|
PennABA 2011 Conference Presentations
THURSDAY, MARCH 24, 2011
MORNING WORKSHOPS
Workshop 1
Title: "Six Common Teaching Mistakes and What To Do Instead"
Presenter: William Heward, Ed.D., BCBA-D
Description:
Six teaching mistakes committed frequently by both general and special education teachers will be presented in a
three-part format. First, the mistake (e.g., Asking students, "Do you understand?") and examples of its occurrence
described and/or demonstrated. Second, logical and empirical rationale will be offered why teachers should eliminate
or greatly reduce the frequency with which they commit the mistake. Third, one or more research-based and
classroom-tested alternative strategies (i.e., what to do instead) will be presented and/or demonstrated. Participants
will leave with a completed set of guided notes, handouts of examples and guidelines for implementing several of the
alternative strategies, and an annotated list of references and resources.
Title: "Asperger’s Disorder"
Presenter: Michael DeWulf, Ph.D.
Description:
Asperger’s can be thought of as a type of social learning disorder. While some argue that the disorder is simply a
variant of autism, others believe it remains a distinct type of pervasive developmental disorder. But to what extent is
one disorder a variant of another? Is Asperger’s simply autism without the intellectual delay? Is the schizoid
personality a variant of Asperger’s? This workshop is designed to identify the primary characteristics of the disorder
and briefly cover the assessment and differential diagnosis process. Classification systems established by the DSM-
IV, ICD-10, and Gillberg’s criteria are reviewed. Other topics include incidence, possible cause, and mental health
problems commonly associated with the disorder. The question of whether or not Asperger’s can be present in a
person with an intellectual delay and its relationship to autism will be addressed, in addition to various approaches
designed to improve communication and social skills. A variety of other strategies with regard to behavior development
and useful tips for working with individuals that have Asperger’s disorder are provided.
Download Dr. DeWulf's Presentation by clicking here
(Note! Microsoft Power Point Viewer is Required to view files)
THURSDAY, MARCH 24, 2011
AFTERNOON WORKSHOPS
Workshop 3
Title: "There is No Easy Answer to Stereotypy:
A Comprehensive Approach for Treatment and Promoting Functional Skills"
Presenter: William Ahearn, Ph.D., BCBA-D
Description:
Stereotypic behavior has been found to occur in typically developing persons, individuals with disabilities, and persons
with autism. It is typically, but not always, maintained by automatic reinforcement by the sensory consequences
produced by engaging in it. A brief discussion of automatic reinforcement and the implication of it for treatment will be
presented. 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,
interruption/redirection, response competition, and sensory integration. 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.
Download Dr. Ahearn's Presentation by clicking here
(Note! Microsoft Power Point Viewer is Required to view files)
Workshop 4
Title: "Behavioral Methods and Strategies for Working with Neurologically Impaired Adults"
Presenter: Michael Mozzoni, Ph. D., BCBA-D
Description:
Persons with acquired brain injuries (ABI) typically present with three areas of challenge, medical, behavioral and
educational. This workshop will focus upon two of these areas, behavioral and educational. It is not uncommon for
people to demonstrate challenging behaviors following a brain injury. Typically these behaviors arise out of the
confusion and disorientation associated with the injury and sometimes, medications. Behavior approaches differ
depending upon the persons’ Rancho scale. Environmental management is key during the lower Ranchos levels (5 or
less), modification through positive consequences are more appropriate during the higher levels of recovery where the
person is now relearning to control their emotions and impulses. This presentation will review several strategies for
environmental management and behavior modification found to be useful for persons with ABI. Educational strategies
for retraining functional skills will highlight methods frequently reported in the behavioral literature. Frequently persons
with ABI may lack motivation secondary to poor awareness and/or poor performance. Deficits in the area of social
skills, ADL’s, impulsivity, stimulus relations and frustration tolerance are common. Studies concerning trial
presentation, prompting, discounting and fluency training methods addressing these common deficit areas will be
presented.
FRIDAY, MARCH 25, 2011
SPEAKER SERIES
Speaker Series 1
Title: "Why Be a Behavior Analyst?"
Presenter: William Heward, Ed.D., BCBA-D
Description:
"Why be a behavior analyst today and not something else?" Today's behavior analyst has access to conceptual tools,
behavior change strategies, and measurement and evaluation tactics more powerful and sophisticated than ever before.
Today's behavior analyst can bring the technology of behavior change to bear upon a wider range of problems and
opportunities than ever before. Several examples of how behavior analysis is helping to improve the human experience
will be presented. By any measure, however, the potential of behavior analysis to help make the world a better place
far exceeds its accomplishments to date. Five reasons will be offered why a person should become a behavior analyst
and eight actions recommended that behavior analysts, whether novices or experienced, can take to help narrow the
gap between the tremendous potential of behavior analysis and its impact on the world to date.
Title: "“Do this,” but don’t do that: Observational learning and children with autism"
Presenter: Bridget A. Taylor, Psy.D., BCBA-D
Description:
It is commonly recognized that children with autism present with significant deficits in imitation and
observational learning. Most contemporary curricula for children with autism incorporate instruction in a
variety of imitative response topographies. Less common in applied research and practice, however,
are procedures to ensure that children with autism learn to acquire novel responses through
observational learning. This presentation will outline instructional programs that move beyond direct
imitation to the skills essential for observational learning. Specific procedures to increase observational
learning in children with autism across a variety of responses will be reviewed.
Title: "Services for Adults with Autism Spectrum Disorders in Pennsylvania"
Presenters: Michael J. DeWulf, Ph.D., Edward A. Toyer, Ph.D
Description:
Across the nation, there has been an increasing emphasis on autism detection, diagnosis and support for children and
infants. While these valuable advances can greatly improve the early development of people diagnosed with an autism
spectrum disorder, many adults today have received little or no services because they were born before the federal
mandates for standardized support programs. This presentation provides an overview of service options for adults with
autism spectrum disorders in Pennsylvania. A review of residential services, types of family living and supported living
arrangements, and home and community-based services is provided. The presentation also provides an overview of the
Adult Community Autism Program, including eligibility and enrollment requirements established by the Pennsylvania
Bureau of Autism Services.
Download Dr. DeWulf's Presentation by clicking here
(Note! Microsoft Power Point Viewer is Required to view files)
Download Dr. DeWulf's Handout #1 by clicking here
Download Dr. DeWulf's Handout #2 by clicking here
(Note! Adobe Acrobat Reader is Required to view files)
Title: "The Elusiveness of Best Teaching Practices: Research in the Trenches"
Presenter: William Ahearn, Ph.D., BCBA-D
Description:
The concept of best practice is elusive. Applied behavior analysis is a best practice approach to providing educational
and clinical services to children with autism spectrum disorders; however, applied behavior analysis consists of
individually tailoring interventions to meet the educational and clinical goals of each child. This is a complex task for a
clinician but if a systematic approach that involves regular review of progress through data analysis is utilized, best
practices may become apparent. This presentation will discuss systematic evaluations of teaching procedures
conducted with students receiving educational instruction in a school for children with ASDs. Procedures evaluated
include response prompting and prompt fading techniques for establishing behavior chains; response prompting
techniques for establishing verbal behavior; and, remediational strategies implemented when students do not acquire
educational objectives. The discussion of remediation procedures will focus on increasing response opportunities and
evaluating differential reinforcement for prompt dependency. How to incorporate simple research questions into
everyday practice will also be described.
Download Dr. Ahearn's Presentation by clicking here
(Note! Microsoft Power Point Viewer is Required to view files)
Speaker Series 5
Title: "Translational Research on Extinction:
A Link between the Lab and Treatment of Problem Behavior in Applied Settings"
Presenter: Kathryn Potoczak, Ph.D., BCBA-D
Description:
Translational research serves as a bridge between basic laboratory research and applied behavior analysis, and
sometimes involves the use of non-human participants. An example of translational research will be illustrated through
the examination of a study of the partial-reinforcement extinction effect (PREE). The purpose of this research was to
gather evidence about the potential for treating problem behavior using extinction with the added manipulation of
switching from an intermittent schedule of reinforcement to a continuous one for the target behavior prior to the
implementation of extinction. The study was conducted with rodents, and the utility of using rodents as participants in
translational research will be discussed, as well as the invaluable, historical link between basic non-human research
and treatment in applied settings that defines the field of behavior analysis.
Speaker Series 6
Title: "Behavior Management of the Neurologically Impaired Adult"
Presenter: Michael Mozzoni, Ph. D., BCBA-D
Description:
It is not uncommon for people to demonstrate challenging behaviors following a brain injury. Typically these behaviors
arise out of lack of awareness, confusion and disorientation associated with the injury and medications. Behavior
approaches differ depending upon the persons’ Rancho scale. Environmental management is key during the lower
Ranchos levels (5 or less), modification through antecedent control and positive consequences are more appropriate
during the higher levels of recovery where the person is now relearning to control their emotions and impulses. This
presentation will review several strategies for environmental management and behavior modification found to be useful
for persons with ABI. Data collection methods for assessing medication effectiveness are vital to prevent iatrogenic
effects. Behavior does not take place in a vacuum, it makes sense to the person. Frequently persons with brain injuries
are unaware of their challenges, they may even be unaware of their own emotional state. While the motivation for
challenging behavior may be appropriate (escape from pain or frustration) the person must learn ways to communicate
gather feedback and control their environment. Methods of redirection and training alternative responses will be
highlighted.
|