Applied 2023 Info Page

Title: The Heart of ABA Service Delivery: Creating Connected Relationships

Abstract: The field of behavior analysis has studied the concept of motivation for over 20 years (e.g. Michael, 1993; Sundberg & Michael, 2001). While many behavior analysts recognize the importance of "pairing" and developing a trusted teaching relationship with their learners, very little has been published in the research regarding systematically building such relationships (Kelly, Axe, Allen, & McGuire, 2015; LeBlanc, Taylor, & Marchese, 2020). However, researchers in fields relating to behavior analysis such as positive psychology, counseling, and developmental disabilities have researched the development of therapeutic relationships and how to connect with autistic children and adults (e.g. Cochran & Cochran, 2015; Cochran, Nordling, & Cochran, 2010; Joseph & Murphy, 2013). This presentation outlines the
process developed by Dr. Megan DeLeon Miller using shaping and a synthesis of the research in psychology, behavior analysis, and developmental disabilities to develop connected relationships with learners in order to create more effective learning environments. Through a series of case examples, Dr. DeLeon Miller and colleagues will provide attendees with strategies for assessing and developing programming to build trusted teaching relationships for clients of all ages.

Learning Objectives:

1. Attendees will be able to identify at least 3 skills to assess to determine the need for programming relating to connected relationships
2. Attendees will be able to describe at least 3 client characteristics that would suggest the need to focus on building a connected relationship
3. Attendees will be able to describe how to use shaping to increase client interaction within the relationship building process
4. Attendees will be able to provide at least 1 reason why it is important to focus on building a trusting teaching relationship before implementing interventions focused on addressing skill building or addressing challenging behavior
5. Attendees will be able to explain at least 1 strategy that can be used for developing a connected relationship with clients
6. Attendees will be able to explain what the SORF is and how it can be used in the process of assessing connected relationships. 

Title: Verbal Behavior & Functional Language: A Practical Guide to Translating from & to Behaviorese

Abstract: Join us for a thought-provoking presentation on Verbal Behavior and Functional Language: A Practical Guide to Translating from and to Behaviorese. We aims to equip participants with the necessary skills to bridge the communication gap between behavior analysis and the wider community. Through a comprehensive exploration of translation fluency, participants will gain an introductory understanding of the importance of this skill set, both at an individual level and within the field as a whole. By delving into practical strategies and techniques, attendees will learn how to apply these skills to enhance social validity in their practices. With a focus on improving social validity, participants will discover how translation fluency can positively impact their verbal communities in multiple ways while (hopefully) having fun with it. By effectively translating complex behavior analysis concepts into terms that are relatable and understandable, attendees will expand the effectiveness of their dissemination efforts, ultimately benefiting the populations they serve. This presentation offers a unique opportunity to enhance your professional repertoire and foster a prosocial approach to verbal behavior. Join us and unlock the power of translation fluency to drive meaningful change within your practice and beyond.

Learning Objectives:

1. Have a introductory understanding of why translation fluency is important to their individual practices and the field as a whole. 
2. Be able to apply these skills toward improving social validity in at least two ways. 
3. Have an understanding of how these skills benefit their verbal communities in a prosocial way, including expanding effectiveness of dissemination of behavior analysis to the populations they serve.

Title: Should I select a goal because the assessment told me to?

Abstract: Social significance should be at the center of all the services our clients receive. A focus on social significance should include goals that are meaningful to that learner, taught in a way that is acceptable, and that results in a positive outcome (Wolf 1978). Within the field of Applied Behavior Analysis, a large body of literature supports interventions that are empirically validated. When considering the use of empirically validated interventions, clinicians must understand and evaluate the unique needs of the individuals they serve. Behavior analysts have access to a wide variety of assessments and curricula (VB-MAPP, EFL, AFLS, Card SKILLS, PEAK, etc.) in addition to specific therapeutic approaches (SBT, ACT, RFT, etc), and must be conscious of their selection of assessments and corresponding goals to put the focus on the well being of the learner instead of simply choosing “the next step” without consideration of the terminal outcomes. At the heart of social significance is individualization for the specific challenges, barriers, and goals of the learner and their caregivers. In this presentation, Kaelynn will draw from her own experiences as an autistic person, a recipient of behavior analytic support, and a provider of behavior analytic services to provide actionable recommendations for scaffolding goals to a meaningful outcome. She will provide case examples to illustrate these considerations. Additionally, AnnaMarie will discuss the ethical considerations of meaningful goal selection, and considerations for goal selection.

Learning Objectives:

1. How to determine if a goal is socially significant when considering learner assent and caregiver values. 
2. Ethical considerations in ensuring that goals are scaffolded to a meaningful outcome. 
3. How to individualize chosen goals to align with caregiver and learner values in addition to assessment results

Title: Research to practice- extending past the pages

Abstract: In the world of Applied Behavior Analysis, why does it feel like none of the research being published really applies to us clinicians? A key skill for a clinician to develop is the ability to understand behavioral principles and extract information about those principles from research articles, ultimately learning something that will affect the client they are serving in a positive way. However, while grad schools do focus on reading research, very little time is spent actually applying what is learned to the clinical world. In this talk, Matt Harrington will introduce three case studies in which the clinical pathway was influenced, but not controlled, by published research. Each case study will begin with a discussion of the research article which inspired the clinical decision, followed by the necessary modifications made to ensure a successful application of the intervention. Time will be spent discussing and modeling the clinical decision making process to ensure attendees can independently engage in these skills outside of the conference environment. 

Learning Objectives:

1. Learners will be able to identify how to view their clinical challenge through the lens of parsimony to identify the most likely variable that when modified will lead to a clinically significant change in behavior.
2. Learners will be able to utilize the problem solving framework presented to identify the behavioral principles present in their clinical scenario and how to find research related to their challenge.
3. Learners will be able to define what boundaries of intervention means and how to identify individual boundaries of interventions for each client

Title: Universal protocols and crisis intervention in schools

Abstract- There is an increasing and unfortunate trend for children to experience repeated physical restraint, mechanical restraint, and extended seclusion procedures (hereafter labeled “reactive procedures”) in their school environment in reaction to the presence of dangerous behavior. Recent data suggest in a single school year some 101,990 students in U.S. public schools were subjected to reactive procedures in schools (Civil Rights Data Collection, 2018). 70,833 of those students specifically experienced physical restraint, 80% of whom (56,905) were students with disabilities. Such reactive procedures are commonly offered in response to real and significant dangerous behaviors in hopes of keeping children, other students, and staff safe. Unfortunately, despite pervasive reliance on reactive approaches, they do not always prevent injury and never result in long-term, socially meaningful improvements in dangerous behavior. Furthermore, they are often extremely challenging for children, families, and educators, with their repeated use associated with suboptimal educational outcomes, to say nothing of their lack of social acceptability. In this two-part presentation, we describe in-school implementation and associated outcomes of Universal Protocols to rapidly address high-risk dangerous behavior in school settings. We will also present our initial model and emerging data for embedding multiple evaluations of social validity (of our goals, procedures, and outcomes) throughout our behavioral consultation processes in schools. We hope to convey how our procedures and measurement systems were developed iteratively through years of consultation across the state of TN, and to communicate their importance to safe and dignifying behavioral intervention to address crisis situations in schools.

Learning objectives

1. Describe the underlying rationale and need for behavioral stabilization in some crisis situations in schools
2. Define the goals, component procedures of, and relevant measures associated with Universal Protocols for addressing dangerous behavior
3. Describe a comprehensive and iterative process for obtaining social validity information from multiple relevant shareholders

Title: The intersection of research and practice: Overcoming barriers to conducting research as a
practitioner

Abstract
The gap between research and clinical work in the profession of applied behavior analysis (ABA) can often seem vast, but the goals of research and practice are often more aligned than not. Although many behavior analyst practitioners desire to contribute to the literature, they may not know how to do so. In
this presentation, we will discuss some of the most common barriers associated with conducting and writing about applied research in practice settings and provide active ways practitioners can overcome those barriers. Some of these barriers include idea conceptualization, scholarly writing, institutional review board access, ethical considerations, limited time, and limited staff. We will give examples of
journals and submission categories that are well suited to clinical work such as brief practices, case conferences, and tutorials. Finally, we will provide examples of applied research while detailing how clinical questions turned into research studies, how those studies contributed to the literature, and how that research was conducted while continuing to meet specific clinical objectives.
Learning Objectives
1. Participants will list at least 2 barriers associated with conducting applied research
2. Participants will list at least one way to overcome each barrier
3. Participants will list and describe at least one possible avenue for publishing applied work

TITLE: From Research to Practice: Six Acceptance and Commitment Training Practices You Can Begin Using Today

ABSTRACT: At present count, there are at least 29 peer reviewed empirical studies using within subject design strategies, 5 conceptual papers, and 4 books written on Acceptance and Commitment Training (ACTr) used in applied behavior analysis (ABA) settings. A trend analysis of the frequency of keynote addresses, webinar courses, and podcasts shows an increasing interest in ACTr among practitioners and students of ABA. Nevertheless, few behavior analysis graduate programs currently teach ACTr. In this talk, we will discuss six ACTr-consistent practices that are within behavior analysts’ repertoires. We strongly advocate for graduate schools to begin integrating ACTr and the basic science that undergirds it, relational frame theory, into their course sequences, yet we recognize that this will take some time. In the interim, we offer these four practices as takeaways from the extant empirical literature as a starting point to help the field begin integrating ACTr where doing so could improve clinical outcomes. 

LEARNING OBJECTIVES:

1. Identify direct contingency management strategies to use whenever considering supplemental ACTr approaches
2. List the seven dimensions of ABA as they pertain to any behavioral intervention, including those that involve ACTr
3. Connect skills targeted in an ACTr intervention to relevant BCBA Task List items
4. Describe one ethics code item that is necessary when using ACTr 
5. Name a simple ACTr strategy for helping clients observe their efforts to cling to rules or avoid rules, thoughts, or emotions
6. Describe a way of helping a client bring focused attention to things and events in their life 
7. Identify the components of an ABA-ACTr behavioral contract 

Title: Is that REALLY the hill you are going to die on?

Abstract: Behavior Analysts have an ethical responsibility to honor the voices of the individuals in their care while continuing to adhere to the science of applied behavior analysis. Behavior Analysts must continue to expand the scope of their clinical repertoire to move away from rigid procedural interventions while maintaining effective and ethical practices. 

Learning Objectives

1. Define the traits of perspective-taking, empathy and compassion that impact the values within your clinical practice. 

• Understand the importance of creating a therapeutic alliance between clinicians and clients by expanding on opportunities to build positive rapport and trust. 

• Recognize and measure assent and assent withdrawal in individuals with and without vocal language. 

• Assess what specific environmental conditions require the clinician to hold boundaries within assent-based treatment. 

• Respond to challenging behavior with empathy and compassion using research-based procedures