Bridget A. Taylor, Psy.D., BCBA-D 1 Ethics CEU Abstract: Training - - PDF document

March 22-24, 2018 | Nashville, TN WIBA’s Invited Speakers:

Bridget A. Taylor, Psy.D., BCBA-D 1 Ethics CEU Abstract: Training and Treating Wholeheartedly: Identifying a Role for Compassion Practices in the Profession of Behavior Analysis The word “compassion” stems from the Latin “compati,” meaning, “to suffer with.” Compassion is a central tenet of Buddhist psychology, entailing not only direct contact with suffering —one’s own and another’s — but also a sincere commitment to relieve suffering (Lama, 1995; Neff, 2003). Within certain areas of healthcare, it has been proposed that treating patients compassionately can have important benefits, such as increasing patient satisfaction, enhancing the quality of information gathered from patients, and improving clinical outcomes (Epstein et al., 2005; Rendelmeir et al., 1995; Sanghavi, 2006). Treating oneself and others with compassion is also believed to promote individual wellbeing and improve mental health (e.g. Cosley et al., 2010; MacBeth & Gumley, 2012). While current empirical support for these outcomes is limited (Kirby, Tellegen & Steindl, 2017), there is increasing scientific interest in the benefits of compassion. That broad-based interest notwithstanding, the data-driven field of behavior analysis has yet to develop an operational definition of compassion, or to identify discrete compassion practices which might have applications in our clinical work. This presentation examines behavioral responses that may comprise compassion, and considers how compassionate care of ourselves and our clients can enhance our work as behavior analysts, and potentially improve clinical outcomes. Janet S. Twyman, Ph.D., BCBA, NYSLBA 1 General CEU Abstract: Peter Opossum Goes to a New School As a career educator I know firsthand how behavior analysis can improve education for all learners. My vision was inspired by one of Fred S. Keller’s lesser known writings: Peter Opossum Goes to School, an illustrated parable of personalized system of instruction, that describes how PSI’s individually paced, mastery-driven teaching method could improve instruction in grade schools as well as in college-level classes. In the 30 years since its publication education may appear to have changed very little, yet is poised for major innovation. Increasingly resilient and widespread signs of change parallel components of PSI: mastery learning is emphasized in “competency-based education;” the use of classroom time for learning (not lecturing) is exemplified in the “flipped classroom;” “proctors” (tutors or guides) are now widely available in the form of intelligent software adaptive instruction. These are but a few examples of the revolution happening at the intersection of education, technology, and behavior analysis. The increased focus on the individual learner, a greater understanding of the capacities of digital tools, and a deeper appreciation for analytics inherent in recent educational trends share critical features with behavior analysis. By highlighting work in this area, I will

emphasize the enhanced opportunities for behavior analysis in education leading improved learning outcomes for all. (This presentation is a modified version of my 2017 APA Division 25 Behavior Analysis in Education Award acceptance speech.) Sigrid Glenn, Ph.D. 1 General CEU Abstract: Behavior Streams, Units and Repertoires: Implications for Theory and Practice The behavior of organisms flows in time. Changing from moment to moment in an ever-changing world of events, the behavior stream is all we can really “see”. But it is not what most interests behavior analysts – either scientists or practitioners. Experimental analysis involves organizing the environment to constrict the behavior stream so as to identify the fundamental units constituting the building blocks of behavioral repertoires. The task of practitioners is to alter the frequencies of specific behavioral units as components of the repertoires of specific individuals. In order to accomplish their job, practitioners need to consider the frequencies of more than a single behavioral unit because any single unit exists in the context of other units in a behavioral repertoire. It is suggested that behavior analytic practice (and the individuals served) would benefit by more explicit consideration of the repertoire in which specific behavioral units are embedded. In addition, behavior analytic theory would benefit if more experimentation (basic and applied) focused on contingencies giving rise to

• rganized and complex behavioral units and their relation to one another in behavioral repertoires.

Edward K. Morris, Ph.D. 1 General CEU Abstract: On the History of Women in Behavior Analysis I address the history of women in behavior analysis and its historiography. In particular, I describe the history of women’s contributions to the field, review the literature on their contributions, and recommend historiographic methods for conducting “women’s history.” In describing women’s contributions, I address their visible and invisible roles in the field’s founding, growth, and evolution -- in particular, their contributions to teaching, research, and service -- and offer exemplars. In reviewing the literature, I survey the quantitative historiography

• n women’s contributions (e.g., publishing trends), the qualitative historiography on women’s reflections (e.g.,

careers, barriers), the behavior-analytic literature on feminist theory (e.g., contextual), and topics relevant to women’s experience (e.g., sexism). In recommending historiographic methods for conducting women’s history, I consider various approaches (e.g., great women vs. Zeitgeist history) and types of women’s history (e.g. compensatory, contribution). Based on the foregoing, I offer recommendations for advancing behavior analysis by advancing the history of women – actually, of their behavior -- in behavior analysis. Sarah Trautman-Eslinger, M.A., BCBA 3 Ethics CEUs Abstract: ABA Business Bootcamp Do you own an ABA business? Are you thinking of starting an ABA business? If your answer to one of these questions is “YES”, then this workshop is for you! Grab a venti latte and spend your Saturday morning learning how to manage and grow your business with other female entrepreneurs! The workshop will be broken up in to

4 primary segments – Financial Metrics and Management, Talent Acquisition and Retention, Operational Efficiencies and Future Trends. The Behavior Analyst Professional and Ethical Compliance code will be interwoven throughout the workshop. All attendees will receive a copy of the presentation as well as additional supporting documents. This workshop MAY contain inspirational music and visual images that will make attendees want to get up and dance. Nicole Gravina, Ph. D., and Ansley Hodges, M.S., BCBA 3 Supervision CEUs Abstract: Organizational Behavior Management Strategies for Behavior Analysts and Leaders in Human Service Settings Behavior analysts and leaders in human service organizations who attend this workshop will learn strategies for more effectively training, managing, and supporting employees. Topics covered will include building strong rapport with employees, effective time management, providing employees with actionable constructive feedback, and outcomes tracking and measurement. Research from the Organizational Behavior Management (OBM) literature as well as real life examples will help attendees learn and apply concepts. The workshop will be interactive and engaging. Attendees will leave with practical strategies that can be applied immediately in the workplace.

Breakout Sessions: Title Track Corresponding Author Abstract

Assessment and Treatment of Problem Behavior Related to Rituals 1 General CEU Women in Research Cara L. Phillips, PhD, BCBA-D Kennedy Krieger Institute, Johns Hopkins School of Medicine Autism Spectrum Disorders (ASD) are defined by two core areas of behavioral deficit or excess – social communication and restricted and repetitive behavior or interests (RRI) . There is a great deal of research in the field of behavior analysis related to communication (i.e., verbal behavior), problem behavior, and what can be termed lower order RRI (i.e., stereoptypy ). However, RRI can manifest in a number of ways, including near obsession with particular items or activities, perseverative speech, and more complex or higher-order rituals. Although these behaviors are central to the diagnosis of ASD, they are relatively under-studied in the behavior analytic literature. This may be in part because these rituals may be difficult to predict and thus challenge

• ur standard assessment techniques. In this

presentation, we will review three examples of the assessment and treatment of problem behavior evoked by the interruption of rituals (i.e., time- based rituals, perseverations, and insistence of sameness with respect to clothing items) and one example of problem behavior that is inherent to the ritual (i.e., behavior that resembles compulsions). Mastering Core Professional Skills for Success as a Behavior Analyst 1 General CEU Professional Skills Linda A. LeBlanc, PhD, BCBA-D LeBlanc Behavioral Consulting Tyra P. Sellers, PhD, BCBA-D Utah State University Nicole Gravina, PhD, BCBA-D Florida Institute of Technology Even the most effective leaders have professional skills that they can continue to develop. These skills can include time and task-management, public speaking, and planning and conducting effective

• meetings. Each presenter will offer a range of

strategies and tools that can be used to master these three core leadership skills. Playing to Learn: Creative Teaching Ideas to Enhance Social Validity of ABA Therapy for Young Learners 1 General CEU Women in Research Melany Shampo, M.A., BCBA, Kaisa Weathers, M.Ed., BCBA, Shannon Rocap, M.A., BCBA Behavior Analysis Center for Autism ABA therapy is often depicted in social media

• utlets, testimonials, etc. as boring, rote and robotic.

Behavior Analysts working with young children should strive to create purposeful and meaningful learning opportunities that enhance the social validity of our science. The purpose of this presentation is to present examples of activities using interactive thematic materials that may simultaneously increase the positive perception of the applied practice of Behavior Analysis.

Honoring the Life and Work of Maria Ruiz 1 Supervision CEU Women’s Issues

Chata A. Dickson, PhD, BCBA-D New England Center for Children Kimberly Berens, PhD In this symposium we will honor and celebrate the contributions of our mentor, Maria Ruiz. Each of the presenters will highlight an element of Maria's work, including (a) theoretical and conceptual contributions, particularly with respect to feminist theory, pragmatism, and behavior analysis, (b)

Fit Learning Cristina Whitehouse, PhD, BCBA-D University of Florida Stephanie Shaw, MS, BCBA Nashoba Learning Group Judith Addelston, PhD, LMFT Valencia Community College mentorship, which ignited in many students a passion for behavior analysis, (c) teaching, (d) clinical practice, (e) verbal behavior, (f) and treatment of children of autism. Understanding Social Referencing and Autism: Implications for Research and Practice 1 General CEU

Women in Research

Jaime A. DeQuinzio, Ph.D., BCBA-D Alpine Learning Group Kara Reagon, Ph.D., BCBA-D Beacon Services of Connecticut Responding to the affective behavior of others (i.e., facial expressions), is an important component of the development of social behavior. One type of social interaction that relies heavily on the ability to respond to the facial cues of others is known as social referencing. During social referencing, infants as young as 6 months of age look to others when confronted with unfamiliar or unexpected events in the environment as a means of determining how to respond to such events. Typically, approach or avoidance responses are learned by responding to positive and negative affective cues of the parent or caregiver (e.g., smiling and frowning). Unfortunately, social referencing repertoires are limited, delayed, or completely lacking in children with autism. Despite these documented social deficits, little research has focused on ameliorating social referencing deficits. The purpose of this talk is to present a behavior- analytic conceptualization of social referencing, discuss the implications for ameliorating these deficits in children with autism, and focus on the implications for both educational and research programs in this area. We will present data from

• ngoing analyses conducted in both home

environments with toddlers and caregivers, as well as data conducted at a center-based program with young children and teachers. The Uncomfortable Supervisor: Supporting In-Home Service Providers in Diverse or Unfavorable Environments 1 Supervision CEU

Professional Skills

Barbara J. Kaminski, Ph.D., BCBA-D Green Box ABA, PLLC Megan Erin Kirby, M.Ed., BCBA Spectrum Transformation Group Women in ABA providing in-home services work in the homes of clients of diverse cultures, backgrounds, and political affiliations. Implied in the ethical code related to competence in service delivery, is the appropriate supervision of staff working in diverse and, sometimes, unfavorable environments (1.05C). Data will be presented from a recent environmental scan/needs assessment relevant to ongoing issues with gender, race, diversity, and discrimination. This data, taken together with case studies, will inform areas where supervisors can improve upon their own actions and

Arielle Mabry, BCaBA Spectrum Transformation Group Steven Perkins, M.Ed, BCBA, LBA Green Box ABA practices to provide appropriate responses and mentorship for early career professionals. The Coach Approach: A Behavior Analytic Approach to Effective Mentorship

(Part of Symposium with “The Uncomfortable Supervisor…”)

Professional Skills Heather Dorn- Deasy, MS, BCBA Boston ABA Pacific Northwest Autism This presentation is designed to train the trainer (mentor) in evidence-based mentorship practices for BCBA candidates and newly certified BCBAs. This model utilizes a feedback system where skills needed for effective and ethical practices are developed and shaped through specific goal development, data collection on these goals and behavior specific feedback. Mentors assume a coaching role that can then be utilized by the mentored person to become a quality mentor in the future. Evaluations of Imitation Training with Children with ASD 1 General CEU Women in Research Meghan A. Deshais, MEd., BCBA University of Florida There is large body of research that suggests that discrete trial teaching (DTT) is effective for teaching imitation to children with ASD (Baer, Peterson, & Sherman, 1967; Garcia, Baer, & Firestone, 1971; Lovaas, Berberich, Perloff, & Schaeffer, 1966; Lovaas, Freitas, Nelson, Whalen, 1967; McDowell, Gutierrez, & Bennett, 2015; Metz, 1965; Young, Krantz, McClannahan, & Poulson, 1994). However, there are few empirically based guidelines about how to optimize child learning in a DTT arrangement. To date, there are few evidence- based recommendations about how to sequence instruction or what instructional procedures (e.g., variations in SD presentation, types of prompts, prompt fading, etc.) are most effective. The findings

• f several studies aimed at identifying effective and

efficient strategies for teaching imitation to children with ASD will be presented. Women’s Tales of Leadership in an Evolving Workplace 1 Ethics CEU Women’s Issues Heather Hackett- Hayes, BCBA Meaghan Timko, BCBA Just like Veronica Corningstone, current female leaders have long dealt with a myriad of issues not intrinsic to the field of behavior analysis. We will discuss the core issues facing females leading in the workplace, how they specifically relate to the field

• f behavior analysis, and how we can and should be

changing our behaviors to experience better

• utcomes with our clients, our staff, and ourselves

as leaders. Efficiently Forming Equivalence Classes: Strategies and Applications 1 General CEU Women in Research Christina King, Ph.D., BCBA, LABA RCS Learning Center, Simmons College Megan Breault, M.S., BCBA, LABA The stimulus equivalence paradigm provides an efficacious instructional model for individuals with autism and other developmental disabilities to rapidly form new stimulus classes. Stimulus relations which may typically be acquired over the course of weeks, even months, using traditional discrete trial methods, are acquired in a fraction of the time using this model. The wide application to a variety of skills make this a necessary skill set for behavior analysts. Throughout this workshop,

RCS Learning Center, Simmons College Colleen Yorlets, M.A., M.S., BCBA, LABA RCS Behavioral & Educational Consulting, Simmons College participants will receive an overview of the basic terms and procedures associated with the equivalence paradigm and will receive a demonstration of the application of these procedures. Defining Success: A Behavior Analyst's Take

• n Ethical Business

Ownership and Setting

• ut to Achieve

Professional and Personal Goals 1 Ethics CEU Professional Skills Adrienne Fitzer, MA, BCBA Founder and CEO The Applied Behavior Analysis Center, Inc. (ABAC) Aspiring entrepreneurs have a great deal to navigate when they start their own business, but those who have set out to achieve the dream of business

• wnership may find that their intentions for starting

a business in the first place become a barrier, preventing one from achieving professional goals as well as partnering, parenting and/or self-care goals. Join Adrienne Fitzer as she talks about the realities

• f building ABAC, an online learning center

specializing in live webinars. Adrienne will lay out the realities and ethical ramifications of starting a business and running a business, openly talk about her own failures and will discuss how she eventually created her own definition of success, shaping and refining her business owner behavior to allow her to pursue and fulfill her professional and personal goals. Designing Receptive Language Programs: Pushing the Boundaries

• f Research and Practice

1 General CEU Women in Research Jennifer M. LaMarca, MA, BCBA Damar ABA Initial difficulty with receptive language is common for some children with autism. A number of strategies have been discussed over the years and general guidelines for teaching receptive language have been published (Grow, 2013). But what to do when all else fails? Soon to be published in Behavior Analysis in Practice, this presentation will review 21 strategies that have been effective for some children with autism. The purpose is to persuade a behavior analyst in practice to never settle as she continues the search for effective treatment. The Role of Vision in the Development of Tactile Discrimination Skills for Breast Self- Examination 1 General CEU Outside the Box Michele R. Traub, Ph.D., BCBA-D

• St. Cloud State

University Nearly 1 in 8 women will receive a breast cancer diagnosis in her lifetime, yet effective breast cancer screening remains a challenge in access, consistency, and accuracy. Behavior analysis has contributed to the improvement of manual (i.e., non- radiologic) exam methods, but these methods are

• nly taught to medical professionals and rarely to

women themselves. Barriers to expanding this skill repertoire stem from mixed outcomes of large-scale teaching of the skill. The current study examines variables that contribute to enhanced learning

• utcomes in breast self-exam training, skill

maintenance, and specificity. Increasing Effective Contraceptive Use Among Opioid- Maintained Women at Outside the Box Catalina N. Rey, PhD, BCBA-D Vermont Center on Behavior and Nearly 80% of opioid-exposed pregnancies are unintended, due in part to alarmingly low rates of effective contraceptive use among opioid-using women (<10%). We developed and are evaluating

Risk for Unintended Pregnancy

(Part of Symposium with “The Role of Vision in…”)

Health University

• f Vermont

an intervention to increase prescription contraceptive use by opioid-maintained (OM)

• women. Thus far, 115 OM women at risk for

unintended pregnancy have been randomly assigned to one of three study conditions: (1) usual care; (2) usual care+World Health Organization (WHO) contraception protocol; or (3) usual care+WHO contraception protocol+financial incentives for

• attendance. Preliminary results suggest both

experimental interventions increase prescription contraceptive use and decrease pregnancy, but that financial incentives provide added efficacy. Impacting Clinical and Professional Behavior Through Basic Behavioral Processes: A Translation of Behavioral Persistence In and Out of Clinic 1 Ethics CEU Women in Research Kelly M. Schieltz, PhD, BCBA-D, Licensed Psychologist University of Missouri Clinical decisions based more directly on behavioral processes such as Behavioral Momentum Theory (BMT) can lead to improved clinical outcomes (Nevin & Wacker, 2013). This presentation will describe how the long-term maintenance of treatment effects related to problem behavior can be analyzed based on BMT. Current clinical examples

• f how these translations impact the definitions,

designs, analyses, and treatment procedures used in clinical practice will be described. This programmatic area of research will be described as an exemplar of the behavioral persistence of professional matriculation from mentee to colleague and mentor. Concurrent Operant Assessments to Inform Intervention Design for Elementary Students with Emotional/Behavioral Disorders and Reading Difficulties

(Part of Symposium with “Impacting Clinical and Professional…”)

Women in Research Johanna L. Staubitz, PhD, BCBA Blair P. Lloyd, PhD, BCBA-D Emily A. Doak, BA Vanderbilt University Children with emotional/behavioral disorders (EBD) often have co-occurring academic deficits. These deficits can be difficult to assess and treat due to persistent problem behaviors. Concurrent operant assessments (COAs) involve presenting students with two or more conditions that are simultaneously available, and measuring response allocation as an index of choice. These assessments have potential to inform integrated academic and behavioral supports for students with EBD. In this session, we will present a series of data-based case study applications of COAs to evaluate preferences for instructional variables and dimensions of reinforcement, and show how we used assessment results to inform intervention. Practical Strategies for Effective and Efficient Behavior Analytic Supervision I Supervision CEU Professional Skills Cecilia Knight, M.A., BCBA Institute for Behavioral Training Jennifer Yakos, M.A., BCBA Institute for Behavioral Training As more individuals enter the field of Behavior Analysis, defining parameters for appropriate supervision to those seeking BCBA, BCaBA and RBT certification is an important topic of

• discussion. Providing effective, behavior analytic

supervision requires utilizing effective instructional techniques such as Behavioral Skills Training, shaping appropriate professional and ethical behaviors of supervisees, and promoting independence and generalization of skills into the natural setting with clients. Due to the many needs

• f supervisees and the demands of providing

effective supervision, balancing the duties of behavior analytic supervision with the other numerous responsibilities of BCBAs can be

extremely challenging. This presentation will focus

• n specific strategies to facilitate effective and

efficient supervision practices and time management

• f supervisors, including organizational tools,

suggestions for curriculum organization and competency monitoring, as well as tips for conducting effective group supervision. The Effect of Combining Tacting, Sorting, and Echoic with Autoclitic Frames on Aquisition of Intraverbal Response on Children with Autism 1 General CEU Women in Research Xiaoxiao Chen, MS This study was a partial replication of Rehfeld & Granna (2012). The purpose was to evaluate the effect a three-part procedure (i.e., tacting, sorting, and vocal imitation) on responding to 'where'

• questions. Four children with a diagnosis of autism

spectrum participated. Participants acquired intraverbal responses for an average of 36 common items in an average of 15 sessions. The discussion will describe limitations of common teaching programs for 'wh' questions and focus on future directions to evaluate the impact of the individual components of the procedure. Utilizing Naturalistic Interventions to Teach Functional Communication Skills to Children with Autism

(Part of Symposium with “The Effect of Combining…”)

Women in Research Leslie Neely, PhD, BCBA-D Amarie Carnett, PhD, BCBA-D Teaching functional communication to individuals with autism is a core responsibility of many behavior analysts. Best practices identify that naturalistic interventions combined with direct instruction supports behavioral change. However, there is a need to further the research to identify the core features of naturalistic interventions that promote functional communication and practices to sustain behavioral change following initial

• intervention. Study one reviews studies aimed at

teaching children with autism manding skills using behavioral chain interruption strategies. Study two focuses on parent-training via telepractice to sustain treatment effects following initial intervention. Medication and Applied Behavior Analysis: A Prescription for Best Practice 1 General CEU Outside the Box Elizabeth Dayton, MS., BCBA Melmark Inc. Anita Li Western Michigan University Chrystal Jansz Rieken, Ph.D., BCBA The Chicago School of Professional Psychology The first paper will describe benefits of collaboration between psychiatry and behavior analysis in a residential facility, and discuss how a combination of systematic manipulations of medications and implementation of intensive behavioral interventions led to a reduction in challenging behavior, polypharmacy, and the

• ccurrence of metabolic syndromes. The second

paper will describe results from a survey

• f behavior analysts, designed to gain an

understanding of their medication-related training, collaboration experiences, and perceived role in the medication management process. The third paper will describe prescribing trends in ASD, focusing on the types of data physicians report using when prescribing psychotropic medication for this

• population. Discussion will focus on the

impact behavior analysts can have on the medication management process. Assessing Typically Developing Children’s Pretend Play and Teaching the Women in Research Nancy Champlin, BCBA ACI Learning Centers Play is imperative to a child's development and is identified as one of the core deficits in children diagnosed with autism. Play in children with autism is often referred to as stereotypical and lacking in

Foundational Components to Children Diagnosed with Autism 1 General CEU Melissa Schissler, BCBA ACI Learning Centers symbolic qualities and flexibility (Lifter, Sulzer- Azaroff, Anderson, & Cowdert, 1993). The purpose

• f this study was to assess play skills in typically

developing children, and teach the foundational components of play to 3 children diagnosed with

• autism. The outcomes demonstrated the efficacy of

the sequence, developed from coding the play of typically developing children, to teach all 3 participants single play actions and corresponding vocalizations. Focus on Social Skills: A Review of Three Single-Case Interventions

(Part of Symposium with “Assessing Typically Developing…”)

Women in Research Elizabeth A Pokorski, MS, BCBA Vanderbilt University Marina S. Velez, M.Ed. Vanderbilt University Maddisen Domingo, BA Vanderbilt University This data-based presentation will: (a) identify the importance of social competence for children across ages and abilities; and (b) introduce three innovative social skill interventions. Interventions include: (1) a group contingency applied during small group play to increase social interactions between typically-developing preschoolers and peers with severe disabilities; (2) systematic prompting of social skills, embedded within home-based delay tolerance training, with two elementary-aged males with challenging behavior; and (3) environmental modifications and peer-training during meal time to increase social interactions for preschoolers with

• disabilities. Each intervention will be described with

a focus on the research method, outcomes, and additional applications. The Things You Can Teach When They Seem Out of Reach: Autism Treatment in a Limited Resource Setting 1 Ethics CEU Professional Skills Brooklee L. Tynes, M.A. Emmie R. Hebert, M.A.

• K. Kate Kellum,

Ph.D. University of Mississippi What if we had the ability to change the trajectory

• f someone’s life? In rural Mississippi and

communities throughout the United States, individuals fail to receive services that can significantly increase quality of life. In particular, individuals often receive poorly informed services if any at all. For this reason, two graduate students found themselves asking the question above when a 25-year-old client with Autism presented to a university psychological services center. This presentation will address topics such as: providing Autism services on a shoe-string budget, ethical considerations of limited supervision, and providing

• utpatient services to adults with disabilities.

Significant Gains in Under 30 Hours Per Week of ABA Therapy..Is it possible?

(Part of Symposium with “The Things You Can Teach…”)

Professional Skills Wendy Nebbia, M.Ed., BCBA Based on Lovas 1987, the literature currently supports 30-40 hours per week of ABA therapy are recommended for maximum gains. In 2014, the BACB published a guide for insurance companies A range of 10-25 hours/week for focused treatment and 30-40 hours/week for comprehensive treatment was recommended. The current presentation will examine skill growth in children two years to six years of age. The presenter intends to examine client gains that were made based on VB-MAPP milestone score increasing with 25 hours or less of ABA therapy per week. Ideas for future research and treatment will also be discussed. Using Phonetic Hand Cues to Promote Speech Production Skills in Women in Research Lina Slim- Topdjian, PhD, CCC-SLP, BCBA Although phonetic hand cues (PHC) are used to promote intelligibility (Carahaly, 2012) research on effectiveness is limited (Hall et. al., 1992). These

Children with Autism with Limited Vocal Repertoires

(Part of Symposium with “Altering Augmentative and…”)

ASAP-A Step Ahead Program, LLC Tamara S. Kasper, MS, CCC-SLP, BCBA The Center for Autism Treatment, Inc. exploratory studies examine the effectiveness of PHC as a stimulus control transfer procedure to improve vowel duration and articulatory precision in subjects with autism and limited vocalizations. Results of the initial MBD across PHC for consonants revealed acquisition of 20 hand cues with transfer to 248 single words. Preliminary findings of a MBD across PHC for vowels with two subjects showed improved vowel duration and potential transfer to syllables. Results confirm improved vocal production when PHC are employed. On Being a Mom and a Behavior Analyst Women’s Issues Katie Nicholson, Ph.D., BCBA-D Florida Institute of Technology I was a behavior analyst for 10 years before becoming a mother. In this presentation, I will talk about how my behavioral training has affected my parenting, for better or for worse. I will also talk about how being a mom has affected my professional practice, for better or worse. New contingencies and reinforcers shifted my behavior in surprising directions. Many Momma-BAs refer to themselves as “BCBA-by-day”, disparaging themselves for failing to implement contingencies at home with their own children as they would with

• clients. I would like to remind them that their

behavior, too, is shaped by environmental contingencies. Living the BCBA and Mom Life: Challenges, Triumphs and Truths Women’s Issues Adrian Rodrigue, MA, BCBA The Behavior Momma Being a BCBA is in and of itself a challenging

• profession. Motherhood is universally demanding.

The challenge lies in balancing and maintaining the same energy and implementation of behavioral principles with our clients as we do in our lives with

• ur children. For example, some interventions seem

reasonable to prescribe to a client’s family until we engage in a similar intervention with our own

• children. In this talk, we will discuss ways to

achieve balance practicing as parents what we preach as practitioners, as well as discuss the daily challenges and triumphs of the dual role of BCBA and Mom.

Posters An Application of Token Loss as a Tier II Intervention in a School Setting Alison M. Clark, M.A., BCBA, LBA (Ivymount School) An Evaluation of Caregiver Preference for Prompting Procedures Mary E. Halbur, M.S. BCBA (University of Wisconsin-Milwaukee)

A Replication of Sensory Extinction or Punishment Effects on Stereotypic Hand Biting in an individual diagnosed with Autism Aarti Thakore, PhD, BCBA-D Comparing the Rate of Social Interactions Between Dyads of Children During Child-Directed Versus Adult-Directed Art Activities Samantha L. Leahy, B.A. (Candidate for MED & BCBA -Vanderbilt University) Comparing Within-Stimulus Prompts to Teach Intraverbal Conditional Discriminations of Function Gabriella R. Van Den Elzen (University of Wisconsin-Milwaukee) Comparative Effect of Mystery Versus Known Rewards within a Preschool Group Contingency Elizabeth A. Pokorski, MS, BCBA, Erin E. Barton, PhD, BCBA-D & Jennifer R. Ledford, PhD, BCBA-D Conditioning Preferences for Choice-Making Opportunities through Histories of Differential Reinforcer Quality and Magnitude Margaret R. Gifford (University of Wisconsin – Milwaukee) Culturally Adapted Functional Communication Training Anna R. Garcia, M.S., BCBA (University of South Florida) Designing Questions Techniques for Active Student Responses Estefania Alarcon, BCaBA (Master Student in Prof-Behavior Analysis – Florida Institute of Technology) Effects of Signaled Extinction on High-Rate Mands: A Treatment Analysis Vivian M. Eyssallem Evaluating the Use of Protective Equipment as an Alternative Treatment to Response Blocking for Self-Injurious Behavior Maintained by Physical Attention Sara Deinlein, B.S. (Kennedy Krieger Institute) "Exploring an Interprofessional Staff-Training Model: Application for Teachers and Therapists Working with Children Diagnosed with Autism" Lina Slim-Topdjian, Ph.D., CCC-SLP, BCBA Further Evaluation of Noncontingent Reinforcement Procedures with Stimulus Re-presentation and Response Blocking Catherine Chaille, M.A. (Kennedy Krieger Institute & University of Maryland, Baltimore County) Gender Differences in Psychological Outcomes of Direct Care Professionals Who Work with Challenging Behavior Rose Nevill, Ph.D., BCBA (Kennedy Krieger Institute) Improving Children's Physical Activity, Social Interactions, Cooperative Play, and Engagement on the Playground Jessica L. Martin (Master’s Candidate -Vanderbilt University) Increase Behavior with Women in the Mental Health Population and Lack of Treatment Methods April Easterwood-Wilson, M.Ed. & LaChele Jenkins, M.S. (The Chicago School of Professional Psychology) It's mine! Using Clicker Training as a Treatment of Object Guarding in Four Companion Dogs (Canis lupus familiaris) Nicole Pfaller-Sadovksy, BSc (Hons) MSc (Centre for Behaviour Analysis, School of Social Sciences, Education and Social Work, Queen's University Belfast, Happy-Fellow Consulting & Seminar, Austria) Making the Most of that 30-mins After the Kids Leave: Training Adults to Accurately Implement Instructional Strategies Samantha K. Jones, B.S. (Master’s Candidate in Special Education & Applied Behavior Analysis - Vanderbilt University) Progressing from an Initially Undifferentiated Functional Analysis Kimberly Gussy-Fragakis (University of Wisconsin-Milwaukee) The Effect of SAFMEDS to Increase Fluency of Physical Medicine and Rehabilitation Terms Among Medical Students and Physician Assistant Students Archana Rajareddy, M.S. (The Chicago School of Professional Psychology) Training Opportunities in Childhood Traumatic Stress in ABAI- Accredited Graduate Programs

Krystle L. Curley, B.A., RBT (The Chicago School of Professional Psychology) & Jessica Calixto, M.Ed., BCBA, LBA (The Chicago School of Professional Psychology) Training Opportunities in Psychotropic Medication Applications in ABAI- accredited Graduate Programs Annette K. Griffith, Ph.D., BCBA-D Transitioning from Simple-General to Framed-Specific Mands During Functional Communication Trainings Danielle I. Larson, B.A. (University of Wisconsin – Milwaukee) Use of Shaping and Positive Reinforcement to Increase Food Acceptance in Children with Autism Spectrum Disorders Kimberly Brown, Ph.D. (University of Rochester Medicine) What Do Women Want?: Identifying Motivating Variables to Sustain Women Leaders in Behavior Analysis Natali Wachtman Perilo, BCBA & Sarah Camp, BCBA (Behavior Momentum Group)