Presenter Name: Dr. Tiffany Kodak, PhD, BCBA-D

 

Presentation Title:  A Problem-Solving Model to Address Barriers to Learning during Receptive Identification Instruction (1 CEU)

 

Presentation Abstract:  Receptive identification instruction, also called auditory-visual conditional discrimination (AVCD) instruction, is common during comprehensive behavioral intervention for learners with autism spectrum disorder. Although a body of literature on AVCD instruction shows many efficacious interventions exist, reasons for selecting specific procedural variations during intervention may not be described in publications. Rationales for modifications to intervention in published studies also are not consistently provided when the initial procedures are unsuccessful in teaching AVCD. When learners are not making progress during AVCD instruction, practitioner must identify the cause of the learning barrier and select a matched intervention to address that cause. It may be difficult for practitioners to use the literature to identify methods to address specific barriers to learning because published studies do not consistently link methods to specific learning barriers. Thus, there remains a gap in the literature on a clinical problem-solving approach to address barriers to learning that occur during instruction and that draws upon the extant literature on AVCD teaching. Dr Kodak will address this gap in the literature by proposing a process by which practitioners can identify and address barriers to learning during AVCD instruction. She will present and review a clinical problem-solving model, describe the process of using the model, and provide examples.

​

Learning Objectives:

1.  Participants will identify at least two learning barriers to AVCD instruction

2. Participants will be able to describe the process of identifying the cause of the learning barrier

3. Participants will be able to describe the process of identifying a function-based intervention to address the cause of the learning barrier

​​​​

Presenter Name: Dr. Tara Fahmie, PhD, BCBA-D

 

Presentation Title:  Strategies to Prevent the Emergence of Severe Behavior (1 CEU)

 

Presentation Abstract: Research on the functional analysis of severe behavior (aggression, self-injury, property destruction) has yielded a great deal of information about the conditions that give rise to and maintain such behavior in individuals with intellectual and developmental disabilities. These collective findings have produced a powerful technology for behavior change; however, the prevailing focus of behavior analytic services remains on the treatment of existing severe behavior. In this presentation, I will propose several strategies to prevent the initial onset of severe problem behavior. Strategies will be based on a review of emerging areas of research in both the functional analysis of severe behavior and prevention.

 

Learning Objectives:

1. Identify various challenging situations that are likely to give rise to severe behavior.

2. Describe three overarching strategies for preventing the development of severe behavior.

3. Define inclusion.

​

Presenter Name: Dr. Dorothea Lerman, PhD, BCBA-D

 

Presentation Title:  Embedding Research Within Clinical Practice: Tips For Success (1 CEU)

 

Presentation Abstract: Conducting research as a practitioner in clinical settings offers both challenges and rewards for behavior analysts. The constraints and priorities of clinical settings require special consideration when selecting topics of study, designing research methodology, embedding research activities within routine job duties, collaborating with co-workers, complying with ethical and regulatory guidelines, and disseminating research findings. This presentation will describe the benefits of conducting research for behavior analyst practitioners, clients, and clinical agencies, along with ways that practitioners can enhance their competence and mentorship in this area.  The presentation will offer tools and tips for successfully navigating common challenges and preventing pitfalls when planning and conducting research in human service agencies. Illustrative examples of published research will be embedded throughout the presentation. Practitioners working in center-based programs, homes, schools, residential programs, and other types of clinical settings may find this information helpful for developing a successful, rewarding program of research.    

 

Learning Objectives:

1. Describe the benefits of conducting research for practitioners, clients, and agencies 

2. State strategies for identifying topics for research in clinical settings

3. Discuss ways to successfully embed research activities into routine job duties

4. Identify key ethical and regulatory guidelines for the conduct of research in clinical settings

​

Presenter Name: Dr. Bruce A. Tinor BCBA., LBS

 

Presentation Title: Fostering Success: Collaborative Strategies for BCBAs and Educators in Schools. (1 CEU)

 

Presentation 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. Discuss the importance of collaboration between behavior analysts and school educators in creating effective behavior support systems.

2. Identify key benefits and challenges associated with collaboration between behavior analysts and educators in school settings.

3. 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. 

​

Presenter Name: Heather J. Forbes, Ph.D., CCC-SLP, BCBA-D

 

Presentation Title: Science, Pseudoscience, and Evidence-based Practice for Children with Autism (1 CEU)

 

Presentation Abstract: Professionals who address communication needs of autistic children are often inundated with intervention options, some of which may be considered faddish or pseudoscientific interventions. This session will review some popular communication interventions for children with autism through an evidence-based practice lens. It will discuss the ethical implications of implementing practices that have limited empirical support and provide professionals with methods for critically analyzing practices presented to them.

 

Learning Objectives:

1. Discriminate between science and pseudoscience

2. Identify at least two different definitions of evidence-based practice

3. Describe ethical concerns when considering pseudoscientific, faddish, or poorly supported communication interventions for children with autism.

​

Presenter Name: Dr. Jon Bailey, BCBA-D

​

Presentation Title: Ethics and Easter Eggs (with Apologies to Taylor Swift) (1 Ethics CEUs)

 

Presentation Abstract: Taylor Swift has a long standing practice of embedding teasers in her album liner notes about events in her personal life and clues in her music videos that give her fans hours of fun decoding and speculating about their meanings. I believe that the same sort of thing is going on in our BACB Ethics Codes where the behavioral experts who influenced these essential guiding documents have planted certain curious terms and cryptic expressions, with the intention to promote high quality service delivery to our clients. Unfortunately, these subtle mentions may be overlooked by the casual reader or misread by those looking to justify their questionable behaviors. In this presentation I will analyze both the RBT and BCBA Ethics Codes pointing out some “Easter eggs” that I have found and their substantial implications for professional ABA practice. 

 

Learning Objectives:

1. Participants will be able to describe and give examples of Easter Eggs in the RBT Ethics Code that give agency to these significant individuals.

2. Participants will be able to describe and give examples of Easter Eggs in the BCBA Ethics Code that could improve the quality of services that we provide.

3. Participants will be able to describe the changed relationships between RBTs and BCBAs if they attend closely to their ethics codes.

​

Presenter Name: Dr. Shanna Bahry, Ph.D., BCBA-D, LABA/LBA

​

Presentation Title: Meaningful Curricula at ANY AGE to Promote Adult Outcomes for Learners with Autism Spectrum and Related Disorders (1 CEU)

 

Presentation Abstract: This presentation focuses on how meaningful curriculum design at any age can improve adult outcomes for learners with autism spectrum and related disorders. Participants will examine the need for shifts in instructional planning prior to the transition to adulthood, guided by three best-practice themes. Emphasis will be placed on selecting socially valid, meaningful skills and appropriate interventions early and consistently across development. The session will also highlight long-term planning processes that support successful transitions, with strategies adapted to the learner’s current age rather than waiting until formal transition timelines.

 

Learning Objectives:

1. Understand the need for significant changes in planning prior to the transition to adulthood to improve outcomes, guided by three best practice themes.

2. Recognize the significance of targeting meaningful, socially valid skills using appropriate interventions prior to the adult transition.

3. Identify long-term planning processes critical to a successful transition to adulthood uniquely developed based on the learner’s current age.