Wisconsin Association for Behavior Analysis

Conference

7th Annual WisABA Conference
August 4-6, 2014
Union South at the University of Wisconsin-Madison

Lodging information: http://conferencing.uwex.edu/lodging_res.cfm

Register for the conference: https://www.regonline.com/wisaba2014

Monday 8/4

12:00 PM to 4:00 PM

1. Mark Dixon workshop: Teaching Higher-Order Language Skills to Persons with Autism and other Disabilities using the PEAK Relational Training System

PEAK is a new assessment and treatment protocol which has been shown to have convergent validity with IQ, state mandated Early Learning Standards, and other formal tests of language or cognitive abilities.   PEAK also has strong inter-rater reliability, a normalized comparison population, and a factor analyzed skill set.  This workshop will explore the conceptual foundations of behavioral approaches to language and cognition which began with Skinner, expanded with Sidman, and continue to evolve through Relational Frame Theory.  The PEAK system will be explained including all four training modules: direct contingencies, generalization, stimulus equivalence, and relational responding.  Assessments for presence/absence of skills, rehearsals  of training trial implementations, and developing data management skills will all be included in the workshop.  Upon completion, all attendees will have the information necessary to implement PEAK for clients they work with.

2. Roger Bass workshop: BCBA Supervision Part 1

This 8-hour workshop prepares BCBAs to supervise Field Experiences for BCBA candidates. All BACB requirements, ethical codes, concepts, supervisory practices, instructional procedures, evaluative practices, developing assignments based on BCBA-candidate performances, documentation (including BACB forms, types of field experiences, etc.) submitting documentation, and ensuring the integrity of the process will be covered.

Tuesday 8/5

8:00 AM to 12:00 PM

1. Karen Harper and Imram Khan workshop: Behavior support services for adults

Applied behavior analysis (ABA) is widely known as an evidence based treatment for children with autism spectrum disorder and other related developmental disabilities. However its applications have been proven in a wide array of environments and populations including as an effective therapy for adults. This workshop presentation will discuss applications of ABA to reduce challenging behaviors and teach positive replacement behaviors to adults. Participants will learn where ABA therapy is provided to adult consumers, available funding sources for services and how adults services different from services for children. Ethical considerations regarding services for adults including a discussion of rights and restrictions will also be presented. Case studies will be reviewed to illustrate how ABA strategies have improved behavior, independence and daily functioning of adults with autism.

2. Roger Bass workshop: BCBA Supervision Part 2

1:00 PM to 2:15 PM

Student symposium

2:30 PM to 3:45 PM

1. Mark Dixon: (details soon)

2. Carla Lagorio: Behavioral research targeting community-based and global sustainability issues

We engage in behaviors because they provide benefits to us as individuals. Acting with respect to the broader community can be more challenging because there often are not as many contingencies in place to support such behaviors; furthermore, we have imperfect knowledge as to how our current practices might relate to future outcomes. For example, the adverse impact of many global or sustainability issues are not only delayed but probabilistic. The current talk will describe several research projects aimed at furthering our understanding of the variables that support pro-social and community-aimed behaviors, while simultaneously making small-scale local improvements. Projects span from reducing food waste in cafeteria settings to encouraging molecular-level pro-social behavior in students to increasing recycling on our college campus to improving adoptability potential and placement of dogs at a local humane association. In addition, it will be described how all of these efforts can be advanced by undergraduate students who also benefit from the increased experience in implementing tightly-controlled behavioral research, which happens to be community-oriented.

4:00 PM to 6:00 PM

WisABA Social with the Suzuki Strings of Madison

6:30 PM to 11:00 PM

WisABA Member/Presenter Dinner

Wednesday 8/6

8:00 AM to 9:15 AM

1. Linnea Burk: Using ABA to teach complex social capacities

Individuals with an autism spectrum diagnosis and other developmental delays typically display poorly developed social skills such as, difficulty making and keeping friends, participating in conversations, reading and interpreting social cues, identifying and expressing emotion, expressing empathy, and regulating interpersonal interactions. This presentation will focus on how many complex social capacities can be represented as a series of chained behaviors. Detailed task analysis can be employed to break down more complex social skills into discrete teachable components. ABA techniques such as errorless teaching, mass trials, and varied schedules of reinforcement can then be used to acquire the desired behavior. Repetition of trials and mastery to criterion for each skill component is essential before skill components are linked in a series. Generalization to the natural environment is supported by first practicing the chain in contrived social situations with therapists and family members, in facilitated peer therapy groups, and during supported community outings.

2. Jeff Tiger: Professional responsibility to stay current in your field: Some practical strategies

The behavior analysts code of conduct (1.03) states “Behavior analysts who engage in assessment, therapy, teaching, research, organizational consulting, or other professional activities maintain a reasonable level of awareness of current scientific and professional information in their fields of activity, and undertake ongoing efforts to maintain competence in the skills they use by reading the appropriate literature, attending conferences and conventions, participating in workshops, and/or obtaining Behavior Analyst Certification Board certification.” However, staying current can be challenging due to the cost in terms of both time, money, and time not spent directly in other professionally relevant activities. This symposium will discuss self-management strategies to promote engagement with the latest and greatest information our field has to offer and some recent efforts by WisABA to promote the engagement of members in these activities.

9:30 to 10:45 AM

1. Wendy Machalicek: Don’t disturb…or else! Helping children with autism to tolerate interruptions

Children with autism spectrum disorders often engage in repetitive play that, when interrupted, occasions challenging behavior. However, interventions often briefly interrupt play prior to prompting a target response to capitalize on child motivation. Functional communication training (FCT) is one evidence-based strategy that can effectively address such challenging behavior, but reinforcer fading can be difficult in classrooms. Thus, the development of effective demand fading procedures following FCT will be beneficial for this population. This presentation reviews recent advances in FCT and demand fading and presents the results of a single-subject study (individual ABABC designs) with 3 school age boys with autism.

2. Dave Sidener: Innovations in autism treatment from New Jersey: The Garden Academy Model

This presentation will describe the Garden Academy model of service delivery and several important and sometimes innovative elements therein. Garden Academy uses a curriculum that is informed by Lovaas’ published and unpublished curriculum, the curriculum from Princeton Child Development Institute, the VB-MAPP and current behavior-analytic research. Our program includes regular and required parent training, both at school and in the home; individualized, analog functional analyses when needed and resulting function-based treatment; language acquisition programs informed by Skinner’s verbal operants; feeding assessment and intervention; BCBA candidate supervision and a close working relationship with the ABA faculty at Caldwell College. School development and future directions will also be discussed. This presentation may be helpful for practitioners currently in or considering clinical or leadership positions in behavior-analytic service delivery settings.

11:00 AM to 12:15 PM

President’s Address and Keynote Speaker

Jay Moore: Conceptual issues in a science of behavior from Watson to Skinner

John B. Watson was born in rural South Carolina in 1878.  He held faculty positions at the University of Chicago and Johns Hopkins, delivered his behaviorist manifesto at Columbia University in 1913, carried out a controversial fear conditioning project with Little Albert B. in 1919-1920, but was obliged to resign from academia in 1920, owing to personal circumstances.  He then became a successful executive in the advertising business.  He was married twice, the first ending in divorce and the second with the death of his wife, Rosalie, in 1936.  He died in 1958.  B. F. Skinner never met Watson, although Skinner read many of Watson’s books and Watson influenced the development of Skinner’s behaviorism in many ways.  One important difference between the two is that Watson recognized only control by antecedents, whereas Skinner recognized selection by consequences.  Two common statements about Watson’s behaviorism are that it subscribed to methodological behaviorism and an extreme environmentalism.  This presentation suggests that Watson’s behaviorism is more accurately described as espousing an anti-mentalism and a social activism.

1:30 to 2:45 PM

1. Julie Bryda and Bill Murray: Ten years of collaboration: Wisconsin’s Medicaid Waiver and behavior analytic services

Wisconsin’s Medicaid Waiver program for children started in 2004, providing funding for a wide range of services for children meeting eligibility requirements. Behavior analytic services are included amongst these, and this presentation will focus on how these services were initially designed and how they have morphed over the years to reflect current research on best practices for children with autism and/or other developmental disabilities. Staff from the Wisconsin Department of Health Services will be present to discuss waiver service requirements, share their experiences related to policy development and service delivery, and discuss areas where behavior analysts might wish to consider service provision.

2. Jamie Waldvogel: Extending the reach of ABA to parents and teachers of typically developing children

Normand and Kohn (2013) argued that “the field of Behavior Analysis would be best served if behavior analysts worked to extend the reach of behavioral services into a more diverse range of settings and with more varied populations.” Parents of children with and without disabilities experience concerns with eating, sleeping, toilet training, tantrums, and non-compliance. Though we are best equipped to help, as a field, we have not extended our reach to the wide-open market of parents and early childhood professionals of typically developing children. Data from former clients will illustrate successful extension of ABA to a wider market while remaining true to our science.

3:00 PM to 4:15 PM

1. Tia Schultz: Providing family centered ABA-based intervention

This presentation will discuss strategies for collaborating with, supporting, and engaging parents in their children’s ABA-Based Intervention programs.  Both research and practice tips related to techniques such as coaching, feedback, and parent-implemented intervention will be covered.

2. Daniel Parker: Effectively addressing behaviors that interfere with learning in inclusive school settings

When a student is removed from the classroom because of behavior difficulties, the student is also losing access to curriculum.  When classroom removals occur frequently, the loss of instructional time makes it even more difficult for students to manage the ever increasing academic and behavior demands of school.  In this presentation, we will examine perspectives on “behavior” and discuss systems such as functional behavior assessment which can lead to a proactive approach of teaching more skillful behavior in inclusive school settings.  Recommended practices in developing proactive behavior interventions utilizing evidence-based strategies will also be shared.