Speaker: Dr. Amanda Fisher, Ph.D., BCBA-D
The defining responsibility of a supervisor is the maintain or change staff behavior. The defining goal of behavior analysis is behavior change. So why is it then, that in a field that specializes in behavior change, and has entire journals and organizations devoted to organizational management and performance analysis, that behavior analysts are often lacking in supervisory skills? This workshop will explore the best practices in staff training and supervision, the contingencies that often compete with implementing those best practices, and strategies to overcome these barriers to improve management skills.
Target Audience: Behavior analysts that are also supervisors - intermediate
Speaker: Dr. Byron Wine, Ph.D., BCBA-D
Abstract: This applied workshop will focus on assisting participants in adapting OBM procedures to their organizations. Specifically, the group will create scorecards for existing positions and discuss how best to use them in practice. The relationship between effective measurement and leadership will also be discussed. Participants are encouraged to bring existing measurement methods, job descriptions, and other relevant materials to allow for realistic assistance from the presenter.
Target Audience: Practicing behavior analysts
Abstract: Organizational behavior management (OBM) is an effective approach to designing, implementing, and maintaining exemplary educational and treatment services within human services organizations (HSOs) for children and adults who have intellectual and developmental disabilities (IDD), neurodevelopmental disorders, brain injury, and other challenging conditions (Luiselli, 2018; McGee & Diener, 2010; Reid & Parsons, 2000). An OBM orientation within HSOs is informed by principles and methods of applied behavior analysis (ABA), behavior systems analysis (BSA), and performance management (PM), with emphasis on large-scale change through high quality and integrity-focused training, supervision, intervention, and outcome evaluation (Luiselli, Gardner, Bird, & Maguire, 2019). Despite the research support for OBM within HSOs (Gravina, Villacorta, Albert, Clark, Curry, & Wilder, 2018), many service settings are unfamiliar with program-building strategies and how to begin the process of organizational development. Other settings may have some elements of OBM at the earliest stages but need direction to fully implement a systems model. Finally, there are service settings that embrace OBM with the desire for elaboration, refinement, and innovation of already existing operations. This workshop will outline a clinical infrastructure and the use of software technology to improve clinical outcomes and organizational decision making in regards to health informatics, organizational health and safety and behavioral safety. Woven within this workshop will be the critical role of ethics and making decisions for organizational change based on the needs of the consumers. Participants will be engaged in active discussions regarding their work and experiences regarding these topics and will be encouraged to share their experiences in addressing these need areas.
Target Audience: Clinical practitioners in applied settings
Speaker: Dr. Rebecca MacDonald, Ph.D., BCBA-D
Abstract: It is widely known that Early Intensive Behavioral Intervention (EIBI) can produce large gains in social, cognitive, and language development in children with ASD, especially when treatment begins prior to their second birthday. The nature of early intensive behavioral intervention requires that instruction be delivered throughout the child’s waking day. As a result, both therapists and caregivers should be actively involved in the delivery of behavior-analytic programming. When therapists and parents work in coordination and take advantage of the many learning opportunities that arise in the natural environment, rates of skill acquisition increase as well as generalization and maintenance of skills across people and settings. Naturalistic behavioral teaching strategies have been used to teach a wide variety of social skills, including responding to joint attention bids; referencing the behavior of a familiar adult in the context of a novel situation; engaging in functional play skills; and making functional requests. The purpose of the present workshop is to highlight key social skills to include in early behavioral treatment and to provide strategies for coaching and training both therapists and parents on the delivery of these services. A variety of exercises will be allow participants to identify learning opportunities and practice developing and implementing treatment protocols. In addition we will present staff and parent training protocols and review data from our research on the efficacy of these procedures.
Target Audience: Practicing behavior analysts