Day 1: Thursday 03/21/2019
Workshop Day #1 (AM)
Mary Jane Weiss, Ph.D., BCBA-D
Title: The Components of Effective Supervision: Identifying Essential Strategies, Skills, Tools, and Content
Abstract: Supervision of novice behavior analysts is a critically important skill, both for the development of the individual professional and the health of the field. Evolution of formal structure and definition of essential supervisory skill sets continues to improve the process and outcomes of supervision. In this workshop, we will focus on how supervisors can effectively train the next generation of behavior analysts. Specifically, we will review instructional strategies to produce better client outcomes and behavior analysts who adhere to quality training and ethical obligations. Several tools will be reviewed that can enhance the quality and scope of supervision.
- List the ethical obligations associated with the supervision of novice behavior analysts.
- Identify effective instructional strategies for teaching core skills to competency.
- Become familiar with several tools and rubrics that can assist with meeting the obligations of effective supervision.
Workshop Day #1 (PM)
Thomas Zane, Ph.D., BCBA-D
Title: Ethics and Applied Behavior Analysis: Learning How To Respond to Ethical Situations
Abstract: The BACB Professional and Ethical Compliance Code sets the standard for ethical behavior of behavior analysts. There are two dimensions of behaving ethically: (1) knowing the code and (2) responding to ethical problems (either problems the behavior analyst has engaged in, or responding to unethical behavior on the part of another colleague). Knowing what the code says is fairly straightforward; in contrast, knowing exactly how to respond (what to say, what to do) in ethical situations is more complex. In this workshop, participants will practice both "signal detection" (i.e., recognizing if there is an ethical problem or not, and the salient features of a problem) and exactly how to respond (what to say, what to do) to a particular dilemma. Workshop activities will involve group discussion, behavioral skills training, and role-plays across a large number of ethical situations.
- When presented a potentially unethical situation, participants will correctly state whether or not it is, in fact, represents a breech of the ethical code.
- When presented with a scenario representing unethical practice, participants will correctly state sections of the code that are relevant.
- When given an unethical scenario, participants will role-play exactly what to say and do in response.
Day 2: Friday 03/22/2019
Workshop Day #2 (AM - Option 1)
Shawn Quigley, Ph.D., BCBA-D
Title: Ethics Potpourri: Philosophy, Research, Supervision and Practice
Abstract: Professional and ethical behaviors are critical for high quality care and consumer protection. But, how is ethical behavior taught, strengthened, and maintained? The science of behavior offers multiple philosophies and strategies to teach, strengthen, and maintain ethical behavior. For example, a behavioral systems approach may increase the probability of employees engaging in ethical and professional behaviors because systems may describe “what to do” instead of “what not to do” when faced with a professional or ethical issue. Furthermore, a systematic approach to ethical training and supervision may ensure behavior analysts provide culturally appropriate treatments, as well as practice within their boundaries of competency. During this workshop, participants will discuss ethical philosophies that guide decision making (Brodhead, Cox, & Quigley, 2018), discuss strategies for teaching and maintaining ethical behavior in an organization (Brodhead & Higbee, 2012; Brodhead, Quigley, & Cox, 2018), discuss strategies for defining scope of competence (Brodhead, Quigley & Wilczynski, 2018), discuss strategies for building and maintaining relationships in interdisciplinary settings (Brodhead, 2015), discuss strategies for developing cultural awareness (e.g., Fong, Catagnus, Brodhead, Quigley, & Field, 2016), and considerations of ethics in research and practice (e.g., Quigley, Blevins, Cox, Brodhead, & Kim, 2017).
- State three ethical philosophies that guide ethical decision-making
- Describe organizational practices that may enhance ethical decision-making
- Describe decision-making guidelines to determine scope of competence and to resolve differences in treatment recommendations
Workshop Day #2 (AM - Option 2)
Patrick McGreevy, Ph.D., BCBA-D
Title: Teaching Functional, Life Skills using Essential for Living
Abstract: Dr. McGreevy will describe Essential for Living and how this curriculum-based assessment can be used to teach the Essential Eight Skills — speaking, listening, daily living, and tolerating skills, along functional academic and tool skills, while managing problem behavior. He will also describe the innovative aspects of this instrument, including a systematic method for selecting and testing the effectiveness of an alternative method of speaking for non-verbal learners, pragmatic language skills without grammar and syntax, matching skills that result in responding to text as a listener, the direct and continuous measurement of small increments of learner progress without percent, the building of skill repertoires rather than replacement behaviors, the measurement of performance with probe data, and the emphasis on teaching to fluency.
- Describe five of the seven major advantages of Essential for Living.
- Describe how to get started using Essential for Living.
- Describe the Essential Eight Skills.
Workshop Day #2 (PM - Option 1)
Jaime DeQuinzio, Ph.D., BCBA-D
Title: Incorporating Observational Learning into Autism Treatment: From Conceptual Analysis to Applied Practice
Abstract: Children with autism present with substantial deficits in imitation and observational learning. Observational learning requires a generalized imitative repertoire, yet exceeds it, also requiring subtle discriminations about observed actions and their outcomes. To shift from learning in a one-on-one context to a group setting, for example, a child must identify contingencies as applied to another, and then demonstrate novel responses related to those contingencies without directly experiencing them. While complex, observational learning is essential for children with autism to learn social and academic responses in more generalized learning environments. Most contemporary curricula for children with autism incorporate instruction in a variety of imitative response topographies. Less common in applied research and practice, however, are procedures to ensure that children with autism learn to acquire novel responses through observational learning. This presentation will outline innovative instructional programs and research directives that move beyond direct imitation to the skills essential for observational learning. In addition, conceptualizing observational learning within a behavior-analytic framework informs the development of said research and instructional practices. As such, this workshop will also present a behavior analysis of observational learning. Videotaped examples illustrate research protocols and curriculum considerations. Workshop attendees will have the opportunity to design individualized instructional programs to teach observational learning in their respective practices.
- Define observational learning from a traditional and a behavior-analytic perspective.
- Describe the difference between observational learning and imitation.
- Describe potential prerequisite skills for observational learning.
- Identify the component skills of observational learning.
- Describe three curriculum considerations for teaching observational learning.
- Create an individualized skill acquisition program for teaching observational learning.
Workshop Day #2 (PM - Option 2)
Ann Marie T. DiPietro, MSN, CRNP, PMHNP-BC & James T. Chok, Ph.D., BCBA-D
Title: Medication Boot Camp: A Behavior Analyst's Guide to Psychotropic Medications
Abstract: This workshop will provide an in-depth review of psychotropic medication classes, including new medications that have come to market, with a focus on how to evaluate the effects of medications from a behavior analytic perspective. The topic of genetic testing (pharmacogenomics) and its potential utility in the prescription of psychotropic medication will also be discussed. Educational content will be presented by a psychiatric prescriber with experience working with both behavior analysts as well as individuals with high risk challenging behavior.
- Understand classes of psychotropic medication, intended uses, potential side effects, and other considerations as applicable to clinical practice;
- Communicate effectively with prescribers, including presenting relevant behavioral data and engaging in meaningful and productive discussion;
- Understand the growing role and potential utility of pharmacogenomics in psychiatry