BCBA CE Events 2014

Teaching Leisure and Promoting a High Quality of Life in Individuals with Developmental Disabilities
Date
: March 20, 2014
Time: 2:00pm - 5:00pm
Presenter: Stacie Bancroft, PhD, BCBA-D

Abstract:  Individuals with developmental disabilities have been found to spend about 60% of their awake time as adults in  relatively unstructured "down-time". How they fill this time is dependent on the skills they have learned to that point. An individual with a well-developed leisure repertoire will be equipped to fill this time with fruitful, enjoyable activities that may lead to a better overall quality of life, enhanced social opportunities, and further opportunities to learn new skills. During this workshop we will examine the use of the term "leisure", re-conceptualize a meaning of leisure that better directs us toward enhancing the lives of those we serve, and discuss a broad-based approach to teaching leisure repertoires.

Learning Objectives:
1. Attendees will be able to provide a functional definition of leisure.
2. Attendees will be able to list the various areas of focus for a broad-based approach to teaching leisure.
3. Attendees will be able to create a plan for learning targets in a leisure repertoire
4. Attendees will be able to discuss recent research and implications for practice.

There are No Easy Answers to Stereotypy
Date: May 9, 2014
Time: 1:00pm - 4:00pm
Presenter: Bill Ahearn, PhD, BCBA-D

Abstract: Stereotypic behavior has been found to occur in typically developing persons, individuals with disabilities, and persons with autism.  Stereotypy can interfere with skill acquisition and is socially stigmatizing.  Therefore it is usually an important target response.  It is typically, but not always, maintained by automatic reinforcement by the sensory consequences produced by engaging in it.  A number of effective interventions have been developed but stereotypy often persists as a problem when active treatment is not in place.  Interventions for directly treating this problem that will be discussed include response competition and response interruption/redirection.  Sometimes effective treatment also produces appropriate behavior that can be fostered by natural or arranged contingencies; however, appropriate behavior must often be promoted more explicitly.  This presentation will also discuss strategies for building functional skills.  These strategies range from direct instruction of functional engagement (often necessary for younger or lower functioning persons) to video modeling and verbal operant training.

Learning Objectives
1. Participants will be able to describe why stereotypy is thought to occur.
2. Participants will be able to describe how stereotypy is typically measured.
3. Participants will be able to describe how stereotypy can be functionally assessed.
4. Participants will be able to describe procedures for indirectly treating stereotypy

Considerations for Developing Clinical Programs to Reduce Problem Behavior
Date: June 6, 2014
Time: 9:00am - 12:00pm
Presenter: Richard B. Graff, Ph.D., BCBA-D

Abstract: Clinicians who work with children with autism frequently need to assess and treat problem behavior.  This presentation reviews some of the steps that behavior analysts should consider in developing effective interventions.  First, we will briefly review the importance of prioritizing which behaviors to treat, defining behavior accurately, and selecting appropriate measurement systems which will allow for a valid examination of the effectiveness of treatment. Next, we will review some of the limitations of indirect and descriptive functional assessments, and the strengths of functional analysis (FA) technology.  Some of the often-cited barriers to conducting FAs will be reviewed, along with strategies for conducting different types of assessments that might overcome some of these barriers (e.g., latency-based FAs, pairwise FAs).  The remainder of the presentation will discuss considerations for developing clinical programs to reduce problem behavior.  The strengths and weaknesses of various intervention strategies will be reviewed, including antecedent approaches to treatment, DRA (with and without extinction), DRO (with and without extinction), and noncontingent reinforcement (with and without extinction).

Learning Objectives:
1. Participants will be able to state examples of reinforcers that typically maintain problem behavior.
2. Participants will be able to state the limitations of conducting indirect and descriptive functional assessments.
3. Participants will be able to describe at least two different methods to conduct functional analyses.
4. Participants will be able to state the advantages of implementing a treatment involving a DRA procedure over a DRO procedure.
5. Participants will be able to state the advantages and disadvantages of using antecedent interventions to reduce problem behavior.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board, Inc.® ("BACB") does not sponsor, approve or endorse The New England Center for Children, the material, the information or sessions identified herein.

The New England Center for Children is an approved BACB® Type 2 CE Provider (1 credit per training hour).

To register, click here for the online registration form.

Or please contact:

Megan Anzivino
Administrative Coordinator
The New England Center for Children
e-mail