will be able to identify and describe measures for evaluating medication effects on behavior.
3. Participants will be able to formulate questions for prescribers to inform behavioral evaluation of psychotropic medication effects on behavior.

1:00 pm – 4:00 pm
Presenter: Adam Ventura, Ph.D., BCBA
BACB #: 01-08-4558

Event Type: Invited Workshop, 3 hrs.
CEU Eligibility: 3 credits (ETHICS CEUs)/ BACB & APA

Adam Ventura, PhD, BCBA, is a leader in the integration of artificial intelligence and behavior science. He is the Founder and CEO of Intraverbal AI, a company dedicated to transforming applied behavior analysis (ABA) through AI-powered tools that support ethical decision-making, supervision, and clinical efficiency. Adam’s current focus is on leveraging technology to make data-driven insights and innovative systems more accessible to behavior analysts across settings. A graduate of Florida International University (FIU) and a long-standing adjunct professor, Adam blends academic rigor with cutting-edge application. He previously founded and scaled World Evolve, Inc., a multi-state ABA service provider, which he successfully exited in 2018. An established author and speaker, he has contributed extensively to the literature on ethical practices, leadership, and now the responsible integration of AI in behavior analysis.

Workshop Title: The Augmented Scientist-Practitioner: Using AI to Bridge Research and Clinical Practice in ABA

Abstract: The scientist-practitioner model has long been considered a cornerstone of behavior analysis. Yet for many practitioners, the reality of modern clinical work makes it increasingly difficult to stay connected to the research literature while managing assessments, treatment plans, supervision, parent training, and documentation demands. The challenge is not a lack of interest in evidence-based practice—it is a lack of time and systems. As the volume of research continues to grow, behavior analysts face an important question: How can we remain scientifically informed without sacrificing the time needed to serve clients?

This highly interactive workshop explores how artificial intelligence can help close the gap between research and practice while preserving the critical role of clinical judgment. Participants will examine why the traditional scientist-practitioner model is becoming harder to sustain and will learn a practical framework—the Scientist-Practitioner Operating System—for integrating research into everyday clinical decision-making. Through live demonstrations, attendees will participate in the “100-Paper Experiment,” a real-time exploration of how AI can rapidly synthesize large bodies of literature, identify relevant findings, and translate research into actionable clinical recommendations. Participants will also evaluate common clinical assumptions through a series of “Clinical Mythbusters” activities, learning how AI can be used to investigate the evidence behind widely accepted practices. In addition, attendees will receive hands-on exposure to 5–7 practical AI tools that can support literature review, research synthesis, clinical decision-making, content creation, professional development, and day-to-day practice. Throughout the workshop, participants will explore how these tools can be incorporated into personalized workflows that strengthen evidence-based practice while increasing efficiency.

By the conclusion of the workshop, participants will have a practical roadmap for becoming an augmented scientist-practitioner—one who leverages AI not as a replacement for expertise, but as a force multiplier for clinical effectiveness. Attendees will leave with concrete systems, tools, and workflows that can immediately be applied in practice, allowing them to spend less time searching for information and more time delivering high-quality services. The workshop concludes with a discussion of the future of AI in behavior analysis and what the next generation of evidence-based practice may look like in an increasingly AI-enabled profession.

Learning Objectives:

1. Identify at least three barriers that interfere with implementation of the scientist-practitioner model in contemporary behavior analytic practice and describe how AI tools can be used to address those barriers.
2. Demonstrate the use of AI-powered tools to locate, summarize, synthesize, and apply research findings to a clinical decision-making scenario.
3. Develop an individualized AI-supported workflow that incorporates research retrieval, evidence synthesis, and clinical application to support evidence-based practice in behavior analysis.

8:30 am – 9:30 am
Presenter: Malika Pritchett, BCBA-D, LBA
BACB #: 1-10-7341
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Title: Behavior Analysis and Equity in Public Education: An Abolitionist Approach

Abstract: Every child is worthy of care, dignity, and humanity and deserves to be treated accordingly. It is increasingly clear that Black students encounter damaging school environments that assault their dignity and humanity. Behavior analysts working in schools are often called to action to address student “challenging” behavior that is the result of problematic contingencies embedded in school systems. If behavior analysts only approach student behavior change at the individual level, they fail to address the constellation of contingencies at the systemic level that occasion “challenging” behaviors and thus could become complicit in perpetuating inequities and harm, especially toward children of color and children living in poverty. We need a call to action to empower behavior analysts serving in public schools to address disparities and inequities in school disciplinary practices. We aim to reveal the oppressive systems that exist in schools by outlining data on educational disparities. We propose an approach to these disparities including abolitionist teaching in tandem with behavior analyses of the individual- and systems-level contingencies. Behavior analysts are of best service to students at risk of being marginalized and excluded from classroom learning opportunities if they engage in efforts to identify, analyze, and dismantle systems that perpetuate inequities in school disciplinary practices. Integrating the spirit and praxis of abolitionism, abolitionist teaching intervenes at both the individual and systemic level to dismantle conditions that perpetuate injustices and create systems that promote freedom-dreaming, thriving, and joy. Freedom and liberation depend on designing learning environments where exposure to new and loving contingencies produces broad transformations, leading to enhanced quality of life for children and the collective.

Learning Objectives:

1. Define basic terms and concepts related to the abolitionist teaching and equity.
2. Describe school-based behavior analytic interventions that may perpetuate inequities
3. Identify ways that behavior analysts working in schools can promote equitable outcomes and enhance quality of life for historically marginalized persons through an abolitionist approach.

9:50 am – 10:50 am
Presenter: Judah Axe, Ph.D., BCBA-D, LBA
BACB #: 01-05-2503
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Dr. Judah Axe is the Director of Research at Behavioral Connections in Massachusetts and an adjunct professor in Behavior Analysis at Simmons University in Boston. He received his MA and PhD in Applied Behavior Analysis and Special Education from The Ohio State University. Dr. Axe co-authored the 10th edition of Applied Behavior Analysis for Teachers and over 40 research articles and book chapters, mostly on teaching verbal behavior to children with autism. Dr. Axe is the President of the B.F. Skinner Foundation, a member of the Scientific Council of the Organization for Autism Research, and a trustee of the Cambridge Center for Behavioral Studies. He serves on the editorial boards of five behavior analytic research journals and was the winner of the 2021 Award for Excellence in Teaching Verbal Behavior from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International.

Title: Teaching Problem Solving to Mediate Complex Repertoires with Students with Autism

Abstract: Once children with autism have basic verbal and academic repertoires, behavior analysts must teach more advanced skills, such as solving math story problems, answering questions about the past, and answering questions that require internet research. The analysis and application of problem solving can help teach these complex skills. Skinner defined problem solving as manipulating stimuli to increase the probability of arriving at a solution to a problem. When faced with a problem, an individual first emits behaviors, such as working out the problem on paper, asking themself questions, or visualizing. The presenter will describe research on using visual imagining, self-questioning, graphic organizers, and mobile apps to teach intraverbal categorization, recalling past events, reading comprehension, and answering social questions.

Learning Objectives:

1. Define a “problem” and “problem solving” from a behavior analytic perspective.
2. Explain how to use visual imagining and self-questioning as problem-solving strategies to teach children with autism to recall past events.
3. Explain how to teach students with autism to use phone apps as a problem-solving strategy to answer social questions. about planning a trip.

11:05 am – 12:05 pm
Presenter: Amy Gravino, M.A.
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Amy Gravino, M.A., is an autism sexuality advocate, professional speaker, and Relationship Coach in the Center for Adult Autism Services at Rutgers University. She is also the President of A.S.C.O.T Consulting, which offers autism consulting, college coaching, and mentoring services for organizations, schools, individuals on the autism spectrum, and their families. Amy has given TED talks, spoken twice at the United Nations for World Autism Awareness Day, and presented worldwide to audiences on a variety of topics related to autism, with a dedicated special focus and research on the subject of autism and sexuality. Ms. Gravino obtained her master’s degree in Applied Behavior Analysis from Caldwell University in 2010 and is the co-creator of the AASK (Adult Autism and Sexuality Kit) sex education curriculum. Amy was the 2024 recipient of the Marblejam Center’s Global Autism Advocacy Award and currently serves as a founding member of the Emerging Leaders initiative at Autism Speaks and on the Boards of Directors of Yes She Can, Inc. and the Golden Door International Film Festival of Jersey City. She has co-authored a chapter on autism and sexuality in the Handbook of Quality of Life for Individuals with Autism Spectrum Disorder. Amy’s work has also been featured in Spectrum, the leading online news source for autism research, and other outlets. Visit www.amygravino.com to learn more.

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1:40 pm – 2:40 pm
Presenter: Emily Sullivan, Ph.D., BCBA-D, LBA (NE, NY)
BACB #: 01-17-26147
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Emily Sullivan, Ph.D., BCBA-D, is a behavior analysis faculty in the Departments of Medicine and Pediatrics at the University of Rochester Medical Center and an adjunct Assistant Professor in the Integrated Center for Autism Spectrum Disorders at the University of Nebraska Medical Center’s Munroe Meyer Institute. She earned her Ph.D. in Behavior Analysis from Western New England University. Dr. Sullivan has clinical expertise in assessing and treating complex, dangerous behavior and has supervised clinical services across various settings, including day programs, residential schools, and inpatient and outpatient hospitals. Her research interests mirror her clinical expertise and include assessing and treating challenging behavior and identifying sustainable strategies to mitigate its risks across settings and among people who experience it. Dr. Sullivan serves on the editorial board and as a guest associate editor for Behavior Analysis in Practice and has disseminated her research via peer-reviewed journal publications and local and national conference presentations.

Title: When Behavior Becomes Dangerous: Strategies to Mitigate Risk Across Settings

Abstract: When individuals with intellectual and developmental disabilities exhibit dangerous behavior (e.g., aggression, self-injury, and property destruction), it can present risks for the individuals and those who support them. For many individuals, dangerous behavior is often observed across service delivery settings, such as in homes, schools, and hospitals. As a result, various care providers, including parents, teachers, and nurses, may encounter it. The short- and long-term impacts can range from acute stress and physical injury to chronic stress, social isolation, and disparities in medical care. However, the risk posed by dangerous behavior is likely influenced by the unique features of the service delivery setting. As such, certain assessment and intervention strategies may be feasible or applicable in one setting but require modification or an entirely new approach in others. This presentation will examine the risks associated with dangerous behavior, its wide-ranging impacts, and practical strategies to mitigate risks and promote the success of individuals served across service delivery settings.

Learning Objectives:

1. Identify factors influencing the risk posed by dangerous behavior across service delivery settings.
2. Consider the relative risks and benefits of various assessment and intervention strategies to address dangerous behavior in relation to the implementation setting.
3. Describe various tools and strategies that can be used to proactively screen for risk and to identify interventions to mitigate it.

3:00 pm – 4:00 pm
Presenter: Dorothea C. Lerman, Ph.D., BCBA-D
BACB #: 01-01-0637
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Dorothea Lerman is currently a Professor of Behavior Analysis at the University of Houston – Clear Lake, where she chairs the master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities (CADD). She received her doctoral degree in Psychology from the University of Florida, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, skill acquisition, functional analysis, teacher and parent training, and treatment of severe behavior disorders. She currently oversees several programs, including a focused intervention program for children with autism, a vocational program for adults with disabilities, a training program for healthcare professionals, and a teacher training program for local school districts. Dr. Lerman has published more than 125 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 Behavior Analyst and a Board Certified Behavior Analyst.

Title: Scaling Up!  What Behavior Analysts Can Learn From Implementation Science

Abstract: Our behavioral technologies have the power to solve problems on a broad scale. Nonetheless, research and practice in behavior analysis have resulted in relatively limited adoption of our technologies outside of the discipline. Barriers to large-scale adoption include the cost and complexity of our most effective interventions and training modalities, which may prohibit the dissemination of our science to large numbers of people. More than 60 years of research in the field of implementation science has identified factors that impact the adoption of evidence-based practices in community settings. This voluminous literature has much to offer behavior analysts. In this presentation, I will describe some of our research on disseminating behavior-analytic technologies to large numbers of professionals and present a tentative blueprint for success. I will then summarize some of the major findings from the field of implementation science, compare them to the recommended blueprint, and provide suggestions for further research and practice in behavior analysis.

Learning Objectives:

1. Distinguish between dissemination and implementation.
2. Identify five key findings from the field of implementation science.
3. Describe seven tips for disseminating behavior-analytic technologies to nonbehavioral professionals.