Bridget A. Taylor, Psy.D., BCBA-D 1 Ethics CEU Abstract: Training - PDF document

March 22-24, 2018 | Nashville, TN WIBA’s Invited Speakers: Bridget A. Taylor, Psy.D., BCBA-D 1 Ethics CEU Abstract: Training and Treating Wholeheartedly: Identifying a Role for Compassion Practices in the Profession of Behavior Analysis The word “compassion” stems from the Latin “compati,” meaning, “to suffer with.” Compassion is a central tenet of Buddhist psychology, entailing not only direct contact with suffering —one’s own and another’s — but also a sincere commitment to relieve suffering (Lama, 1995; Neff, 2003). Within certain areas of healthcare, it has been proposed that treating patients compassionately can have important benefits, such as increasing patient satisfaction, enhancing the quality of information gathered from patients, and improving clinical outcomes (Epstein et al., 2005; Rendelmeir et al., 1995; Sanghavi, 2006). Treating oneself and others with compassion is also believed to promote individual wellbeing and improve mental health (e.g. Cosley et al., 2010; MacBeth & Gumley, 2012). While current empirical support for these outcomes is limited (Kirby, Tellegen & Steindl, 2017), there is increasing scientific interest in the benefits of compassion. That broad-based interest notwithstanding, the data-driven field of behavior analysis has yet to develop an operational definition of compassion, or to identify discrete compassion practices which might have applications in our clinical work. This presentation examines behavioral responses that may comprise compassion, and considers how compassionate care of ourselves and our clients can enhance our work as behavior analysts, and potentially improve clinical outcomes. Janet S. Twyman, Ph.D., BCBA, NYSLBA 1 General CEU Abstract: Peter Opossum Goes to a New School As a career educator I know firsthand how behavior analysis can improve education for all learners. My vision was inspired by one of Fred S. Keller’s lesser known writings: Peter Opossum Goes to School, an illustrated parable of personalized system of instruction, that describes how PSI’s individually paced, mastery-driven teaching method could improve instruction in grade schools as well as in college-level classes. In the 30 years since its publication education may appear to have changed very little, yet is poised for major innovation. Increasingly resilient and widespread signs of change parallel components of PSI: mastery learning is emphasized in “competency-based education;” the use of classroom time for learning (not lecturing) is exemplified in the “flipped classroom;” “proctors” (tutors or guides) are now widely available in the form of intelligent software adaptive instruction. These are but a few examples of the revolution happening at the intersection of education, technology, and behavior analysis. The increased focus on the individual learner, a greater understanding of the capacities of digital tools, and a deeper appreciation for analytics inherent in recent educational trends share critical features with behavior analysis. By highlighting work in this area, I will

emphasize the enhanced opportunities for behavior analysis in education leading improved learning outcomes for all. (This presentation is a modified version of my 2017 APA Division 25 Behavior Analysis in Education Award acceptance speech.) Sigrid Glenn, Ph.D. 1 General CEU Abstract: Behavior Streams, Units and Repertoires: Implications for Theory and Practice The behavior of organisms flows in time. Changing from moment to moment in an ever-changing world of events, the behavior stream is all we can really “see”. But it is not what most interests behavior analysts – either scientists or practitioners. Experimental analysis involves organizing the environment to constrict the behavior stream so as to identify the fundamental units constituting the building blocks of behavioral repertoires . The task of practitioners is to alter the frequencies of specific behavioral units as components of the repertoires of specific individuals. In order to accomplish their job, practitioners need to consider the frequencies of more than a single behavioral unit because any single unit exists in the context of other units in a behavioral repertoire. It is suggested that behavior analytic practice (and the individuals served) would benefit by more explicit consideration of the repertoire in which specific behavioral units are embedded. In addition, behavior analytic theory would benefit if more experimentation (basic and applied) focused on contingencies giving rise to organized and complex behavioral units and their relation to one another in behavioral repertoires. Edward K. Morris, Ph.D. 1 General CEU Abstract: On the History of Women in Behavior Analysis I address the history of women in behavior analysis and its historiography. In particular, I describe the history of women’s contributions to the field, review the literature on their contributions, and recommend historiographic methods for conducting “women’s history.” In describing women’s contributions, I address their visible and invisible roles in the field’s founding, growth, and evolution -- in particular, their contributions to teaching, research, and service -- and offer exemplars. In reviewing the literature, I survey the quantitative historiography on women’s contributions (e.g., publishing trends), the qualitative historiography on women’s reflections (e.g., careers, barriers), the behavior-analytic literature on feminist theory (e.g., contextual), and topics relevant to women’s experience (e.g., sexism). In recommending historiographic methods for conducting women’s history, I consider various approaches (e.g., great women vs. Zeitgeist history) and types of women’s history (e.g. compensatory, contribution). Based on the foregoing, I offer recommendations for advancing behavior analysis by advancing the history of women – actually, of their behavior -- in behavior analysis. Sarah Trautman-Eslinger, M.A., BCBA 3 Ethics CEUs Abstract: ABA Business Bootcamp Do you own an ABA business? Are you thinking of starting an ABA business? If your answer to one of these questions is “YES”, then this workshop is for you! Grab a venti latte and spend your Saturday morning learning how to manage and grow your business with other female entrepreneurs! The workshop will be broken up in to

4 primary segments – Financial Metrics and Management, Talent Acquisition and Retention, Operational Efficiencies and Future Trends. The Behavior Analyst Professional and Ethical Compliance code will be interwoven throughout the workshop. All attendees will receive a copy of the presentation as well as additional supporting documents. This workshop MAY contain inspirational music and visual images that will make attendees want to get up and dance. Nicole Gravina, Ph. D., and Ansley Hodges, M.S., BCBA 3 Supervision CEUs Abstract: Organizational Behavior Management Strategies for Behavior Analysts and Leaders in Human Service Settings Behavior analysts and leaders in human service organizations who attend this workshop will learn strategies for more effectively training, managing, and supporting employees. Topics covered will include building strong rapport with employees, effective time management, providing employees with actionable constructive feedback, and outcomes tracking and measurement. Research from the Organizational Behavior Management (OBM) literature as well as real life examples will help attendees learn and apply concepts. The workshop will be interactive and engaging. Attendees will leave with practical strategies that can be applied immediately in the workplace.