Thursday, October 19, 2017 

Workshop Descriptions


CEU Information 

Educators: All workshops qualify for New Jersey Department of Education continuing education credits.

Workshops marked with APA qualify for American Psychological Association CE for psychologists.

Workshops marked with ASHA qualify for American Speech-Language-Hearing Association CEUs for speech-language pathologists

Workshops marked with BACB qualify for Behavior Analyst Certification Board Type 2 CEUs for Board Certified Behavior Analysts (BCBA-D, BCBA, and BCaBA). 

Workshops marked with SW qualify for NJ Social Work Continuing Education Approval Collaborative CEUs for social workers

Learn more about CEUs>>


Keynote
9:00am to 10:30am

How the Public Policy Landscape Affects You • APA  • ASHA • BACB • SW

David Mandell, Sc.D., University of Pennsylvania’s Center for Mental Health Policy and Services Research & Center for Autism Research at Children’s Hospital of Pennsylvania and Suzanne Buchanan, Psy.D., BCBA-D, Autism New Jersey Executive Director

 

For the past 50 years, the US and State legislatures have enacted legislation that has transformed the service landscape for people with autism and other special needs. Only recently, however, has research examined the impact of these policies on individuals with ASD and their families. This presentation will summarize research that examines the effects of some of those policies, including autism insurance mandates, Medicaid policies, and the Individuals with Disabilities Education Act. It will include future directions for policy and services research and ways you can support strategic advocacy to improve healthcare and educational services.
 

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Session A
10:50am - 12:05pm

A1  Navigating the DDD Service System • SW

Nkechi Ugoji, MSW, LSW, NJ Division of Developmental Disabilities

Attendees at this session will learn about the system reform occurring within the Division of Developmental Disabilities. This workshop will provide insight into the intake and eligibility process as well as services offered through individual service plans. The method for selecting a support coordination agency will be explained and the agencies’ responsibilities described. It will also address quality improvement efforts being made by the Division to ensure continued improvements to service delivery for individuals within this service system. 

A2 • The IEP: Strategic Approaches • SW

Elena Graziosi, M.Ed., Autism New Jersey

Each student receiving special education services has an Individualized Education Program (IEP) that lists all supports to be provided. In order to navigate the special education system and help students obtain meaningful benefit, parents and professionals must understand the IEP document itself, how appropriate evaluations can determine services, and effective collaboration techniques. When teams have specific assessment information and work well together, students may achieve greater outcomes. Topics to be covered include identifying needs, creating goals, determining services and placements needed to achieve those goals, and measuring progress.

A3 • The Challenges of Adolescence for Females with ASD • APA BACB • SW

Elena Zaklis, M.A., BCBA and Rory Panter, Psy.D.; Behavior Therapy Associates

Females with ASD may experience the challenges of approaching adolescence in a unique way compared to their neurotypical peers. While families are often prepared for helping their daughters transition to various developmental stages in childhood, many females find themselves unprepared when  approaching puberty. Parents may find themselves “caught off guard” when their daughter experiences her first menstrual cycle or when they find out that she is being teased in the locker room. Professionals who work with families and individual females can help them become better prepared for the transition to puberty and guide their daughters to cope with the challenges they may encounter. This workshop will provide guidance for individuals, caregivers, and professionals by using evidence-based practices to help achieve their personal goals. 

A4 • One Step at a Time: Systematic Desensitization Techniques for Young Children • APA BACB

Lauren DeGrazia, M.A., BCBA and Lori Lorenzetti, B.A.; Partners in Learning

Children with ASD can display high levels of interfering behaviors when participating in new activities such as health care appointments, family/holiday events or vacations, and new locations at school/community. Due to these challenges, many families often avoid settings that are likely to trigger disruptive behavior; they are therefore isolated from many common activities as well as at risk for deficient health care. Exposure procedures involve gradual exposure to the setting or events feared while reinforcing behaviors incompatible with disruption, such as relaxation. This workshop will present various case study applications of systematic desensitization procedures using preschool students' performances across a variety of novel but challenging activities, events, and locations.   

A5 • Motivational Theory and Behavioral Approaches to Promote Physical Fitness  BACB

Euric Guerrero, M.A., BCBA and Joseph Galasso, Psy.D.; The COR Behavioral Group

Comprehensive fitness programs can be strengthened by understanding various motivational theories and utilizing the science of ABA to teach different exercises and develop positive associations between the client, environment, and trainer. Developing a support network, highlighting personal progress, and communicating competence in a way that is clear to the client are three effective steps in building motivation for fitness and increasing wellness. Individualizing exercise sessions by determining what individuals might like to work for, the type/sequence of exercises will encourage active engagement, and providing reinforcement and assistance in a graduated way may lead to efficient, enjoyable workouts that they will want to engage in routinely. This workshop will also suggest specific characteristics to look for in a fitness program. 

A6 • Comorbidity with ASD: Anxiety, ODD, CD, and ADHD • APA • ASHA • BACB • SW

Rebecca Schulman, Psy.D., BCBA-D and Joseph Ferrito, Psy.D.; Behavior Therapy Associates
Individuals with ASD may experience co-occurring diagnoses. The most common comorbid symptoms and diagnoses include anxiety and disruptive behavior disorders (Oppositional Defiant Disorder, Conduct Disorder, and Attention Deficit Hyperactivity Disorder). Participants may be familiar with ABA as it relates to instructional and behavioral goals, but ABA and Cognitive Behavior Therapy (CBT) can be applied specifically to issues related to these comorbidities. This workshop will provide an overview of empirically supported treatments and offer best practice strategies to bridge the gap between research and practice for child and adolescent disorders that most commonly co-occur with ASD, including anxiety and disruptive behaviors.

A7 Using the Function Wheels System to Address Challenging Behaviors • ASHA BACB • SW

Meghan Warager, M.A.,BCBA, Function Wheels

This workshop will present the Function Wheels research-based system that may allow school personnel to efficiently identify the function of student behavior. General evidence-based interventions will also be discussed that may prevent inadvertently reinforcing unwanted behaviors in school and agency settings. The Function Wheels system is intended to enable those working in inclusionary settings to identify functions of behavior: access to attention, tangible objects, escape from unwanted demands/situations, and automatic reinforcement. Small group vignette analysis will give participants the opportunity to use the system to identify functions and select potential intervention strategies.

A8 • Working with Families: Ethics and Challenges • ASHA • BACB 

Marlene Brown, M.S., BCBA, Maria Arnold, M.Ed., BCBA, and Debra Paone, Ph.D., BCBA-D; Rutgers University, Douglass Developmental Disabilities Center

Targeting professional development for staff providing services to learners in home-based and community-based settings is essential for effective programming and generalization of acquired skills. It is more likely that these programs will be successful when the team establishes an effective parent-professional partnership. The key components of this partnership will be discussed: training parents using empirically-based procedures, addressing barriers to treatment adherence, following ethical and legal guidelines, and addressing potential ethical dilemmas. The presenters will highlight specific ethical challenges that may arise when working in the home-based setting and provide strategies to navigate them.

A9 Coaching Employees Using Telehealth Technology BACB

Brett DiNovi, M.A., BCBA and Stefanie Perrin, M.S.Ed., BCBA; Brett DiNovi & Associates
This workshop will explore unique ways of coaching and motivating employees to increase engagement with learners through the use of telehealth technology. The use of organizational behavior management (OBM) addresses some of the critical challenges behavior analysts, behavior technicians, and family members face when transitioning learners into community settings for leisure activities. Another key challenge addressed is fading the presence of the clinician and transferring stimulus control so that family members can implement strategies in the absence of the professionals. Ways to secure cameras and Bluetooth technology so the behavior analyst can observe unobtrusively, the use of performance management to coach employees to maintain peak levels of staff performance, and the future implications of telehealth in the field of ABA will all be discussed.

A10  Evaluating Research in the Field of AAC: Shouldas, Oughtas, and Actuals • ASHA  BACB

Andy Bondy, Ph.D. and Lori Frost, M.S., CCC-SLP; Pyramid Educational Consultants
The field of Augmentative and Alternative Communication (AAC) has seen an explosion of publications regarding the use of Speech Generating Devices (SGD). This may be associated with serious issues of quality which may undermine assurance in construct validity and related factors. This workshop will review many of the conditions that should be included in research involving AAC--whether low/no tech such as PECS choice boards or high tech involving various SGDs. These factors involve basic issues of research design, presence of bias, and experimental control over key conditions. We will then review a sample of recent publications according to these criteria and suggest direct and often simple types of experimental control that would augment our understanding of how best to help children who display difficulties in acquiring functional communication skills.

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Lunch & Learns
12:20pm to 1:20pm

Three abbreviated sessions will be held each day for 60 minutes of the lunch break. No CEUs will be offered. Bring your boxed lunch and join us! 

L1 • Dare to be Different: My Story

Eric Zimmerman, A+, FACHT, The Buddy Project

Despite living with autism, I have defied critics of my abilities and helped others overcome their struggles. I will discuss how my work with my self-founded nonprofit, The Buddy Project, can help people with special needs receive technology that may unlock some of the everyday barriers they face. Dare to be Different is also the name of my recently published book wherein I talk candidly about life experiences, struggles, and joys. I plan to talk about these experiences in addition to my work with The Buddy Project, and I'll share how both my personal and professional experiences have shaped me to be the person I am today.

L2 • The Top 10 Things I’ve Learned as an Autism Parent
Eileen Shaklee, “Autism with a Side of Fries” blog

Join "Mama Fry" for a lighthearted look at how to address the challenges of parenting a child with autism in a world that is not always equipped for it. In this presentation, I will address how to navigate the educational system and advocate for your child even if you feel as if you fell into a bowl of alphabet soup of acronyms. I'll share my tips for taking your child out into the community, dining out, and going on vacation. I'll share my favorite stress-busting secrets to keep you from burning out and discuss how to find the funny in challenging situations. Let me be your wingman as I share my secrets on how to meet and connect with other Team Quirky families. A Q&A session will be included.

L3 • Buddhism and Behavior Analysis: Part III

Andy Bondy, Ph.D., Pyramid Educational Consultants

This session will continue our exploration of the interaction between behavior analysis and Buddhism from my personal perspective. We will look at several analogies from both Buddhist and Skinnerian perspectives. We will compare passages attributed to the Buddha to quotes from Skinner (as well as his analysis of verbal operants) to see what overlaps or contrasts. We will conduct exercises regarding meditation, relaxation, and "guided imagery" for fun or criticism--depending on your point of view! Our goal will be to see if combining perspectives might lead to actions that improve consultation, leadership, guidance, or related roles. This topic will be presented as an intellectual conversation about how we live our lives with no proselytizing nor promotion of a religious perspective. [You do not have to have attended previous years' sessions to benefit from this talk.]

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Session B
1:30pm to 2:45pm

B11 Understanding Fathers' Orientation to their Children's Autism Diagnosis • APA • ASHA • SW

Michael Hannon, Ph.D., Montclair State University & GETAC and LaChan Hannon, M.Ed., GETAC
Understanding autism’s influence on family systems is critical for adequate service provision. Fathers have been found to respond to their children’s needs differently than mothers for a range of reasons. Join us to discuss a proposed theory on how fathers orient themselves to their children’s autism diagnoses based on the presenters' original research. Participants will increase their understanding of the processes associated with fathers making sense of their children’s diagnoses and better appreciate how male socialization influences fathering practices among fathers of children with autism. There will be facilitated discussion about the findings' relevance for mental and behavioral health professionals, educators, and family members/partners of fathers of individuals with autism as well as fathers themselves.

B12 • The Top Ten Things You NEED To Know About Evaluations for Students with Autism • ASHA • SW

Maria McGinley, Esq., MST and Jacqueline DeVore, Esq.; Mayerson & Associates
This workshop will address concerns that both families and professionals have identified during the evaluation process and provide the skills needed to work collaboratively to meet the individual needs of students. For professionals, common concerns that may arise as a result of the evaluation process--whether they work for public schools or are private or independent evaluators--will be addressed. For parents, tools will be provided to determine what types of evaluations are needed and when; how to analyze those evaluations; what, if any, information or components are missing; and what steps they can take if they disagree with an evaluation. The presenters will explain how they dissect student evaluations from "the attorney perspective" as well as the impact that evaluations may have on a student’s educational program and on potential conflict between the family and the district.

B13 • Health Insurance and Autism

Elena Graziosi, M.Ed., Autism New Jersey
The financial cost of autism care can be high, especially for those with intensive needs. For some families, private insurance plans may offset the cost, but several factors impact whether autism-related services are covered. This workshop will review the types of plans that are required to cover the cost of autism-related therapy, describe what types of services are covered, and explain which state and federal regulations apply to various types of plans. In addition, consumers’ rights, such as appealing denials of medically necessary services, will be discussed.

B14 • Community Housing with Supports

Deborah Wehrlen, M.A., DTW Consulting Group and Maria Fischer, Esq., Hinkle, Fingles, Prior & Fischer

Recent national trends regarding service delivery for people with intellectual/developmental disabilities will have significant impacts on supportive housing. Statewide system changes are providing more options while placing more responsibilities upon the consumers making these decisions. The presenters will discuss how these trends will influence supportive housing in New Jersey. SHA's publication, The Journey to Community Housing with Supports describes a variety of housing models and will be referenced. The presenters will discuss how innovative elements can be incorporated into affordable housing in a variety of residential settings and how individual budgets can utilize multiple sources such as NJ Medicaid Waivers, state plan services, housing assistance and mainstream resources to fund housing and supportive services.

B15 How to use Behavior Management Strategies to Benefit the Whole Class • SW

Marissa Gynn-Ricafort, M.A., BCBA, Bergen County Special Services School District and Kelly Balon, M.A., BCBA, Manasquan Public Schools

Supporting students with autism in the general education classroom usually requires teachers to provide individual interventions to their students with disabilities. As a result, many teachers find inclusion to be a challenging and time-consuming endeavor. What if teachers could spend that time implementing strategies that could benefit every student in their classes? Through the use of group contingencies, the classroom as a whole has the potential to improve desired behavior. This workshop is aimed at providing teachers with classroom-wide interventions to address challenging behavior and to teach pro-social behavior. The main goal of this presentation is to show how including students with autism in the general education setting can be a more rewarding experience for everyone involved.

B16 Working Together: Effective Collaboration to Meet the Needs of Individuals with Autism • APA • ASHA BACB • SW

Mary Jane Weiss, Ph.D., BCBA-D and Jennifer Hilton, M.Ed., BCBA; Institute for Behavioral Studies, Endicott College

Effective collaboration is essential to client outcomes. When collaboration is successful, clients benefit maximally. Behavior analysts often work in teams with people from other disciplines who may hold different worldviews. Treatment consensus in such contexts may be difficult to achieve. However, behavior analysts must find ways to effectively coordinate treatments as it is in the clients’ best interests. In this workshop, we will describe strategies for working effectively in team contexts. Special attention will be paid to ethical considerations, unique skill sets across disciplines, and the importance of respectful interactions.

B17 Safety and Sexuality, Part 1 • APA • ASHA BACB • SW 

Bobbie Gallagher, M.A., BCBA, Autism Center for Educational Services

Research from the 1970s in the area of sexuality and individuals with ASD was conducted through interviews with parents and other caregivers. This research, along with media representation, has perpetuated the myth that individuals with ASD are not interested in sex or are asexual. More recent research acknowledges that individuals with ASD are no less interested in sex, however are often unaware of appropriate sexual interactions. Due to their learning styles and social deficits, they may be at risk for sexual abuse or incarceration due to inappropriate sexual activity in public or toward others. This workshop will review current research and provide correlations to the presenter’s caseload, highlighting areas of need when providing sex education to individuals with ASD.

B18  Starting an ABA Agency • APA • BACB

Kathy Matthews, Ph.D., BCBA-D, Faison Center

This tutorial will provide upcoming and existing practitioners with the key components often needed to run a successful business providing behavior analysis services to individuals with disabilities. Information will be provided on navigating state license and other regulations for clinical practices, business planning and budgeting, hiring and overseeing human resources, providing benefits and insurance, funding options, and measuring program outcomes. Participants will acquire information on the above components and receive access to a checklist for initiating this process.

Maximizing ABA Workshop Sponsor:
 

B19 • Promoting Independence and Successful Inclusion Through Systematic Use and Fading of Supports  APA • BACB

Amy Golden, M.S., BCBA and Michael Selbst, Ph.D., BCBA-D; Behavior Therapy Associates
School administrators and IEP teams make important decisions regarding individual student needs, corresponding class placements, and supports; schools frequently rely on hiring paraprofessionals to provide services for these students. This workshop will provide a discussion of criteria to consider when including students in less restrictive settings, determining if a 1:1 paraprofessional is appropriate, and the associated training of paraprofessional staff (including RBT certification). The presenters will discuss user-friendly ways to make data-based decisions and determine student needs across the day. The goal of increasing student independence will be emphasized by discussing ways to introduce and fade supports and to monitor progress.

B20 Utilizing Auditory Prompts to Evoke Socially Significant Behavior Change • APA • BACB

Joelle Lugo, M.Ed., BCBA, Lindsay Keker, M.A.T., BCBA, and Heather Francisco, Ed.M., BCBA; Freehold Township School District

For some students, traditional prompting topographies (such as verbal, gestural, and physical) may fail to evoke the targeted responses needed to contact reinforcement. This can limit the efficacy of teaching procedures and behavior interventions. Participants will be presented with two case studies which evaluate the use of a conditioned auditory stimulus as a response prompt to evoke socially valid responses from learners during Functional Communication Training and social initiation. The benefits of using a conditioned stimulus as a response prompt will also be examined, along with approaches to fading the prompt to increase independence and generalization. These procedures were utilized in a public school setting within a self-contained classroom and in the general education environment. Special education teachers, behavior analysts, related services personnel, and child study team members may all benefit from this workshop.


Session C
3:00pm to 4:15pm

C21NJ's Children's System of Care: Strength-based Partnering with Families • SW

Michele Brosman, parent; Andrea Burleigh, Atlantic Cape Family Support Organization; Tara Costantini, MSW, LSW, Cape Atlantic Integrated Network for Kids & Atlantic Cape Community College; Stacie MacLaughlin, MSW, LSW, Cape Atlantic Integrated Network for Kids and John Roy, MSW, Cape Atlantic I.N.K.
The Children’s System of Care (CSOC) within the NJ Department of Children and Families is the service delivery system for youth up to age 21 with developmental and intellectual disabilities This panel discussion will review CSOC’s guiding principles and explain eligibility and supports which may be available. The presenters will describe their collaborative systemic approach in partnering with youth and families living with intellectual and developmental challenges. You will hear one family’s perspective on how they were able to communicate their individual and family strengths and needs in negotiating with the systems to affect change for their family.

C22 Dependents with Special Needs: Making Their Future More Secure

Donald Brown, ChFC, CASL, LUTCF, MassMutual Tri State

This updated workshop will focus on what's important to caregivers: lifetime care and quality of life. Coordinating both the financial and legal issues facing families with special needs dependents such as avoiding disqualification from government services. The use of wills, trusts, benefits, and ABLE accounts to plan for the security of an individual with special needs in the most cost and tax efficient way will be explained. In addition, we will discuss how to prepare and enable a future guardian to best care for their dependent. If you have not done special needs planning for your child or have not updated past planning, this workshop is the ideal way to gain knowledge, obtain actionable takeaways, and enjoy learning answers to difficult planning questions.

C23 • An Open Forum on Accessing Adult Services

Maria Fischer, Esq. and Paul Prior, Esq.; Hinkle, Fingles, Prior & Fischer
This open question and answer session will be a guided conversation with participants regarding important information on applying for and accessing services for adults from the NJ Division of Developmental Disabilities. Caregivers will be provided with an understanding of how to obtain adult services, including day and residential services. Families will also learn about government programs which begin at age eighteen, including Supplemental Security Income, Social Security Disability Insurance, and Medicaid. Families will be given practical strategies to navigate this complex service delivery system and help them access and maximize services.

C24 • Broadening the Lens to Understand Autism’s Impact: Effects on the Family • APA • ASHA BACB • SW

Mary Jane Weiss, Ph.D., BCBA-D, Institute for Behavioral Studies, Endicott College and Leslie Newport, Psy.D., BCBA-D, private practice, & Endicott College

It is well known that autism influences the entire family and has profound effects on individual members of the family and on the family as a whole. This impact will be reviewed in light of what is known about stress, coping, and buffering variables. In addition, attention will be given to the ways in which family life and parental experience are altered when autism is a factor. Siblings’ experiences will be highlighted and will include both negative and positive effects. Effective strategies for partnering with families and delivering services with compassion will be discussed.

C25 • Social Skills Training Using Evidence-Based Practices  APA • ASHA • BACB • SW 

Michael Selbst, Ph.D., BCBA-D and Amy Golden, M.S., BCBA; Behavior Therapy Associates

Social skills, or Social Emotional Learning, is critical for individuals of all ages and functioning levels, including for successful interpersonal relationships, school performance, employment, independent living, self-esteem, emotional regulation, behavior control, and greater independent critical thinking. Participants will learn evidence-based, practical strategies to identify and target socially significant skills for successful social skills development. This includes assessment, identifying specific objectives, criterion for mastery, and ABA approaches to develop skills such as direct instruction, individualized programming, small-group, natural environment teaching, monitoring progress, fostering generalization across environments, parent training and collaboration, and peer modeling.

C26 • Another Talk about Schedule Following? How to Spice Things Up! • ASHA • BACB
Andy Bondy, Ph.D. and Lori Frost, M.S., CCC-SLP; Pyramid Educational Consultants

We all use a variety of visual strategies to cope with time management and the multiple commitments of our daily lives. Many behavioral strategies have been used to teach the skill sequence of “following” a schedule. However, many interventionists lose sight of the longterm goal: independent transitioning from activity to activity throughout the day. Learners can become dependent on prompts such as “Check your schedule” and therefore continue to rely on supervision to follow the schedule. The single column format implies a promise from the teacher to the student regarding the future. This workshop will offer a number of variations that reflect a more realistic future and the acquisition of skills necessary in a changing world. We will describe strategies for teaching independent schedule following, and participants may even be surprised to learn how we teach learners to accept the vicissitudes of life!

C27  Safety and Sexuality, Part 2 • APA • ASHA • BACB • SW 

Bobbie Gallagher, M.A., BCBA, Autism Center for Educational Services

Research from the 1970s in the area of sexuality and individuals with ASD was conducted through interviews with parents and other caregivers. This research, along with media representation, has perpetuated the myth that individuals with ASD are not interested in sex or are asexual. More recent research acknowledges that individuals with ASD are no less interested in sex, however are often unaware of appropriate sexual interactions. Due to their learning styles and social deficits, they may be at risk for sexual abuse or incarceration due to inappropriate sexual activity in public or toward others. Part 2 of this workshop will discuss strategies for interventions for healthy sexual activity and the ethical considerations of addressing sexuality with individuals with ASD.

C28  Ethical Practice for Behavior Analysts • APA • BACB

Kate Cerino Britton, Ed.D., BCBA and Erin Richard White, Ph.D., BCBA; Alpine Learning Group

Providing behavior analytic services in an ethical and professional manner is of upmost importance in our field. All BACB applicants, certificants, and registrants are required to adhere to the Behavior Analysts Certification Board’s® revised code of ethics called the Professional and Ethical Compliance Code for Behavior Analysts. This workshop will very briefly review the code and discuss how to use it to guide clinical practice. Identifying the difference between unprofessional behavior and unethical behavior will also be reviewed. Participants will work in small groups to discuss scenarios that are potential ethical guideline violations, and the facilitators will interactively review the written scenarios with each group. The target audience is Board Certified Behavior Analysts already familiar with the Code.

C29 • Measuring the Effectiveness of Parent Implementation of ABA Strategies • APA • ASHA • BACB  

Jacqueline Dobres, M.S., OTR/L, BCBA, Rutgers University, Douglass Developmental Disabilities Center

Effective parent training can lead to greater generalization of skills, the need for less direct therapy time, and better outcomes for the individuals we work with. Giving parents the tools to teach their children on a daily basis as activities and routines are naturally happening allows for more natural learning and greater carryover when therapy ends or decreases. Having a structured parent training program and a method for evaluating both the effectiveness of the parent training and the implementation of behavior principles by the parent are necessary components. Giving caregivers the confidence to navigate both simple direct instruction and natural environment training, along with behavior management strategies in the moment, are key to the overall success of the family.

C30 • Doing It Right: Maintaining the Treatment Integrity of Classroom Interventions • APA • BACB 

Kate Fiske, Ph.D., BCBA-D, Rutgers University, Douglass Developmental Disabilities Center and Stacy Lauderdale-Littin, Ph.D., BCBA-D, Monmouth University

Treatment integrity refers to the extent to which an intervention is implemented as intended. When working with individuals with ASD, treatment integrity can have a significant impact on outcomes in both skill acquisition and behavior reduction. This workshop will review the research on variables that may adversely impact treatment integrity, including characteristics of the treatment, consultant, consultee, and client. Notably, staff training is one of the most influential variables. Participants will learn the essential steps of providing performance feedback, a gold-standard staff training approach that has been tremendously effective in improving staff treatment integrity. However, given that classroom staffing and resources do not always promote the use of performance feedback, this workshop will also teach training methods that can be used to attain and maintain high integrity when resources are not ideal.

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Essential Skills and How to Teach Them: A Lifelong Perspective
 

 


AUTISM NEW JERSEY
500 Horizon Drive, Suite 530 Robbinsville, NJ 08691
Phone: 609.588.8200; 800.4.AUTISM | Fax: 609.588.8858
Email: information@autismnj.org

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