Presentation Abstracts, Bios, & Materials

9:00 am – 12:00 pm
Presenter: Katherine Brown, Ph.D., BCBA-D, LBA, LCMHC
BACB #: 1-16-22460
Event Type: Invited Workshop, 3 hrs.
CEU Eligibility: 3 credits /BACB & APA

Dr. Katherine Brown is an assistant professor at Utah State University and Co-Director of the Behavior Support Services Clinic that provides behavioral assessment and treatment of severe challenging behaviors. She is a doctoral-level Behavior Certified Behavior Analyst (BCBA-D), as well as a Licensed Behavior Analyst (LBA) and a Licensed Clinical Mental Health Counselor (LCMHC) in the state of Utah. Her research aims to advance the assessment and intervention of severe problem behavior exhibited by individuals with intellectual and developmental disabilities. She is passionate about behavior-analysts’ use of family-centered approaches to promote family–provider collaboration and improve care in behavior analysis. She is particularly interested in researching variables that impact caregiver adherence to behavior interventions, as well variables that impact the longevity and generality of behavioral treatment outcomes.

Workshop Title: A Family-Centered Care Approach to Behavior-Analytic Assessment and Intervention

Abstract: An essential aspect of behavior-analytic services is collaborating with stakeholders (e.g., caregivers) to develop interventions that incorporate stakeholder preferences, needs, and contextual variables, in addition to those of the client. Recent research has called attention to potential gaps in behavior analysts’ consideration of family values and dynamics when designing and implementing behavioral treatments. Family-centered care is an approach that emphasizes the client as part of a larger family system and is used in a variety of medical and mental health services to promote family–provider collaboration and improve care. This workshop will review key information pertaining to family-centered practices in behavior analysis and provide practical resources for practitioners to adopt in their own clinical settings. In addition, this workshop will actively facilitate and create intentional space for clinicians to discuss and practice the use of family-centered practices.

Learning Objectives:
1. Attendees will be able to gain awareness and understanding of what it means to engage in a family-centered care approach to behavior-analytic assessment and intervention.

2. Attendees will be able to identify, learn, and practice family-centered care skills that can be used in practice.

3. Attendees will be able to gain tools and identify specific ways that learned skills can be integrated into action in your own clinical setting.

4. Attendees will assess their own skills across several assessment tools used within the field of motivational interviewing and identify areas for development.

1:00 pm – 4:00 pm
Presenter: Heather McGee, Ph.D.
Event Type: Invited Workshop, 3 hrs.
CEU Eligibility: 3 credits (SUPERVISION CEUs)/ BACB & APA

Dr. Heather McGee is a professor in the Department of Psychology at Western Michigan University and chair of the industrial organizational behavior management program. She received her B.S. (1998), M.A. (2003), and Ph.D. (2004) from WMU. Dr. McGee is also co-founder of Performance Blueprints, a performance improvement consulting firm specializing in helping small businesses, non-profits & human service settings by providing a variety of consulting and training services. Dr. McGee has designed, developed and implemented organizational performance solutions in a variety of industries and settings, including autism service agencies, the pharmaceutical industry, education, and health and human services. These solutions have included performance-based instruction, performance management, behavioral systems changes, and strategic planning initiatives.

Workshop Title: Using Organizational Behavior Management (OMB) Tools to Improve Supervision in ABA Organizations

Abstract: Providing effective staff supervision requires first defining the job and performance requirements, then designing and implementing training and management systems around those requirements. This workshop will introduce and provide hands-on practice in the use of performance support tools to assist supervisors in this important undertaking. Attendees will learn how to create job models and task analyses for staff performance, conduct performance assessments to determine training and performance management needs, and design effective training and performance monitoring and management systems.

Learning Objectives:
1. Attendees will be able to describe the basic steps of creating a job model, conducting a task analysis, and creating performance observation data collection sheets.

2. Attendees will be able to describe the basic steps of conducting a performance assessment and setting training and performance goals.

3. Attendees will be able to differentiate content models of training from process models of training and describe how ADDIE and BST can be combined to design effective staff training.

4. Attendees will be able to identify critical features of performance-based training, recognize common pitfalls, and identify ways to improve poorly designed training.

5. Attendees will be able to describe the basic steps of creating and implementing a performance monitoring and management tool.

8:30 am – 9:30 am
Presenter: Brian Greer, Ph.D., BCBA-D
BACB #: 1-12-10376
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Brian D. Greer, Ph.D., BCBA-D directs the Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES). He is a tenured associate professor in the Department of Pediatrics at Robert Wood Johnson Medical School and a core member of the Brain Health Institute at Rutgers University. He received a Bachelor of Science in psychology from the University of Florida, a Master of Arts in applied behavioral science and a Ph.D. in behavioral psychology, both from the University of Kansas. He later completed a postdoctoral fellowship at the University of Nebraska Medical Center. Dr. Greer is a former associate editor of the Journal of Applied Behavior Analysis and Behavioral Development, and he has served as a guest editor or guest associate editor for the Journal of the Experimental Analysis of Behavior, Perspectives on Behavior Science, Learning and Motivation, and Behavior Analysis in Practice. He is the 2013 recipient of the Baer, Wolf, and Risley Outstanding Graduate Student Award; the 2019 recipient of the Award of Excellence from the Heartland Association for Behavior Analysis; the 2019 recipient of the B. F. Skinner Foundation New Researcher Award; and in 2020, he was awarded Contribution of the Year from the Journal of Applied Behavior Analysis. Dr. Greer is a former Executive Director of the Society for the Quantitative Analyses of Behavior and a three-time recipient of the Loan Repayment Program Award from the National Institutes of Health. He and his colleagues have received continuous federal funding for their work since 2014.

Title: Pursuing Behavioral Inoculation Through Coordinated Basic, Translational, and Applied Research
Abstract: Although the translation of basic research findings to applied practice has been strongly encouraged in behavior analysis for decades, contemporary examples of bridging the two ends of this continuum are somewhat rare. Similarly uncommon are examples of so-called “reverse translation,” in which behavioral phenomena from the clinic, school, or other applied setting are brought into the laboratory for further empirical scrutiny. Indeed, meaningful and productive interactions between basic and applied researchers in behavior analysis appears to be severely lacking. In this presentation, I will outline how the recent increase in research on treatment relapse represents a marked departure from these troubling trends, while commenting on the ways in which this work has reinvigorated bidirectional research in behavior analysis. Specific examples from an ongoing collaboration between basic and applied researchers will be highlighted, as will considerations for developing new lines of collaborative research beyond that of treatment relapse in hopes that others will similarly heed these longstanding calls for greater integration of basic and applied behavioral science.

Learning Objectives:

1. Attendees will be able to define translational research and give at least one example of it.

2. Attendees will be able to characterize the current state of translational research in behavior analysis.

3. Attendees will be able to describe the ways in which collaborative research on treatment relapse has reinvigorated bidirectional research in behavior analysis.

9:50 am – 10:50 am
Presenter: Meeta Patel, Ph.D., BCBA-D
BACB #: 1-00-0346
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Dr. Meeta Patel has been working with children with autism and other special needs for over 30 years. Dr. Patel received a BS degree from the University of California at Davis in 1996 in Psychology with an emphasis in Biology. She received her PhD in Psychology with an emphasis in Behavior Analysis under the supervision of Dr. James Carr, Dr. Patrick Ghezzi, and Dr. Sidney Bijou in 2000. Dr. Patel completed a post-doctoral fellowship at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine in 2001 under the supervision of Dr. Cathleen Piazza. She joined the faculty at the Marcus and Kennedy Krieger Institutes in 2001 and Emory University School of Medicine in 2002. In 2003, she started Clinic 4 Kidz, which is a home-based Interdisciplinary Pediatric Feeding Disorders Program. Dr. Patel is also currently an Adjunct Clinical Assistant Professor in the Department of Pediatrics, Division of Gastroenterology at Stanford University School of Medicine She currently serves on the editorial board of Behavior Analysis in Practice and is special topic editor for Frontiers in Child and Adolescent Psychiatry. Dr. Patel is also a guest reviewer for many medical and behavioral journals.

Title: Assessment and Treatment of Feeding Problems in Children: Developing A Starting Point for Treatment Using an Intensive Home-based Approach

Abstract: Children with feeding difficulties often face a range of challenges related to eating and drinking. For example, some children may exhibit significant behavioral issues (such as crying, aggression, or self-injury) when presented with any food or liquid, which can eventually lead to tube dependency. Other children may only demonstrate problem behaviors in response to specific foods or liquids—such as selectivity based on type, texture, or presentation format—resulting in nutritional deficiencies and potential social stigma. Additionally, some children may eat a variety of foods but in limited quantities, which can lead to poor weight gain. These feeding challenges are typically addressed by a single professional or a multidisciplinary team that may include a pediatric gastroenterologist, occupational or speech therapist, nutritionist, and/or behavioral psychologist/behavior analyst. Treatment options can take place in a clinic, hospital, or home setting. The goal of this presentation is to provide an overview of the assessment and treatment of feeding problems in children using an intensive home-based model. More specifically this presentation will highlight how clinicians can determine the starting point for treatment based on the type of feeding problem. This session is designed to help BCBAs and BCaBAs understand how feeding assessment and treatment can begin in less controlled environments, offering insights on determining the best starting point for treatment. Additionally, video recordings will be shown, illustrating a patient’s journey from the start of treatment to discharge.

Learning Objectives:
1. Teach the audience how treatment can be implemented using an intensive interdisciplinary home-based model.

2. Understand how to develop a starting point for treatment and how success is measured.

3. Teach the audience how caregivers are trained to implement the treatment plan in our absence.

4. Learn how to systematically provide recommendations for caregivers and school personnel to utilize in all environments.

11:05 am – 12:05 pm
Presenter: Megan Miller, Ph.D., BCBA-D
BACB #: 1-07-3498
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Dr. Megan Miller is a globally recognized behavior analyst, author, and speaker with over 20 years of experience supporting autistic individuals and advancing the field of behavior analysis. Her work centers on translating research into individualized, person-centered practices that promote autonomy, connection, and meaningful engagement. Megan has delivered more than 100 invited presentations across five continents and is known for bringing grounded, research-informed perspectives that encourage continued learning. She is the author of two book chapters and several peer-reviewed articles, with a focus on neurodiversity-affirming, trauma-informed approaches that move the field forward. As the founder of the Do Better Collective, Megan leads an international community of behavior analysts, educators, and service providers dedicated to compassionate, evidence-aligned practice. Her work blends scientific integrity with real-world application, helping professionals build inclusive systems rooted in dignity, curiosity, and shared humanity.

Title: ABLLS-R, AFLS, VBMAPP, ESDM, PEAK!?!? Choosing the Right Assessment

Abstract: A variety of assessment options exist for identifying skills to target for learners diagnosed with Autism and other developmental disabilities. Many practitioners are trained on a specific assessment but may need more training to evaluate the appropriateness of that assessment for the learner. This presentation discusses how to individualize the assessment process to create the most effective intervention program for each learner. Additionally, video examples are provided that demonstrate how to observe a learner and assess skills without using a commercially available assessment.

Learning Objectives:

1. Attendees will be able to describe at least three different commercially available assessments.

2. Attendees will be able to define the term “core” assessment and explain how this can be used to develop intervention.

3. Attendees will be able to describe the four different learner profiles and identify typical assessments/programs used for these profiles.

4. Attendees will be able to conduct assessments with learners without using a commercially available assessment.

5. Attendees will be able to identify at least one assessment that can be used to address barriers to learning.

1:40 pm – 2:40 pm
Presenter: Bruce Tinor, Ed.D., BCBA, LBS
BACB #: 1-20-41182
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Dr. Bruce A. Tinor is a highly respected education professional known for his unwavering commitment to supporting students with diverse and complex needs. He currently serves as the Assistant Superintendent of the Saucon Valley School District in eastern Pennsylvania, where he leads district systems and organizational processes. In this role, he applies principles of Organizational Behavior Management (OBM) to drive training effectiveness, improve system efficiency, and ensure excellence in performance management. Dr. Tinor has built a distinguished career as a leader in special education, with expertise in programming and service delivery for students with autism, emotional and behavioral disorders, and intellectual disabilities. Grounded in a deep passion for the philosophical and scientific foundations of ABA, Dr. Tinor excels in key areas such as staff training, ethical decision-making, interdisciplinary collaboration, and creating environments that promote reduced maladaptive behavior and improved quality of life for students. For example, he led a successful restraint reduction initiative that significantly influenced the Pennsylvania Bureau of Special Education’s model for tiered supports for students requiring emotional support services. Dr. Tinor holds a master’s degree in Secondary Education from East Stroudsburg University and master’s degrees in Special Education and Educational Leadership from Centenary University, along with a post-master’s Education Specialist degree in Educational Leadership from Liberty University. Dr. Tinor completed his doctorate in Special Education, with a minor in Applied Behavior Analysis, at Slippery Rock University. Dr. Tinor is currently completing his Ph.D. in Behavior Analysis at Simmons University. Dr. Tinor’s extensive knowledge, leadership, and passion for behavior analysis, special education, curriculum and instruction, and OBM continue to drive improvements in staff performance and, most importantly, enhance student outcomes—making a lasting and meaningful impact on the field of education.

Title: Fostering Success: Collaborative Strategies for BCBAs and Educators in Schools

Abstract: Collaboration between behavior analysts and school educators is crucial for creating effective and sustainable behavior support systems in educational settings. This presentation explores the significance of collaboration in schools, highlighting the benefits, challenges, and strategies for fostering productive partnerships between behavior analysts and educators. Drawing on research findings and real-world examples, the presentation emphasizes the positive impact of collaboration on student outcomes and overall school culture.

Learning Objectives:
1. Attendees will be able to discuss the importance of collaboration between behavior analysts and school educators in creating effective behavior support systems.

2. Attendees will be able to identify key benefits and challenges associated with collaboration between behavior analysts and educators in school settings.

3. Attendees will be able to list practical strategies and techniques for fostering collaboration and communication between behavior analysts and educators to enhance student outcomes and promote a positive school environment.

3:00 pm – 4:00 pm
Presenter: Ivy Chong, Ph.D., MBA, BCBA-D
BACB #: 1-04-1585
Event Type: Invited Talk, 60 min
CEU Eligibility: 1 credit BACB/ 1 credit APA

Dr. Ivy Chong is the Chief Clinical Officer of Little Leaves Behavioral Services and brings 28 years of experience working with individuals with autism and developmental disabilities. She earned her doctorate in Behavior Analysis from Western Michigan University and later obtained an MBA in Healthcare Management from the Florida Institute of Technology. From 2017 to 2023, Ivy served as Senior Vice President of Children’s Services at the May Institute. Prior to that, she held the role of Director of Autism Services and Training at the Scott Center for Autism Treatment and was an Associate Professor in the College of Psychology and Liberal Arts at the Florida Institute of Technology from 2008 to 2017. Since 2005, Ivy has been an active Subject Matter Expert (SME) with the Behavior Analyst Certification Board (BACB), where she currently serves on the board of directors and is the Treasurer.

Title: Defining and Measuring Meaningful Outcomes in ABA Services for Autism Spectrum Disorders

Abstract: Many individuals diagnosed with autism spectrum disorder (ASD) require continuous healthcare and social services to meet their evolving needs, with lifetime costs estimated at up to $2.4 million (Buescher et al., 2014). While many treatment modalities exist, Applied Behavior Analysis (ABA) is considered the gold standard and remains the only evidence-based practice for treating ASD. As a result, there is increasing discussion around meaningful outcomes associated with ABA services for individuals with ASD. However, there is still no industry consensus on what outcomes should be measured or how to assess meaningful impact. This session will explore two frameworks—ICHOM and BHCOE—that have been developed to drive consensus on the measurement of outcomes. Additionally, the session will provide an overview of key terminology, including a discussion of quality, quality control, and quality assurance. An Early Intensive Behavioral Intervention (EIBI) model will be used as an example to offer practical guidance for measurement in practice. Finally, barriers to implementation and the need for alignment among providers, patients, and payers will be addressed.

Learning Objectives:
1. Attendees will be able to explain the significance of outcome measurement in ABA services to improve treatment planning.

2. Attendees will be able to identify and describe two key frameworks—ICHOM and BHCOE—developed to standardize outcome measurement in ABA therapy.

3. Attendees will be able to list common barriers to implementing outcome measurement in ABA.