Unique Insights and Considerations for Behavior Analytic Services for Older Adults presented by Dr. Dawn O'Neill, BCBA-D, LABA

Abstract: As the older adult population continues to increase, so does incident rates of cognitive impairment. Behavioral issues are common among older adults with cognitive impairment. Behavior analytic technologies are just as appropriate for behavioral problems for populations across the lifespan as they are for more commonly treated populations (e.g., individuals with autism spectrum disorder, developmental disabilities, and intellectual disabilities). Numerous reviews have been conducted regarding the unique considerations and effective treatment of behavioral problems for older adults using applied behavior analysis (see Adkins & Mathews, 1999; Baker, Fairchild, & Seefeldt, 2015; Buchanan et al., 2011; Burgio & Burgio, 1986; Carstensen, 1988; LeBlanc, Raetz, & Feliciano, 2011; Trahan et al., 2011; Turner & Mathews, 2013; Williamson & Ascione, 1983). The current presentation will offer unique treatment insights and considerations when serving older adults with cognitive limitations. Potential behavioral excesses, behavioral deficits, skill acquisition vs. maintenance, multiple treatment interference, ethical dilemmas, and special considerations will be discussed.

Learning Objectives: At the completion of this event, participants will be able to identify potential behavioral deficits and excess of older adults with cognitive impairment, will have a unique focus on skill maintenance as opposed to skill acquisition, and understand the impact of multiple treatment interference, multiple stakeholders, and consent vs. assent issues on plan of care.

Panel discussion related to behavioral gerontology will be held by Dr. O'Neill and Dr. Ashley Shayter, BCBA-D, LBA, CBIS, CBCS

A recorded version of the Webinar can be found here!

Functional Analyses of Problem Behavior: Procedural Variations and Ethical Considerations presented by Dr. SungWoo Kahng, BCBA-D

Abstract: Functional analyses are the gold standard in the assessment of problem behaviors. FAs are the most precise method of determining behavioral function, which informs the development of treatment. Despite the research supporting the efficacy of functional analyses, there continues to be reluctance on the part of practitioners to conduct the analyses on a consistent basis. This presentation will focus on procedural variations of functional analyses, which may make it more practical in specific situations. Additionally, it will present the argument that conducting functional analyses is the ethical choice.

Learning Objectives: At the completion of this event, participants will be able to develop an understanding of the different types of functional assessments, develop an understanding of the different procedural variations of functional analyses, and develop an understanding of the ethical considerations when deciding whether or not to conduct functional analyses of problem behavior.

A recorded version of the event can be found here!

Applying Behavior Analysis in the Classroom: Train the Trainers & Train the School Personnel presented by Frances Paris, PhD, BCBA, LBA, LP, Sarah Pierson, MS.ED, BCBA, LBA, and Nicole Sirotti, MA, BCBA, LBA

Abstract: The extent of collaboration between ABA service providers from agencies and school personnel varies across the state of Michigan. Barriers to meaningful collaboration on behalf of the child between professionals in the schools and the ABA service providers appears to start with mutual misunderstandings. Consider school personnel as being a member of the behavior service delivery, one of the four branches of behavior analysis. Acorn Health of Michigan embraces training school personnel in ABA in order to increase communication and collaboration on behalf of meaningful outcomes for children and their families across all environments. This session describes the scope and sequence of training on applied behavior analysis principles and evidence-based practices provided to school personnel. This review of Acorn Health of Michigan’s three-year experience with the training by their staff includes the basis for the training, goals and objectives, training satisfaction measures, outcomes of the training, and the process of training the trainers. Lessons learned and future planning will be shared.

Learning Objectives: At the completion of this event, participants will be able to identify at least one of the issues that prompted the training, describe the components of the training sequence of school personnel, discriminate between the school personnel training and the training of the trainers, name the desired outcomes of the training of school personnel, and consider approaches to providing technical assistance and feedback during training and post training.

Bridging the Research to Practice Gap presented by Rocco Nocera, MS, BCBA, LBA

Abstract: Most certificants are exposed to science during their formal schooling. Instructors hope to impart to their students, a zeal for learning and a curious nature that promotes ongoing innovation whether they become academic researchers or practitioners. This is why many promote a practitioner-scientist model. The foundation for all helping within behavior analysis emanates from problem-solving utilizing the scientific method and the study of behavior for its own sake is necessary in order to help the field grow. Practitioners are faced with unique circumstances that often do not exist within a highly controlled environment. It is necessary for them to model controls on the environment from those demonstrated effective in research. Our patients' needs and the BACB Ethics Code require that we continue to utilize research throughout our careers. The boundaries of what we know as a field continues to expand. Staying current with it once leaving university can be difficult. The primary boundaries impeding our efforts outside of academe are reduced access to literature, an absence of ongoing mentorship and small or absent verbal communities. In this session, the presenter will identify methods for resolving these barriers. The session will show participants how to improve their access to literature, seek learning opportunities and facilitate group activities that help them better meet their clinical objectives. The presenter will provide resources connected to the presentation to more easily use the practical advice offered.

Learning Objectives: At the completion of this event, participants will be able to identify areas within the Code of Ethics that relate to keeping current with research findings. They will receive resources to access research, to build verbal communities that support the discussion and use of scholarly material. Employing these resources will assist them to improve their clinical acumen and improve outcomes for their patients.

Evidenced-Based Best Practices? A Critical Review of the Literature hosted by Dr. Jacob Daar, BCBA-D, LBA

This presentation will include a collaboration of Northern Michigan University graduate students' capstone projects on Functional Behavior Assessments within the school setting, Behavior Support (Intervention) Plans within the school setting, and Intraverbals.

Returning to Roots to Reach New Heights: How ACT as Clinical Behavior Analysis Enhances Language-Based Interventions for Meaningful Behavior Change presented by Dr. Emily Sandoz

Abstract: Behavior analysts have long been interested in both: (1) private events and their functional relationships with overt behavior, and (2) how behavior analysis might explain the effectiveness of talk therapy. For example, currently this interest is renewed by the return of ACT, a talk therapy that developed as clinical behavior analysis, to the behavior analytic community. As ACT dissemination became increasingly successful, however, the behaviorist philosophical and theoretical roots became less and less salient. Instead, ACT assessments and interventions are typically guided by less precise “mid-level terms,” such as acceptance, defusion, and values. Unfortunately, the use of mid-level terms may unnecessarily limit the clinicians’ application of ACT to the use of techniques, exercises, and metaphors that target flexibility components, instead of direct observation, analysis, and intervention in the therapy room. This talk will focus on the problem with this departure of ACT from clinical behavior analysis, and how a basic behavior analytic framework might be applied to improve the effectiveness and meaningfulness of any language-based intervention.

Learning Objectives: At the completion of this event, participants will be able to describe two implications of functional contextualism for language-based behavioral intervention, describe three implications of clinical behavior analysis for language-based behavioral intervention, discriminate aversive from appetitive control in the context of language-based behavioral interventions, and track language-based behavioral interventions by tracking context, behavior, and functional relationships between context and behavior.

Philosophical and Conceptual Foundations in Gambling Research presented by Ryan Speelman, PhD, BCBA

Abstract: This talk will outline foundational components of the 5^th edition task list and correspondence to gambling research, including specific exemplars. While gambling treatment/research is an uncommon career avenue for certified practitioners, an understanding of how this research shares philosophical underpinnings and procedures with more common job duties will provide attendees with a broader understanding of these applications. Outlining these commonalities will help practitioners generalize/apply experimentally verified learning principles across clientele, contexts, and presenting problems.

Learning Objectives: At the completion of this event, participants will be able to use radical behaviorism as a philosophical orientation of science to describe/analyze behavior across a multitude of settings and use gambling literature to provide examples for each of the “concepts and principles” listed under section 1B of the BACB’s 5^th edition task list.

Behavioral Science and Police presented by John O'Neill, PhD, BCBA-D, LABA

Abstract: Behavior analysts and police share many similar challenges in the areas of skill acquisition, maintenance and generalization, treatment integrity, decision-making, problem-solving, employment screening, attrition (i.e., burn-out), organizational leadership, and culture. I will discuss our applied research with police academies across the U.S. and provide examples of how behavioral science can be utilized to improve outcomes and develop collaborative relationships with police departments. I will also address common misconceptions about police training and identify some of the limitations of behavior analytic methods and procedures in the context of police academy training. Behavior analysis has a lot to offer law enforcement but we must adapt our approach in order to facilitate effective communication. Respect, trust, and shared values will be stressed as integral aspects of any successful collaborative effort.

Learning Objectives: At the completion of this event, participants will learn how behavioral science has been applied in police academy training, other areas in which behavioral science can be readily applied to benefit police practices, of the limitations and challenges of incorporating behavioral science into a complex organizational structure.

A Behavioral Systems Approach to Ethics Training and Supervision presented by Matthew T. Brodhead, PhD, BCBA-D

Abstract: Professional and ethical behaviors are critical for high quality care and consumer protection. By using behavioral systems, behavior analysts may increase the probability of employees engaging in professional and ethical behaviors. This presentation will survey the basic components of behavioral systems analysis (BSA) and how BSA may be used in practice to promote ethical behavior. Ultimately, this presentation aims to provide a pragmatic, solutions-oriented, and socially-valid approach to ethics that focuses on teaching employees “what to do” in certain situations, instead of using a punitive “how not to behave” approach.

Learning Objectives: At the completion of this event, participants will be able to identify the six steps of behavioral systems analysis, describe an example of how to use behavioral systems analysis to improve ethical behavior during one on one supervision, and describe an example of how to use behavioral systems analysis to improve ethical behavior during group supervision.

Evaluating the Efficacy of Online Instruction and Acceptance and Commitment Training on the Performance of Registered Behavior Technicians™ presented by Ashley Shayter, PhD, LBA, BCBA, CBIS.

Abstract: Applied Behavior Analysis has experienced an increased need for practitioners at all certification levels. Most recently, a demand for the paraprofessional-level certification, the Registered Behavior Technician™ (RBT®), is being driven by state licensure and health insurance reform. This has subsequently led to pressure to quickly train paraprofessionals to work with at-need clients. While this growth is favorable for the field it means that agencies are often at odds with balancing quality and breadth of RBT Training, which can negatively impact clients’ lives. Furthermore, outside of basic minimum training standards, the behavior analytic governing bodies do not currently regulate RBT trainings the way they do for higher levels of certification, leaving it up to training supervisors to determine competency. This presentation will report on a series of experiments which seek to address some of the concerns with RBT training. The first will determine if an online curriculum is feasible for training RBT candidates to a level of proficiency for conceptual and practical knowledge. The second thread of research will examine if Acceptance and Commitment Training can lead to gains in RBT performance. Implications for the findings as well as future directions are discussed.

Learning Objectives: At the completion of this event, participants will be able to:

1. Participants will be able to describe the strengths and weaknesses of utilizing online RBT curriculums.

2. Participants will be able to describe the importance of criterion-referenced assessment procedures in evaluating RBT competence.

3. Participants will be able to describe common causes and detriments of RBT burnout, and how ACT based training may support RBT professionals.

Learning to Relate: Establishing Basic Derived Relational Repertoires presented by Jacob Daar, PhD, LBA, BCBA-D

Abstract: Individuals with language deficits often struggle to apply abstract functions of stimuli, such as value, placement in time and space, and opposition in meaningful ways. One reason for this might be that individuals have not yet successfully generalized verbal responses to physical features of stimuli, to contextually controlled relational responses of arbitrary stimuli. This presentation will discuss the concept of arbitrarily applicable derived relational responding in the context of language acquisition programming. Procedures for establishing and generalizing basic non-arbitrary relational responses to arbitrary stimuli will be reviewed, and methods for promoting arbitrary relational responding in the natural environment will be discussed.

Learning Objectives: At the completion of this event, participants will be able to:

1. Participants will be able to describe the concept of arbitrarily applicable derived relational responding

2. Participants will be able to describe three procedures for establishing non-arbitrary derived relational responses.

3. Participants will be able to describe three procedures for establishing contextually controlled derived relational responding to abstract stimuli.