Browse and get access to our library of past webinars below! From caregiver training to IEPs to toilet training and self care, our webinars cover a variety of topics aimed at making you the best ABA professional you can be! Please note that CEU certificates are only awarded for synchronous (live) attendance at this time, but please watch, engage, and learn all you like below! Want to get our VBU updates straight to your inbox? Join our mailing list here!
Functional assessments are an essential component of treating maladaptive behaviors (e.g., self-injury, aggression, and property destruction) in individuals with Autism Spectrum Disorder (ASD). However, a comprehensive review of the behavior analytic literature indicates that practitioners often do not conduct formal functional assessments because there are a number of barriers to implementation (e.g., labor intensive, require extensive training, and additional safety precautions due to reinforcement of maladaptive behaviors). Although many studies have been conducted on the standard functional analysis, results are mixed in terms of social validity and effectiveness (Hanley, 2012). Research conducted by Hanley (2012) resulted in the development of an alternative functional assessment process that has shown to be more efficient, safer, and easier to conduct in comparison to standard functional analysis procedures. An overview of the literature regarding traditional functional assessment processes in behavior analysis will serve as a foundational framework for introduction to the Interview-Informed Synthesized Contingency Analysis (IISCA) and subsequent Practical Functional Assessment (PFA) and Skills-based Treatment (SBT).
Traditional escape extinction procedures (i.e., not allowing escape from the teaching environment or demand) often evoke negative side effects (e.g., increased target behavior, property destruction, aggression, tantrum behaviors, and novel maladaptive behaviors) and may impede the development of the learner-clinician relationship (Schramm & Miller, 2014). This procedure is not universally effective and may be socially unacceptable to caregivers, teachers, and other providers. The Seven Steps to Earning Instructional Control offers clinicians an alternative treatment route to obtaining compliance instead of physically blocking or guiding a learner to engage in a task or remain in the teaching environment (Schramm & Miller, 2014). The Seven Steps to Instructional Control involves maintaining control over the learner’s reinforcers, obtaining compliance and building rapport, “saying what you mean, meaning what you say,” systematically increasing the variable ratio of reinforcement, providing reinforcement for following simple directions, identifying the learner’s priorities, and showing the learner that maladaptive behaviors do not yield any access to reinforcers. An overview of the behavior-analytic research on escape extinction procedures will serve as a foundational framework for implementation of the Seven Steps to Earning Instructional Control.
Presented by Dr. A. Charles Catania, this presentation covers selection of behavior by its consequences; contingencies of reinforcement and aversive control; stimulus control and attention; and sources of novel behavior. We’ll examine the rationales behind important behavioral language practices, such as (i) specifying what’s reinforced by what in arranging and/or interpreting reinforcement contingencies, (ii) describing behavior in the context of three-term or higher-order contingencies, (iii) distinguishing between positive and negative reinforcement, (iv) emphasizing the behavior of attending in the analysis of stimulus control, and (v) treating complex behavior in terms of multiple causation. We’ll identify and address misrepresentations of behavior analytic concepts and practices, the benefits and pitfalls of translations between technical and colloquial vocabularies, practices that tempt us to attribute behavior to weakly defined entities such as personality types, and how these basic concepts and their terminology can be used to improve our applications of behavior analysis.
BCBA’s strive to make meaningful progress by creating and implementing skill acquisition and behavior reduction programs when working with children diagnosed with Autism Spectrum Disorder. In order for these interventions to be truly successful and socially significant, they must be able to be effectively maintained and generalized outside of ABA sessions to the clients daily life with caregivers. However, BCBA’s often report difficulties with caregiver adherence to interventions. We will break down some potential barriers to caregiver adherence to implementing effective interventions, as well as ways to set up these trainings for success. We will discuss the importance for BCBA’s to incorporate and move towards a compassionate care approach in their caregiver training.
As supervisors, we often see burnout in various forms. We know it happens. Do we know what it looks like and how to mediate it and its effects? This presentation will review burnout from the perspective of all work burnout and ABA-specific burnout, which occurs at a high rate, according to research. You’ll learn how to break down the behavioral processes leading to workplace stress and explore the ways in which OBM can help prevent and/or lessen the impact of burnout.
This training will review the history and the current behavior analytic research on toilet training within the context of practical application to teaching this skill. Toilet training is an important safety skill and independent toileting allows for increased dignity as well as increased opportunities for accessing social and educational environments. This training will discuss readiness skills for toileting, least-to-most intrusive teaching methods for toileting training, and troubleshooting for common toilet training problems. Participants will leave with an understanding of how to approach toilet training with the individuals with which they work and why this skill is of utmost importance.
This training will discuss the ethical dilemmas that professionals may encounter when dealing with technology. The use of multiple forms of social media, texting, Facetime, and telehealth in professional practice has been increasingly emphasized in the recent weeks. Participants will discuss what ethical codes, according to the BACB, could be at risk when using technology in your personal and professional life. This training will take actual examples of ethical dilemmas using various forms of technologies and allow the participants to use the decision hierarchy to figure out what steps need to be taken.
This presentation will explore how behavioral analysts can collaborate with other scientists and researchers to help communities successfully implement behavior changes when fighting epidemics. We will discuss the need for community behavior change from things like increased vaccination rates to increased compliance to quarantine measures. Participants will engage in interactive group responses and discussions about ways they can collaborate and contribute in the current fight against COVID-19.
When given a choice, most people would prefer to have rewards sooner rather than later, and more rather than less. Delay discounting occurs when the perceived value of a reward decreases as the time to its receipt increases. In general, people tend to make less than optimal choices when rewards are associated with delayed reinforcement. Higher rates of delay discounting have been associated with a variety of choices that are less than optimal, such as smoking, unhealthy eating habits, drug use, and gambling. This presentation will provide an overview of the literature, implications for treatment, and strategies to overcoming issues associated with delay discounting.
Children with Autism Spectrum Disorder (ASD) show marked deficits in developing, maintaining, and understanding relationships. This leads to difficulties with developing pretend play skills. This puts children with ASD at a disadvantage, considering that pretend play serves an important role in childhood development. Pretend play skills help teach children to problem solve, to understand emotions, how to interact with peers, as well as how to understand a variety of life events. This presentation will provide an overview of assessment tools that can be utilized to assess play skills. Furthermore, effective research-based interventions will be reviewed for teaching play skills the ABA way!
It is estimated that the prevalence of problematic mealtime behavior among individuals with a diagnosis of ASD is as high as 80%. Treatment utilizing ABA is well supported, however many behavior analysts are unaware that such treatments exist and what behaviors indicate a problem that necessitate intervention by a specialist. This presentation will provide an overview of challenging mealtime behaviors, implications for treatment, and some basic strategies that can be applied by the behavior analyst that has not received extensive training in the treatment of feeding disorders.
Statistically, caregivers of children with Autism Spectrum Disorder have been documented to struggle with many issues, often including higher rates of mental health disorders, lower quality of life, and lower rates of family integration as compared to the general population. How can we as Behavior Analysts become more familiar with these facts in order to develop sensitivity and resources to support the families that we work with? And how does caregiver adherence to our programs affect the child’s outcomes? We’ll also review the most effective methods of caregiver training in the field of Behavior Analysis and discover some books and resources to help support families.
Effective staff training and feedback is essential for ensuring treatment fidelity in ABA procedures toward improving client progress. Too often, lack of planning within training leaves the direct therapist without all of the tools and knowledge to provide the best and most effective intervention. Providing thorough and effective training for therapists is beneficial not only to the therapist, but also to clients and the ABA-therapy team as a whole. The presentation will provide a deeper look into Behavioral Skills Training (BST), its effectiveness, and how to apply BST to ABA training. In addition to a better understanding of BST, implementation of effective feedback will be discussed to ensure the most critical methods to change behavior are implemented.
When working with individuals diagnosed with ASD, the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM–5) may be viewed as an additional guide toward establishing appropriate Objectives, Goals, and dosage within the individualized ABA-based treatment plan. Throughout this CEU event, the presenters will discuss the relationship between a diagnosis of ASD, as outlined by criteria established within the DSM-5, and the BCBA’s ethical obligation to clients. Topics of discussion will include defining the hierarchy of individuals defined as clients, consultation with other professionals, and establishing effective and relevant treatment objectives, goals, and dosage.
Far too often, children with autism spectrum disorder (ASD) are left to flounder in a challenging and chaotic world of social nuances and expectations, without explicit and consistent rules or supports to guide them. Assisting children with ASD on how to navigate these challenging waters can also seem a daunting task amongst practitioners. This CEU will discuss recent research regarding procedures and interventions that have been used to increase social engagement amongst children with autism, as well as attempt to develop your own social skills program for an individual client. Discussions will include recommendations from Behavior Analytic literature as well as additional resources to aid practitioners in guiding children with social skills deficits to independent success.
Effective coordination amongst service providers allows for generalization of skills, and results in improved outcomes for shared learners. Attendees will learn to use principles of ABA to effectively arrange and execute coordination with school-based professionals. Input from a panel of special educators will be incorporated regarding their experiences coordinating with outside professionals.
This presentation will provide attendees with an overview of the special education and IEP processes, to include the most recent legal considerations in regard to special education law, and how to best incorporate ABA practices and terms in the IEP document. Discussion will also include working as a collaborative team member during the IEP process, IEP goals and objectives that align with the VB-MAPP, and resources to share with parents. Resources will be provided to allow participants to find specific special education resources and laws in your client’s area.
This workshop will define avoidance and anxiety related to self-care in behavior analytic terms. Participants will consult the Professional and Ethical Compliance Code for behavior analysts and determine how self-care relates to ethics. Meditation will be behaviorally explained and applied; and meditation and breathing techniques will be explored as tools to promote self-care. The potential role of acceptance and commitment therapy and relational frame theory in self-care will also be discussed.
Difficulty with tolerating aversive yet necessary stimuli, routines, and tasks – such as self-care routines and medical procedures – is common among individuals with Autism or Intellectual Disabilities. Mitigating these challenges across environments (home, school, and other professional services) is essential to promoting health and development. This CEU will discuss the recent research regarding procedures and interventions that have been used to decrease maladaptive behaviors, while simultaneously increasing skill acquisition and the completion of necessary, though potentially aversive, routines.
This presentation will focus on multicultural awareness and sensitivity, and the implications for behavior analytic practice. Multicultural sensitivity as it relates to the general field of psychology will be discussed, as well as the more specific relationship between multicultural sensitivity and social validity in ABA. Current literature on multicultural sensitivity and social validity will be reviewed. Multicultural considerations will then be linked to specific strategies for intake assessments, client programming, and family training.
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