Examining Factors Related to Cooperation in Instructional Contexts is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of adult services and community participation. In Examining Factors Related to Cooperation in Instructional Contexts, for this course, the practical stakes show up in skills that remain meaningful when school supports disappear and adult expectations change, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →The symposium includes four presentations evaluating factors related to cooperation with instructions. The first presentation by Ashlyn McChristie will discuss a study to teach individuals when and when not to cooperate with instructions. The second presentation by Julianne Fernandez will discuss a study which evaluated the effects of embedded demands and item preference on response allocation during play and naturalistic instruction. The third presentation by Alyssa Lemons compares the effects of varied vs. invaried instructions during high-probability instructional sequences on cooperation. The last presentation by Kim Ford provides a discussion on how to assess and intervene on prompt dependency. Dr. Kara Wunderlich will serve as the discussant for the symposium.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
| FL MH/PSY | 0 | — |
Dr. Sloman earned a Ph.D. in psychology from the University of Florida in 2008. She joined the faculty at the Florida Institute of Technology’s Scott Center for Autism Treatment in 2018 as Director of Autism Services. She served in that role for 3 years before taking on the role of Director of the center. She previously served as a Clinical Associate Professor at Rutgers, The State University of New Jersey and Associate Director of Behavioral and Research Services at the Douglass Developmental Disabilities Center (DDDC). She has applied the principles of behavior analysis to improving the lives of individuals for 20 years. She specializes in working individuals with developmental disabilities and autism spectrum disorder (ASD) but has worked with varied populations as an independent consultant and independent evaluator at the DDDC’s school and home-based Outreach division. In addition to her clinical work, she has authored several research articles, presented at state and national conferences, and co-authored several chapters on best practices for behavioral interventions. Dr. Sloman’s research interests include assessment and treatment of core symptoms of ASD, generalization of treatment effects and parent training.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
236 research articles with practitioner takeaways
225 research articles with practitioner takeaways
195 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.