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| Meaningful Mealtimes: A Tiered Approach to Supporting Feeding and Mealtime |
| Thursday, May 22, 2025 |
| 8:00 AM–3:00 PM |
| Marriott Marquis, M1 Level, Gallaudet |
| Area: AUT/LBD; Domain: Service Delivery |
| CE Instructor: Yev Veverka, Ph.D. |
| YEV VEVERKA (University of Washington) |
| Description: Mealtime challenges are a prevalent concern in early childhood, affecting children, caregivers, and professionals alike. Despite their frequency, these challenges often lead to frustration and a sense of isolation for families, as their concerns are frequently dismissed or inadequately addressed. This workshop aims to empower providers with the knowledge and skills needed to deliver effective mealtime and feeding support to the families they serve. Drawing from the tiered approach outlined in the book Meaningful Mealtimes, this workshop will guide participants through the essential steps of providing comprehensive mealtime support. Attendees will learn to: 1. Gather Information: Accurately assess mealtime and feeding challenges, strengths, and the contexts in which mealtimes occur including family values and culture. 2. Develop Goals: Set meaningful and achievable mealtime and feeding objectives that align with family values. 3. Implement Support Strategies: Apply evidence-based support strategies tailored to each child's unique needs. 4. Take Ongoing Data: Utilize data-driven decision-making to refine support strategies. 5. Collaborate Effectively: Work alongside families and other professionals to ensure consistent, effective support. Key topics will include prioritizing goals that respect family values and cultural contexts, incorporating child assent into the process, and navigating ethical considerations in mealtime and feeding support. By the end of this workshop, participants will have a deeper understanding of how to proactively foster lifelong, nurturing mealtime habits in children, equipped with practical tools to support families in overcoming these challenges. |
| Learning Objectives: 1. Participants will understand how to develop mealtime and feeding goals based on gathered information. 2. Participants will match support strategies to individualized goals and implement strategies ethically and effectively. 3. Participants will understand how to use ongoing assessment to make ethical, data-driven decisions about support strategies. |
| Activities: This workshop will consist of a combination of activities including lecture, small group discussion, case studies, and practice scenarios applied to individual practice. |
| Audience: The target audience is any ABA provider who would like to learn more about universal support for feeding or mealtime that can be embedded into their existing practice and expand their scope of practice. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): early intervention, early learning, feeding, mealtime |
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| Relationally Speaking: Programming Using Verbal Behavior Development Theory and Relational Frame Theory |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 14 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Danielle Micera, M.Ed. |
| DANIELLE MICERA (Compass ABA), MAYA OLIVIA STANG (Compass ABA) |
| Description: During this workshop participants will utilize concepts from Verbal Behavior Development Theory and Relational Frame Theory to create more meaningful goals for better client outcomes. Participants will be able to name popular behavioral assessment tools and determine which assessments are best suited for their clients. Utilizing Verbal Behavior Development Theory, members will identify important behavioral cusps to assist with the creation of developmentally appropriate goals. Participants will be able to identify and apply the specific order in which to teach skills, thereby reducing splinter skills. Additionally, participants will be able to use Relational Frame Theory to select more meaningful target behaviors. Participants will be given a tool to use in their practice that will help ensure that behavioral cusps are being met and goals are being selected according to developmental age ranges. |
| Learning Objectives: 1. Participants will be able to name popular assessment tools to help children with autism spectrum disorder increase communication skills. 2. Participants will be able to use Verbal Behavior Development Theory to identify important behavioral cusps to assist with programming for individuals with developmental and communication delays. 3. Participants will be able to use RFT to expand their knowledge when selecting target behaviors to help with generalization. 4. Participants will integrate their knowledge by selecting appropriate goals for a sample client. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. |
| Audience: BCBAs or BCBA students |
| Content Area: Methodology |
| Instruction Level: Basic |
| Keyword(s): programming, RFT, treatment planning, verbal behavior |
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| Staff Training in Adult Service Settings: Key Components to Facilitate Safety and Skill Acquisition |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 17 |
| Area: AUT/CBM; Domain: Applied Research |
| CE Instructor: John M. Guercio, Ph.D. |
| JOHN M. GUERCIO (Benchmark Human Services), VALERIA PASCALE (The Chicago School, ABA For Disability), CHIARA CESARO (Mind The Kids and Aba for disability) |
| Description: The present workshop will identify key aspects of staff trying for direct support professionals (DSPs) or other staff that work in environments where adults with intellectual and developmental (IDD) and Autism Spectrum Disorders (ASD) are served. Crucial components of organizational behavior management (OBM) will be detailed as they apply to training staff that work with adults with significant behavioral issues. The workshop will also enumerate the process by which skill building can be taught in adult service settings and the manner in which staff can be trained to do so. Attendees will be provided with several examples of the application of behavioral science to staff training in environments where the level of risk is elevated and skill building is a must. Case examples and scenarios will be provided to bolster the concepts that are being taught. |
| Learning Objectives: Participants will select different performance deficits of direct support staff (DSP) as they are encountered in the residential setting. Participants will identify the role of organizational behavior management (OBM) in training residential staff in settings where severe aggression is displayed. Participants will match different staff training approaches along with their efficacy and outcomes. |
| Activities: The format will enable attendees to experience lecture on some of the key components of staff training and adult services. There will also be a small group component with exercises and feedback based on the application of the principles acquired in the portion of the workshop. |
| Audience: The audience should have some experience working with adults in residential settings. Though not a necessary component of this experience, it would be beneficial to currently serve in a supervisory capacity of staff at any level that work in human service organizations. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Adult services, OBM, Staff Training |
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| Understanding and Improving Sleep in Children With Autism: Assessment, Analysis, and Behavioral Interventions |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty N-P |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Dag Strömberg, M.Ed. |
| DAG STRÖMBERG (Karolinska Institutet; Stockholm University) |
| Description: Sleep problems are frequent in children with autism. Research indicates that behavioral interventions are effective for improving sleep. This workshop will present a description of normal sleep and a behavioral account of sleep. Further, an emphasis will be placed on describing a selection of behavioral strategies to assess, prevent and treat the most common sleep problems in individuals with autism. The participants will be provided with opportunities to practice how to identify environmental causes of impaired sleep. Concrete advice on how to increase the ability to fall asleep and stay asleep through the night will be discussed, with the purpose of providing participants with useful tools to help children develop good habits and routines in their natural environment. Case examples will be provided and discussed. Many of the behavioral interventions presented may also be applicable for other populations, such as typically developing children and adults, with sleep problems. |
| Learning Objectives: After completing this workshop, participants will be able to: (1) Describe sleep and sleep problems from a behavior analytic point of view; (2) Describe the most common sleep problems in children with autism; (3) State at least three assessment tools for understanding sleep problems; (4) Use a sleep diary; (5) Use at least five strategies for improving sleep hygiene; (6) State at least three strategies for sleep training, based on the principles of behavior analysis. |
| Activities: Workshop objectives will be met through a balanced presentation of lecture (a power point, which will be distributed as a hand out) and active learner participation, such as group activities, quiz questions and discussion of case examples and case data. |
| Audience: The workshop content will be at the intermediate level. Basic principles of applied behavior analysis will be briefly described in relation to how they can be used in sleep interventions. However, the workshop is not designed to teach these basic principles to people unfamiliar with ABA. Therefore, the workshop is most appropriate for RBTs, BCaBAs, and BCBAs looking to gain knowledge in this area. Other professionals, such as occupational therapists, psychologists, speech-language pathologists, or special educators, who are familiar with ABA might also find the workshop useful. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): insomnia, sleep, sleep training |
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| Implementing the Early Start Denver Model (ESDM) to Enhance Social Engagement and Play Skills for Young Autistic Children |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty L |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jamie Hughes-Lika, Ph.D. |
| JAMIE HUGHES-LIKA (SAGE Learning Systems) |
| Description: The Early Start Denver Model (ESDM) is a comprehensive, evidence-based intervention designed for young autistic children, emphasizing the development of social communication and engagement from an early age. The workshop begins with a review of ESDM's foundational theories and core principles, focusing on its developmental and relationship-based approaches to enhance social engagement. Participants will explore strategies to maximize child attention, increase social motivation, and support reciprocal engagement. Attendees will learn to arrange learning environments that optimize communication and engagement. They will also gain insights into selecting appropriate learning objectives aligned with developmental milestones and individual child profiles, recognizing their cascading effects and supporting behavioral cusps. The workshop proceeds with methods for creating interactive teaching frameworks that promote child-centered activities and embed teaching opportunities within natural interactions, encouraging focused and flexible approaches. Participants will learn how to actively engage young learners, building play-based programs that honor the autistic experience. By the end of this workshop, professionals will be equipped with an understanding of ESDM and practical tools to integrate its strategies, fostering a naturalistic, engaging, and effective early intervention approach to enhance developmental outcomes for young autistic children. Note: This workshop does not offer formal training or certification in ESDM. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
1. Identify at least three key differences in social attention and motivation commonly observed in children with autism.
2. Implement at least four ESDM strategies to increase social engagement in young children with autism.
3. Embed at least two learner goals and objectives within interactive teaching frameworks to maximize learning opportunities for young autistic children. |
| Activities: This workshop will achieve its objectives through a blend of lecture, guided practice, video observation, and group discussion. Core content will be delivered through lecture, with video demonstrations illustrating ESDM strategies in action. To further support participant learning, additional materials and resources will be provided for identifying techniques to support participant learning. |
| Audience: Participants should have an understanding of ASD and support young children (ages 0-4 years) |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Early intervention, ESDM, NDBI, Play skills |
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 Trauma-Informed Care in Applied Behavior Analysis (ABA) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Howard |
| Area: CBM/LBD; Domain: Service Delivery |
| CE Instructor: Sara Mulholland, Ed.D. |
| SARA MULHOLLAND (Full Spectrum ABA) |
| Description: Applied Behavior Analysis has been criticized historically due to approaches viewed as rigid, setting inappropriate/unnecessary goals, forcing normalization, and forced compliance. While practitioners know these are not ABA goals or practices, there is always room for improvement within treatment and relation to the public. Incorporating a trauma-informed approach to ABA may be a solution to improving treatment and public opinion. The concept of trauma-informed (TIC) care is gaining traction in multiple disciplines. However, this rarely gets discussed in ABA circles. Part of this is related to mentalistic concepts connected to trauma-informed care, which often do not coincide with ABA practices and thought processes. However, trauma-informed care can align well with ABA’s scientific concepts and treatment practices. This workshop will explore ways to incorporate trauma-informed practices with ABA terminology and treatment while maintaining the evidence-based, scientific foundation of applied behavior analysis. This will be accomplished by examining recent literature regarding ABA as well as trauma-informed care - in addition to exploring the limited research combining ABA and TIC. This will allow connections to ethical issues in ABA as well as discussion and practice creating and maintaining guidelines for the use of TIC in ABA. |
| Learning Objectives: 1. Identify at least 3 reasons TIC is beneficial to ABA therapy. 2. Identify 3 examples of using TIC in ABA therapy. 3. Discuss historical barriers to using a TIC approach in ABA. 4. Identify 3 components of a framework to apply TIC to ABA. |
| Activities: Activities used in this workshop will include lecture, discussions, guided practice activities, breakout group discussions, and large group activities. |
| Audience: Target audience will be intermediate: analysts practicing in the field of ABA for at least 1 year, supervisors, clinical directors, and clinical administrators. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): caregivers, direct service, TIC, Trauma-informed care |
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| Empower Parents and Get "BUY IN" With Motivational Interviewing (MI) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 16 |
| Area: CBM/EDC; Domain: Service Delivery |
| CE Instructor: Monica Gilbert, Psy.D. |
| MONICA GILBERT (Crystal Minds New Beginning) |
| Description: We walk the walk, but do we talk the talk? As clinicians, do we speak WITH parents or TO them? Is it effective in motivating them to engage in interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent coaching(training) sessions? Although Behavior Analysts offer empirically validated strategies and successfully change behaviors, it can be difficult for parents to follow the treatment. Resistance (“discord”)is evoked by an antecedent stimulus (clinician's confrontational language), which is reinforced by escape of the aversive stimuli. Motivating Operations have a behavior/value altering effect in that they make "escaping" the stimuli (clinician) by engaging in resistant behaviors more or less reinforcing. Motivational Interviewing (MI) is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance misuse population, medication adherence and developmental disabilities. During this workshop, I will present the proven strategies and techniques of MI to decrease resistance and increase cooperation between parents and clinicians. The Transtheoretical model (stages of readiness) which helps identify parent’s level of resistance will also be introduced. Attendees will build skills in assessing parents’ level of resistance, measure change talk (most indicative of changed behavior) and learn to use MI procedures to successfully increase "Buy in" from parents and while effectively establishing and maintaining rapport. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Assess parent's motivation based on the trans-theoretical model ; (2) Provide examples of effective change talk strategies to develop and build collaborative relationships with parents; (3) Describe motivation from an ABA perspective; (4) Identify traps that can harm clinician-parental relationships; (5) Describe key features of effective MI strategies; (6) Measure change talk vs. counter-change talk; (7) Identify key features necessary for cooperative relationships between caregivers and clinicians. |
| Activities: Lecture, Case scenarios, small group activities and Q and A |
| Audience: BCaBA, BCBA's and BCBA-D's that provide parent support/parent coaching |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): motivational Interviewing, parent coaching, parent training |
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| Clinician Knowledge of Developmental Milestones as an Ethical Imperative in Guiding Caregiver Participation in Treatment |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M2 Level, Marquis Salon 15 |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Stephanie Aline Reinoso, M.S. |
| STEPHANIE ALINE REINOSO (Beacon) |
| Description: Core deficits seen children with autism and other developmental delays are manifested in atypical developmental trajectories that can be seen early in life. Clinicians working in early intervention should have a strong working knowledge in typical developmental milestone ranges across cognitive, motor, social, emotional, and communication domains, at various ages. Clinicians should also understand the ways in which assessment can help identify types and degrees of skills deficits within these domains so as to better support caregivers and guide interventions. This workshop will help participants identify and explain early developmental milestones to caregivers. Participants will also learn to use a coaching model rooted in behavioral skills training to help caregivers better understand developmental milestones and to carry out targeted interventions that prioritize appropriate sequenced skills. During this workshop, participants will have an opportunity to review assessment results, practice parent coaching, and develop programing using parent friendly language. We will provide the participants with printed materials for information on milestones, mock development of program sheets, and printed documents. Ethical implications related to effective treatment and scope of competence will be discussed throughout the workshop. |
| Learning Objectives: 1. Participants will gain understanding about early developmental milestones tied to risk factors for autism spectrum disorder and/or atypical neurodevelopment. 2. Participant will learn how a parent coaching model rooted in behavioral skills training can be used as a way of improving caregiver knowledge of child development and participation in appropriately sequenced interventions. 3. Participants will be able to describe the benefits of using parent coaching / BST with caregivers as opposed to a more traditional model of ABA service delivery. 4. Given assessment results, participants will learn to support and guide caregiver priorities and to identify opportunities for embedding practice opportunities in natural environments. 5. Given a parent objectives, participants will be able to tie interventions to skill sequences based on milestones and to create an intervention program in parent friendly language 6. Participants will demonstrate how to work collaboratively with parents and guardians while providing effective treatment in accordance with ethical standards. 7. Participants will exhibit examples of how they remain inside their scope of practice while communicating with clients and collaborating with colleagues |
| Activities: Participants will be provided with printed materials for information on milestones, assessments, and worksheets for developing intervention programs. Workshop objectives will be met through a combination of lectures, guided practice, role play, small group work, large group work, and video models. |
| Audience: Intermediate- participants should have a working understanding behavioral skills training and some of the core deficits found in young children with developmental delays. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Early Intervention, Home Based, Natural Environment, Parent Coaching |
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| Making Digital Badges Breezy With Canva: Practical Applied Behavior Analysis Competency Elements for Supervision (PACES) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Catholic University |
| Area: EDC/OBM; Domain: Service Delivery |
| CE Instructor: Jennifer Ninci, Ph.D. |
| JENNIFER NINCI (University of Hawaii at Manoa), MARIJA ČOLIĆ (University of Hawaii at Manoa) |
| Description: Digital badges are used to add a gamification element to educational experiences. In this workshop, we will summarize the literature on digital badges to support students in higher education environments. We will also review literature related to applied behavior analysis fieldwork supervision practices. Next, we will introduce a free and flexible, competency-based applied behavior analysis fieldwork supervision curriculum accompanied by organizational systems tools, including a free digital badge template. The relatively low-tech digital badge system was uniquely developed using Canva, a free web-based design software. Attendees will engage in guided practice with the curriculum and digital badge system by applying case study resources. Attendees will also have the opportunity to workshop ideas about how the digital badge system can be adapted to a different system or curriculum as applicable to their practice. We will provide preliminary evidence for the efficiency and usability of the Canva digital badge system. We will also share University student questionnaire data focused on the added value of a digital badge system as a potential program addition. |
| Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) Apply a flexible applied behavior analysis fieldwork supervision curriculum with related resources in practice. (2) Apply a digital badge system from a template using Canva software. (3) Adapt a digital badge system for a unique organizational system using Canva software. (4) Discuss the theoretical underpinnings supporting the use of digital badges from a behavioral perspective. |
| Activities: The activities for this workshop will include brief lectures, group discussions, and guided group breakout activities. Supplementary materials including organizational tools, case study application resources, and written tutorial steps will accompany breakout activities. |
| Audience: Target audience members include individuals eligible to supervise trainees in pursuit of fieldwork supervision required for a Behavior Analyst Certification Board certification. Attendees will preferably have recent experience with supervising trainees. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Competency-Based, Digital Badges, Fieldwork Supervision, Supervision Curriculum |
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| How to Prepare Your Materials for a Job in Academia |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M1 Level, Gallaudet |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Nicole Pantano, Ph.D. |
| NICOLE PANTANO (Assumption University), ADRIENNE JENNINGS (Daemen University), VIDESHA MARYA (Endicott College) |
| Description: Even for those interested in pursuing a position in academia, the shifting academic job market has presented novel barriers to these positions. During this workshop, information on how to navigate this changing market will be shared with those interested in academic positions (e.g., professor, director, practicum coordinator). Participants will acquire information on different job opportunities, the structures involved in the hiring process, and how to prepare different application materials (e.g., CV, personal statement, teaching philosophy, research statement, and diversity, equity, and inclusion statement). Participants will be provided examples and engage in hands-on practice to begin creating their application materials. Workshop leaders will guide participants through several exercises to identify the strengths and areas for growth in their own applications and experiences. The goal of this workshop is to share information to help future and current job-market candidates strengthen their candidacy. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) Identify behavior-analytic principles and strategies that promote positive behaviors with academic careers in mind. 2) Identify skills and activities associated with being a successful candidate for academic positions. 3) Understand the different types of positions in academia and how materials for those jobs will vary. 4) Understand the process of creating effective academic position materials (e.g., CV, personal/teaching/research/DEI statement) and apply that to your own application |
| Activities: This workshop will include: Presenting authors will provide background information in a discussion format that reviews important information related to academia. Following this general overview, presenting authors will guide the group through a series of small group activities, individual guided practice, and short lectures to share information. Specifically, the workshop will include opportunities for participants to ask questions about what different academic positions are, a who’s-who of university positions. Additionally, participants will review key components of academic materials shared through a series of examples and non-examples. Participants will then begin writing their own materials and receive feedback from the presenting authors. Opportunities for peer review with other participants will also be available. 1) Informational component. Information will be shared through an interactive discussion format. 2) Small group activities. Participants will be provided with opportunities to work collaboratively in small groups on developing application materials. 3) Guided practice. Participants will be provided with informational materials. Brief exercises will be embedded throughout the workshop wherein the participants can work on their materials and recruit feedback from the instructors. 4) Interactive environment. The workshop environment will be interactive wherein participants can share their experiences with other participants. 5). Instructional materials. Materials and templates will be provided to be used during the activities. These materials will include templates such as one to use for tracking jobs. |
| Audience: Graduate students (Master and Doctoral Level) and any professionals interested in pursuing employment in higher education |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): academic careers, higher education, teaching ABA |
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| Applied Behavior Analysis (ABA) in School-Based Settings: Designing Effective Behavior-Analytic Goals and Treatment for Individualized Education Plans (IEPs) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty I-K |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: Rebecca Jane Barall, M.Ed. |
| REBECCA JANE BARALL (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Description: As the demand for behavior analysts in pre-K-12 schools continues to rise, BCBAs may find themselves unfamiliar with the IEP process. They may also lack knowledge about the structure, functions, and mandates that govern educational environments (VanDerwall and Poling, 2021). While various professionals in schools may employ applied behavior analysis (ABA) methods, it is the responsibility of BCBAs to provide dedicated ABA supports tailored to students with disabilities (Giangrecio et al., 2023). BCBAs who have limited understanding of classroom dynamics or who are unsure how to integrate treatment goals in classroom contexts may encounter challenges in supporting student outcomes and collaborating effectively. This can hinder their ability to design achievable treatment goals and support positive outcomes for students. This workshop aims to address these challenges by providing practical resources for the IEP process, including IEP goal banks that apply evidence-based assessment and intervention curricula (e.g., VB-MAPP, EFL). Furthermore, this workshop will cover strategies to navigate non-behavioral treatment recommendations during the IEP process. This workshop aims to provide attendees with tools and resources to hold their seat at the table for IEPs with confidence. The workshop presenter is a former Special Education Teacher, is a Board Certified Behavior Analyst, and has developed hundreds of IEP goals and led 50+ collaborative, interdisciplinary IEP meetings. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply basic knowledge of the Individuals with Disabilities Education Act (IDEA), IEPs, BIPs, Present Levels of Performance (PLOPs) and categories of Accommodations and Modifications; (2) identify characteristics of strong IEP goals that are measurable, observable, and attainable; (3) develop behavior analytic IEP goals tailored to individual student needs; (4) have developed a preliminary IEP goal bank; (5) be able to apply evidence-based assessment and intervention curricula into IEP goals; and (6) have a reference list of resources and continuing education materials to utilize when collaborating with educators. |
| Activities: Workshop objectives will be achieved through a balanced combination of short oral presentation, demonstrations, and hands-on practice. Participants will receive instructional materials and templates to aid in understanding the IEP process, IEP goal development, and evaluating intervention effectiveness. The presenter will demonstrate the application of these processes using case scenarios from over seven years of experience as Special Education Teacher and hundreds of IEPs goals. Following the demonstrations, participants will participate in guided practice to complete the IEP goal-setting process for student based on a provided case scenario, with the option to work on a case from their own caseload if desired. This approach ensures practical application and relevance to participants’ real-world consultation and work experiences. |
| Audience: Practitioners of behavior analysis who aim to work or consult in school-based settings (e.g., public schools, private schools) who want to develop their consultation skills for attainable and measurable IEP goal development, improving student outcomes, and in collaboration with student families, Special Education Teachers, school administration, and related service providers during IEP goal development and monitoring of progress. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): data-based decision-making, IEP development, school-based BCBAs, Special Education |
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| How Supervising Exam Prep Can Help Supervisors Foster Stronger Future Board Certified Behavior Analysts (BCBAs) |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Liberty M |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Dana Meller, M.A. |
| DANA MELLER (Pass the Big ABA Exam) |
| Description: For most BCBA candidates, the daunting task of passing the exam overshadows everything else leading up to certification. By the time their coursework and supervised experience hours are completed, students should walk into the Pearson Vue testing center feeling prepared and ready to pass the board exam. However, approximately 50% of exam candidates do not pass on their first attempt and many students report a disconnect between the practical knowledge needed for the exam and what they have encountered professionally and academically. Domain I.4 of the BACB® 6th Edition Test content Outline (TCO) states, “Supervisors should select supervision goals based on an assessment of the supervisee’s skills, cultural variables, and the environment. Additionally, literature on effective supervision, positions the Test Content Outline (TCO) as the primary focus for supervision, connecting the TCO to relevant job tasks, as well the subject of trainee skill assessments at the onset of a supervisory relationship. In this workshop, Pass the Big ABA Exam co-founder Dana Meller will share practical strategies that supervisors can employ to support their supervisees in connecting the day-to-day clinical work and supervision activities to the Test Content Outline. In contrast to the commonly practiced rote memorization and text book fluency, which only provides students with a surface-level understanding, these strategies will help supervisors encourage fluency-building through practical application and long-term retention. Time will be reserved for attendee participation as we explore this topic together. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Support BCBA candidates toward their exam success. 2. Connect applied work to task list concepts for exam success. 3. Help individuals working toward certification generalize exam prep activities in their day to work as frontline staff and in their eventual roles as supervisors. 4. Normalize exam preparation and lessen the anxieties associated with passing the exam/pleasing their employers. |
| Activities: Lecture and discussion. |
| Audience: Supervisors |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| An Introduction to Accomplishment-Based Performance Improvement |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Archives |
| Area: OBM/CSS; Domain: Service Delivery |
| CE Instructor: Carl V. Binder, Ph.D.PhD, not a BCBA, doctoral student with Skinner, etc. THE SYSTEM WOULD NOT ALLOW ME TO UPLOAD MY PDF CV |
| CARL V. BINDER (The Performance Thinking Network, LLC), IAN S. PATERSON (The Performance Thinking Network) |
| Description: Performance Thinking, the name that has been given to what we will teach, is an accomplishment-based performance improvement methodology that has evolved since 1988 from the influence of and mentorship by Tom Gilbert and others. The general methodology has been adopted by major companies to change training professionals into performance consultants, to accelerate work in quality and process improvement, to train leaders and managers, and to establish a continuous improvement culture. It has spawned publications and a YouTube Channel (www.PerformanceThinking.tv). A growing number of ABA professionals, owners, and leaders have learned to apply this approach in their organizations in recent years, (e.g., at Beyond Expectations, Centria, at WMU). A good summary article is at: https://bit.ly/BinderAccomplishmentBased |
| Learning Objectives: (1) Draw the Performance Chain and talk about the units of analysis it depicts. (2) Talk about the origins of accomplishment-based performance improvement and how it differs from OBM. (3) Use Individual Performance Mapping in interviews to identify the accomplishments/work outputs of others, and to create accomplishment-based job profiles. (4) Draw, label, and talk about the Six Boxes Model and the behavior influences (variables) it depicts. (5) Describe, using a simple graphic in the materials, the "logic" and process of accomplishment-based performance improvement. (6) List possible applications of accomplishment based performance improvement in one's own organization. |
| Activities: - Participants list and discuss what they find interesting about and what they want to get out of the workshop. - Interactive lecture for about 50 minutes covering the origins, concepts, and two models of this approach. - A demonstration of how to interview someone to create an Individual Performance Map of their work outputs. - Participants pair up and interview each other to create first draft Individual Performance Maps (about an hour). - Facilitators provide feedback during/after activity to clarify guidelines for "good" descriptions of work outputs. - Short lecture/overview of applications in other organizations, and types of projects we see often - Facilitated discussion of applications among participants. - Closing exercise and discussion: individuals jot down new and/or important ideas from the workshop, then share and discuss. |
| Audience: While beginning ABA or OBM students or practitioners can certainly participate and achieve workshop objectives, some experience in "the world of work" would help to give people a practical context for raising issues and thinking of applications. (Maybe we should change to Beginner.) Ideal prerequisites might include: - Some experience, learning, being coached, managing, leading or creating organizational performance - Opportunities in their current work or life to apply performance improvement in order to both appreciate the possibilities and have opportunities to practice what we teach. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): accomplishment-based, performance improvement, performance systems, performance thinking |
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| How is Everyone Really Feeling? Rethinking Emotions: A Practical Workshop for Behavior Analysts |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Independence A-C |
| Area: PCH/VBC; Domain: Translational |
| CE Instructor: Anna Linnehan, Ph.D. |
| ANNA LINNEHAN (Endicott College), JILLIAN BALDWIN (Endicott College), SHEILA KLICK (Melmark), AWAB ABDEL-JALIL (Upstate Caring Partners & Endicott College), ANGELA FUHRMANN-KNOWLES (Endicott College) |
| Description: In 2021, the U.S. Surgeon General released the Youth Mental Health Advisory, emphasizing the critical need to focus on youth mental health, as many young people are unable to access the emotional support they need. Although there has been a call for behavior analysts to study emotions (Friman, et al, 1998) there has been a lack of putting this call into action. Recent advances in neuroscience (Barrett, 2017) and behavior analysis (Layng, 2006, 2017) offer a comprehensive framework for studying emotions, enabling behavior analysts to investigate new intervention strategies previously unexplored. This workshop will discuss recent investigations in neuroscience and their implications for analyzing emotions and emotional behavior through a radical behavioral lens. Drawing on a parsimonious analysis of emotions from Skinner (1963), Goldiamond (1979), and Layng (2006, 2017), attendees will learn about emotions not as internal states but as contingency descriptors, e.g., in the case of "fear" the contingent consequence described is distance by moving away from an event/organism/activity that causes damage and in the case of anger, distancing is achieved by driving away the event/organism/activity. This workshop will also provide strategies for practitioners using this approach to teach emotional awareness, empowering learners to advocate for their needs. |
| Learning Objectives: 1. Distinguish between emotions and emotional behaviors. 2. Describe the key principles of a radical behavioral analysis of emotions, distinguishing emotions as contingency descriptors rather than internal states. 3. |
| Activities: Instructional strategies will include lecture, discussion, and individual as well as small breakout groups activities. Workshop objectives will be met through presentation of material through lecture including a discussion on historical assumptions of emotions based on internal states juxtaposed with current research in neuroscience and behavioral science. Attendees will also work through targeted activities to demonstrate the role of the context in describing emotions and emotional behavior. The format combines lecture, individual and small group activities followed by group discussion. |
| Audience: beginner level |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Contingency Analysis, Emotions, Neuroscience |
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| Teaching Advanced Communication Lessons With Pictures: Comments, Attributes, Intraverbals, and Autoclitics - Oh My! |
| Thursday, May 22, 2025 |
| 4:00 PM–7:00 PM |
| Marriott Marquis, M4 Level, Capitol & Congress |
| Area: VBC/AUT; Domain: Service Delivery |
| CE Instructor: Andy Bondy, Ph.D.Holds a doctorate and meets either the coursework or college teaching option for fulfilling BCBA eligibility requirements |
| ANDY BONDY (Pyramid Educational Consultants, Inc.), ALEXIS BONDY (Pyramid Group Management) |
| Description: Within behavior analysis and other fields there is concern about how to teach verbal behavior via pictures beyond manding. We will focus on how to promote the use of attributes within both the mand and tact functions. We will also describe a variety of strategies to promote tacting, including examples from around the world. Intraverbals are the heart of conversational skills, and we will describe strategies to develop a wide array of these skills, including basic information, past/future tense, etc. This section will include an analysis of the role of intraverbal/tacts within lesson design. A deep understanding of the importance of the autoclitic regarding language development, and its unique importance to individuals with ASD, will be reviewed. For example, the word “really” is far more difficult to teach learners with ASD than is commonly anticipated. This section will include how to teach a variety of useful autoclitics, from sentence starters to social reactions, to learners of different ages. The last part of this workshop will involve guided practice in developing these functional lessons for participants’ learners. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) Describe teaching strategies associated with the use of tacts and intraverbals for learners using visually mediated systems 2) Describe the autoclitic, and unique issues for learners with ASD regarding its use and how to respond when used by others 3): Describe key components to lesson plans, including error correction, involving teaching advanced communication lessons by learners using visually mediated modalities |
| Activities: We will use lecture, discussion, small group activities, discuss video examples as well as work on lesson plan formats. We will encourage all participants to design lessons related to tacts, attributes, intraverbals and autoclitics with learners with whom they are familiar. Blank lesson plan forms will be provided to guide lesson planning. |
| Audience: Intermediate with some familiarity with Skinner's basic verbal operants as well as working (or planning to work) with learners using visually mediated communication systems. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Advanced communication, Picture-based communication |
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