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| A Primer on the Assessment and Treatment of Food Refusal: Interdisciplinary Advantages and Practical Considerations |
| Sunday, February 4, 2018 |
| 9:30 AM–12:20 PM |
| Regency Ballroom |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Carrie S. W. Borrero, Ph.D. |
| CARRIE S. W. BORRERO (Kennedy Krieger Institute) |
 Dr. Borrero received her Ph.D. from the University of Florida (UF) in 2006. In 2007, she assumed the position of Assistant Professor of Psychiatry & Behavioral Sciences at Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. At UF, Dr. Borrero continued her training in the assessment and treatment of severe problem behavior. Dr. Borrero’s clinical experiences and training have continued since earning her degree, although her interests have shifted to the area of pediatric food refusal. In her current position, Dr. Borrero works in the Pediatric Feeding Disorders Program at Kennedy Krieger Institute, an intensive program designed to treat young children who exhibit severe food refusal. As such, in recent years, Dr. Borrero’s research has focused heavily on eating difficulties, specifically evaluating methods to increase food consumption and decrease inappropriate mealtime behavior. Dr. Borrero currently serves on the Editorial Board for the Journal of Applied Behavior Analysis, Behavior Modification, and Behavioral Development Bulletin and has served as a Guest Associate Editor for Journal of Applied Behavior Analysis. She is currently the Co-Executive Director of the Maryland Association for Behavior Analysis and an Adjunct Instructor at UMBC. |
| Description: Severe food refusal can be a relatively common concern for parents with young children, particularly those diagnosed with autism spectrum disorder (ASD). It has been reported that as high as 90% of children with ASD have some form of food refusal or selectivity (Kodak & Piazza, 2008). Food refusal and selectivity are associated with a child experiencing severe difficulties consuming adequate nutrition by mouth, and can often be a significant source for stress in the home. Although the causes may not be identifiable in all cases, pediatric food refusal can be related to physiological, developmental, and environment factors, and can benefit from a behavior analytic approach. Emphasis on a behavior analytic interpretation of the emergence of food refusal, and an approach to assessment and treatment will be discussed. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe potential factors related to pediatric food refusal; (2)understand how pediatric food refusal is assessed from a behavior analytic perspective; (3) understand how pediatric food refusal is treated from a behavior analytic perspective; (4) describe how an interdisciplinary team may approach pediatric food refusal. |
| Activities: Instructional strategies include lecture and discussion. |
| Audience: Board certified behavior analysts, licensed psychologists, graduate students. |
| Content Area: Practice |
| Instruction Level: Basic |
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| The Behavior Analyst as Supervisor: Creating Advanced Supervision and Mentoring Repertoires |
| Sunday, February 4, 2018 |
| 2:00 PM–4:50 PM |
| Regency Ballroom |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Linda A. LeBlanc, Ph.D. |
| LINDA A. LEBLANC (LeBlanc Behavioral Consulting LLC) |
 Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting. She previously served as a professor at Claremont McKenna College, Western Michigan University and Auburn University and as the Executive Director of Trumpet Behavioral Health. She has published over 100 articles and book chapters on topics such as behavioral treatment of autism, technology-based behavioral interventions, behavioral gerontology, supervision and mentorship, and systems development in human services. Dr. LeBlanc is an Associate Editor for Behavior Analysis in Practice and the Literature Review Editor for Education and Treatment of Children. She has previously served as an Associate Editor for The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. She is the 2016 recipient of the American Psychological Association Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis. |
| Description: Practicing behavior analysts and behavior analysts in academic settings often provide supervision for young professionals who are pursuing certification as a behavior analyst. Effective supervision is critical to the quality of ongoing behavioral services, the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its� practice. Though there are now training and CEU requirements for supervising those who are accruing hours towards the experience requirement for certification, few resources exist to guide supervisor activities and recommended practice. This workshop summarizes five overarching recommended practices for supervision with detailed strategies and resources for structuring the supervisory experience and ongoing mentorship. Examples are provided for how to: create expectations for supervisees, use positive strategies for managing performance, teach structured clinical-decision making and problem-solving skills, and arranging to be a mentor and to be mentored. Examples from the presenter�s history with mentorship are presented and analyzed. |
| Learning Objectives: At the conclusion of the workshop, attendees will be able to: (1) list the 5 recommended practices for supervision; (2) describe several critical components of an effective supervision contract; (3) describe positive strategies for managing supervisee performance; (4) identify behaviors that contribute to a positive long-term supervisory and mentoring relationship. |
| Activities: Instructional strategies include lecture and discussion. |
| Audience: This workshop is targeted at board certified behavior analysts who are supervisors or who will become supervisors in the future. All are welcome. |
| Content Area: Practice |
| Instruction Level: Advanced |