Posts Categorized: Annual Conference

Break-Out Sessions


Gross Motor Skills: Play or Work? How to Make Working on Motor Skills Fun

Friday 11:00-11:50 am, Room 121

Shannon Dieringer, Ph.D.

Children with autism spectrum disorders (ASD) often present deficits in gross motor skill development (e.g., throwing, kicking, jumping, and skipping). However, these deficits are often left unaddressed until the child enters school (kindergarten). In order to address such deficits, it’s important to intervene early. This presentation will showcase several child-centered movement activities for children with ASD to practice gross motor skills and promote skill development.

Regulating the Use of Behavioral Procedures

Friday 11:00-11:50 am, Room 122

Qusayy Godbolt, Ph.D., BCBA-D, Jay Schulz, M.S., BCBA, Bob Ryan, M.S., BCBA

In some cases, inappropriate behaviors of the people we serve may have to be met with procedures that are considered intrusive and/or punishing. Use of these procedures should be reviewed and monitored by qualified practitioners and a system set up for this purpose.

Recent Applications of Behavioral Interventions Across Educational Settings

Friday 1:00-1:50 pm, Room 121

Matthew Brodhead, Ph.D., BCBA-D, Oliver Wendt, Ph.D., Mandy Rispoli, Ph.D., BCBA-D

This symposium will describe three studies that evaluated behavioral interventions in educational settings for children with autism. The first study will describe trial-based functional analysis methodology, along with recent research supporting its effectiveness in classrooms. The second study will discuss how to combine mobile augmentative and alternative communication technologies with behavioral instruction. The third study will describe an evaluation of an electronic visual activity schedule to teach varied application play and engagement on an iPad.

Individualized Intervention– The Untapped Potential of Procedural Flowcharts and Formulas

Friday 1:00-1:50 pm, Room 122

Vincent LaMarca, BCBA

What is the best procedure to use with a particular child? What’s the difference between procedure A and B? Why does a procedure work? The use of procedural flowcharts and formulas can answer these questions in ways our current use of texts and graphs cannot. Participants will evaluate a systematic use of procedural flowcharts and formulas that has the potential to vastly improve the ability of behavior analysts to provide individualized interventions.

Eye Tracking and Autism: Reduced Preference for Social Stimuli in Girls

Friday 2:00-2:50 pm, Room 121

Rebecca Shaffer, Ph.D., HSPP, Ernest Pedapati, MD, Craig Erickson, MD

Eye-tracking technology advancements have quantified social-processing abnormalities in individuals with autism spectrum disorder (ASD) with increasingly sophisticated stimulus presentation. A preference measurement between two stimuli is one method of investigating social-processing in autism. An eye-tracking task was designed to investigate the salience of social interaction scenes compared to non-social stimuli in youth (ages 5-17) with ASD and age-matched typically developing controls (TDC.) A wider range and more diverse functioning levels were included in the study compared to typical eye-tracking research populations. Videos of toddlers playing (SS) versus geometric moving shapes were presented. ASD participants demonstrated reduced preference for SS when shapes were presented. ASD participants demonstrated reduced preference for SS when compared to TDC. Post-hoc analyses indicated that a group and gender interaction was present with females with ASD having significantly reduced viewing preference of the SS compared to the TDC females and all males. Licensure of Behavior Analysts: An Overview of the Current Climate

Friday 2:00-2:50 pm, Room 122

Ann Baloski, M.A., BCBA, Vincent LaMarca, BCBA

This session will provide information regarding licensure of Behavior Analysts across the nation and here in Indiana. We will look at national trends and provide insights from the APBA and the BACB. We will discuss how a unified voice and collaboration with stakeholders are the keys to good legislative efforts.

InPEAT– Year 1: A Case Study of Trans-Organization System to Solve a Common Problem

Friday 3:00-3:50 pm, Room 121

Mary Rosswurm, MBA, Devon Sundberg, M.S., BCBA

With this presentation you will gain an understanding of the “tragedy of commons” metaphor wherein individuals acting accordingly on behalf of their own self-interest behave contrary to the best interests of the whole group by depleting some common resource. We will define and give understanding of a Trans-Organization System (TS) and Trans-Organization Development (TD) including the four phases of the TD process. Additionally we will describe how a TS can be used to solve meta-problems of social and environmental sustainability within communities such as Indiana’s ABA provider group. This is a great presentation for those who would like to know why InPEAT was formed and how it has evolved from an idea to a successful member organization. We will share past successes, efforts, and future goals of InPEAT.

Praise Research Trends: Characteristics and Teacher Training

Friday 3:00-3:50 pm, Room 122 Meg Floress, Ph.D., NCSP, Kari Meyers, B.S., Shelby Beschta, B.A.

The purpose of this paper is to examine the different praise characteristics and praise training methods that have been studied. Thirty research studies were identified and our findings suggest: a) that teacher praise research is on the rise; b) physical, written, public, and private praise are studied least frequently; c) and the majority of research studies have examined multi-method training approaches. Specific praise characteristics, training methods, and implications for future research are presented.




Increasing School Capacity to Serve Children with ASD Through Web-Based Supports

Saturday 9:30-10:20 am, Room 121

Alison Labrie, Ph.D., BCBA, Susan Wilczynski, Ph.D., BCBA-D, Kim Zoder-Martell, Ph.D., HSPP, BCBA-D, Kristine David, M.A.

Web-based consultation and training offer a potentially revolutionary means of supporting teachers in remote, under-resourced schools. This presentation will examine the results of a recent nation-wide study, which sought to determine if web-based training and/or web-based consultation (coaching and feedback) resulted in increased teacher knowledge acquisition, teacher satisfaction, and accurate treatment delivery to students on the autism spectrum.

A Behavior Analyst’s Guide to Evidenced-Based Speech-Language Therapy

Saturday 9:30-10:20 am, Room 122

Janine Shapiro, BCBA

Speech-language therapy practices should be guided exclusively upon scientifically gathered empirical evidence. However, for a variety of reasons that will be discussed, some speech-language pathologists engage in practices dismissed in the scientific literature. The purpose of this presentation is to showcase common speech-language pathology practices with strong empirical support and expose widespread therapy techniques with poor scientific backing.

Professional and Ethical Issues of Collaboration

Saturday 10:30-11:20 am, Room 121

Matthew T. Broadhead, Ph.D., BCBA-D

Professional and ethical behaviors are critical for effective collaboration with behavior analysts and interdisciplinary professionals. By using behavioral systems, behavior analysts may increase the probability of employees engaging in ethical and professional behaviors because systems may describe “what to do” instead of “what not to do” when faced with a professional or ethical issue. The purpose of this presentation is to outline two such systems that may be helpful during collaborative practices.

Keep Calm…and…BRT on!

Saturday 10:30-11:20 am, Room 122

Beth Roudebush, B.S., Beth Walker, BCaBA, Pamela Arles, BCaBA, Bob Ryan, M.S., BCBA

Behavior Relaxation Training (BRT) has been used to decrease anxiety in persons with disabilities who may also have limited communication repertoires. The outcome of persons with disabilities engaging in BRT is that they should produce a relaxation response, (i.e., a reduction in anxiety-like behaviors.) BRT literature review, steps in teaching BRT and case studies will be discussed.

The Effects of Habit Reversal Procedures to Reduce Toe Walking

Saturday 1:00-1:50, Room 121

Christina Weldy, MS, BCBA, Jennifer Elia, M.A., Heather Bocek, B.A.

Habit reversal procedures have been shown to be effective and replicable in over 25 years of research across many different habits and related behaviors (Miltenberger et al.,1998). There is little published research on effective procedures to decrease toe walking in children with autism. Toe walking may be socially stigmatizing and lead to adverse physical consequences (e.g., shortened Achilles tendon). Decreasing this behavior may lead to better ambulation, decreased chances of adverse physical effects, and greater social acceptance. The purpose of this pilot study was to evaluate a simplified habit reversal procedure on the frequency of toe walking in one participant across two settings.

Using Differential Reinforcement of Vocal Approximations and PECs to Increase the Frequency of Vocal Mands

Saturday 1:00-1:50 pm, Room 122

Leslie Trump, B.A., Jessi Mattke, M.A.

A 5 year old child diagnosed with ASD with a limited vocal repertoire was the subject of a two-part intervention to increase vocal mands. Frequency data was taken on vocalizations prior to intervening to compare to vocalizations during training. The intervention consisted of 30-minute periods in which vocal mands of 4 target items were differentially reinforced based on the level of the vocal approximation. Result was an increase in vocal mands and overall vocalizations.

Treatment of Rumination Using Differential Reinforcement of Incompatible Behaviors Plus Self-Awareness Training

Saturday 2:00-2:50 pm, Room 121

Jill Fodstad, Ph.D., HSPP, BCBA-D, Nicole Turygin, M.A.

Rumination is the regurgitation, rechewing, and reswallowing of digested food. Those with intellectual/developmental disabilities are the most at risk for rumination. We evaluated the effects of a novel treatment procedure, Differential Reinforcement of Incompatible Behavior + Self-Awareness Training, with a 10-year old typically developing child with rumination since infancy. The intervention significantly decreased her rumination and was rated as being socially valid. Results suggest that this may be an effective treatment for rumination.

Application of a Decision-Making Criterion for Training Special Education Teachers to Deliver Learn Units during Instruction

Saturday 2:00-2:50 pm, Room 122

Lauren Lestremau, Ph.D., BCBA-C, NCSP, Brittany Frey, M.Ed., BCBA, LBA Megan Boucher. M.A., BCBA, Erica Ranade, SSP, LBA, BCBA, NCSP, Stacey McIntyre, MA, BCBA

As teachers entering the special education field without the skills to implement instruction with Learn Units, teacher training must be conducted. Performance feedback minimally impacts staff trainer resources, but when this training procedure is ineffective, use of a more intensive training procedure such as Behavior Skills Training (BST) should be implemented. Therefore, this paper pilots use of a decision-making criterion to determine whether performance feedback or BST should be implemented to most efficiently train to mastery criterion.

Derived Relations and Student Learning

Saturday 3:00-3:50 pm, Room 121

Bob Ryan, BCBA, Christina Smith, M.S., BCBA, Alyssa Tolly, B.A.

Students could learn more if their instruction were outlined to produce derived relations. Teachers would not have to teach each contingency directly, they would teach a small but inclusive subset and be able to generate learning beyond the direct contingency.

Ethical Considerations Related to Transition Programming

Saturday, 3:00-3:50 pm, Room 122

Laura Bassette, Evette Simmons-Reed, Jennifer Cullen, Fritz Kruggel

Achieving the best outcomes for individuals with intellectual and developmental disabilities in adulthood begins with an early interdisciplinary teamwork including multiple types of activities. A coordinated approach plans for quality service delivery while balancing dignity of risk factors with program regulations. Ethical implications include programming for generalization focused on quality of life outcomes, strategies to ensure maintenance of natural contingencies, consideration of resources involved, and acknowledgement of the benefits to both the individual and society.

Head and shoulders photo of Doug Woods.

Invited Presenation: Doug Woods, Ph.D.

Comprehensive Behavioral Intervention for Tics 

Friday 3:00-3:50pm


Tourette Syndrome is a neurological condition consisting of multiple motor and vocal tics that are presumably due to failed inhibition within cortical-striatal-cortical motor pathways. In recent years, there has been a growing recognition among psychiatry and neurology about the utility of behavior therapy procedures in managing the symptoms of Tourette Syndrome in children and adults. Specifically, a Comprehensive Behavioral Intervention for Tics (CBIT), based on habit reversal has been developed and tested. The current talk will briefly review the empirical basis for the CBIT intervention, describe the treatment, and provide data on efficacy and dissemination of the intervention.

Understanding and Treating Trichotillomania 

Saturday 10:30-11:20am


Trichotillomania is much more common than once believed. Effective behavior therapies for these problems exist and recent research has clearly demonstrated that individuals in search of treatment are likely to seek the help of a psychologist or other therapist before any other profession. Unfortunately, data also suggests that a vast majority of mental health professionals do not understand these disorders and are not knowledgeable about available effective treatments. In the current talk Dr. Woods will describe a comprehensive behavioral method for understanding and treating trichotillomania. He will report preliminary results from a recently completed 5-year NIMH-funded clinical trial comparing behavior therapy to psychoeducation/supportive therapy.

Susan Wilczynski - Special Ed

Invited Presentation: Susan Wilczynski, Ph.D., BCBA-D

Evidence-based Practice of Applied Behavior Analysis: Where Science Meets Practice 

Friday 2:00-2:50pm


The evidence-based practice of applied behavior analysis involves the integration of the best available evidence gleaned from the literature with professional judgment and client values/context. The phrase “evidence-based practice” does not imply that practitioners should randomly select among treatments identified in evidence-based practice guidelines or systematic reviews. This presentation reviews each of the components of evidence-based practice but highlights the importance of client and contextual variables that should influence treatment selection. Behavior analytic literature focusing on client variables (e.g., medical conditions that may serve as motivating operations) and contextual variables (e.g., environmental and resource constraint) will be used to demonstrate why these variables are essential to effective clinical decision-making. Parental role in the determination of client and contextual variables will be given a prominent position in the discussion because the least effective intervention is the one that is never used. Parents must consider variables other than the level of empirical evidence support a given treatment. The recent results of the National Autism Center’s National Standards Project 2.0 will be briefly incorporated into the discussion in conjunction with a larger focus on providing appropriate behavior analytic services to clients on the spectrum.

Scope of Practice: Ethical Foundations and a Path to Move Forward 

Saturday 1:00-1:50pm

All fields of practice include in their ethical code a mandate for practitioners to provide services and supervision as well as to conduct research within the boundaries of their expertise. This presentation outlines the scope of practice provision of the new Professional and Ethical Compliance Code for Behavior Analysts that goes into effect in January, 2016. Practical application of this Code will be provided, with examples and non-examples offered to clarify “gray” areas in real world service, supervision, and research. The role this provision plays in a larger discussion about how third-party payers may enhance or restrict service delivery will be addressed. The importance of applying this expectation in the ethical code for the long-term benefits to both clients and our own field will be underscored.


Invited Presentation: Jonathan Tarbox, Ph. D., BCBA-D

Arrogance in Behavior Analysis 

Friday 1:00-1:50pm


Behavior analysis is a highly specialized discipline, with unique cultural practices, including rites of passage, values statements, and almost-religiously-held beliefs and rules. The way that we behavior analysts talk about ourselves and our field, and the relative value of our field in comparison to others, is one such cultural practice. In many respects, behavior analysis is superior to other disciplines. In particular, the conceptual foundation of behavior analysis is more scientifically rigorous than many other disciplines. In addition, the treatment effects obtained by applied behavior analytic treatments are more robust and more empirically supported than those of many other disciplines. Being aware of and standing up for the many strengths and virtues of the field of behavior analysis is important. However, as a group, we tend to foster a sense of arrogance or superiority that has many potential negative side effects. This presentation will describe what we believe is a systemic problem in the behavior analytic culture and will provide practical suggestions for how we might make behavior analysts better at respecting and interacting with others. Actively valuing others and being respectful of others is not merely an ethical imperative. We will argue that behavior analysts “playing nicely” with others (or failing to) has very serious practical consequences for the health and vitality of the discipline of behavior analysis, particularly with respect to the field’s ability to affect change on a broader, more mainstream level. Practical suggestions will be made for how to train current and future generations of behavior analysts to be more effective in their interactions with those outside of the discipline, while simultaneously maintaining hardcore behavioral philosophical, scientific, and practical repertoires.


Behavioral Approaches to Teaching “Executive Function” Skills to Children with Autism 

Saturday, 9:30-10:20am


The term “executive function” (EF) refers to a broad class of putative brain functions, primarily studied by researchers from cognitive, developmental, and neuropsychologi-cal branches of psychology. The term EF generally includes such cognitive functions as working memory, attention, self-regulation, rule acquisition, planning, and problem-solving. The various executive func-tions are said to be the ways in which the brain controls and directs goal-oriented behavior. Most EF terms refer to mentalistic hypothetical causal constructs and are, therefore, not useful as causal expla-nations, in themselves. It is no surprise, then, that the science of behavior analysis has generally ig-nored EF. However, all situations in which EF is said to be at work involve people behaving in relation to environmental events, so it follows that EF always involves behavior. In various conceptual writings, Skinner discussed such topics as self-control, self-awareness, and consciousness of one’s behavior. We will argue that most EF involves such repertoires. Furthermore, most such circumstances are terribly important to successful daily functioning. Individuals with autism have documented EF deficits and yet very little research has been published on addressing these deficits. This presentation will present a preliminary behavioral conceptual analysis of EF and review data from a few recent studies that have attempted to teach EF skills, including working memory, self-monitoring, and problem solving.


Invited Presentation: Jennifer Zarcone, Ph.D., BCBA-D

Analyzing Behavioral Phenotypes: Research in Prader-Willi Syndrome

A behavioral phenotype is the characteristic cognitive, personality, behavioral and psychiatric pattern that typifies a disorder. A number of genetic syndromes associated with developmental disabilities can be characterized as having a behavioral phenotype that may hold the key not only to early diagnosis but to more effective treatments at an earlier age. Individuals with the genetic disorder Prader-Willi Syndrome (PWS) have a fairly clear behavioral phenotype with associated behaviors that often require intervention: food seeking and stealing often leading to obesity, cognitive delays, behavior issues, and possibly increased likelihood for comorbid disorders. In this presentation, the genetic and behavioral characteristics of PWS will be described as well as some of the recent research leading to treatment for both excessive appetite and problem behavior.

Clarification: RBT Ethics Training

We are extremely excited about the number of people already registered for the Annual Conference! This will likely be our highest attendance to date!

We are also pleased to be offering the ethics and professional conduct portion of the BACB’s Registered Behavior Technician credential. To clarify: this training is being provided for behavior technicians (paraprofessionals who work under the supervision of a BCBA or BCaBA) as part of the RBT credential. The session is not a “train-the-trainer” sessions and is not targeted for Board Certified Behavior Analysts seeking CEUs to provide RBT training. Thank you, and as always, feel free to contact us via our Contact page with questions.


Last Day to Register Online!

A quick reminder: online registration deadline has been extended to today! Visit our event page to register now!

Forget or unable to register online? No problem. There are designated registration times each morning of the conference. Registering online simply means less paperwork when you arrive, and is the easiest way to claim your spot at the Saturday morning breakfast roundtable discussion with our speakers and colleagues. Remember, attendance at the roundtable discussion is limited to the first 54 guests that RSVP and seats are filling quickly!

Invited Speaker- Dr. Susan Schneider


“The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World.”

Dr. Susan M. Schneider

Actions have consequences–and being able to learn from them revolutionized life on earth. Consequences are everywhere, influencing everything from the humblest flatworms to our most impressive human accomplishments. The science of consequences–operant learning, that is–has incorporated their important role in nature-and-nurture while producing applications across the board, from everyday life to our biggest societal challenges. Taking an inclusive interdisciplinary “systems approach,” this talk will summarize how something so deceptively simple can help make sense of so much. The potpourri of topics will include the generality of these operant principles, their evolution and biological context, their role in language development, and a representative sampling of their applications.

Behavior analyst and biopsychologist Susan Schneider recently published a book for the public:  The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World (  Authorunnamed in addition of numerous research and theoretical articles and book chapters, she was an Ivy League fellowship winner in engineering (Brown M.S.) who became a friend of B. F. Skinner, served in the Peace Corps, and then transitioned into psychology
(University of Kansas Ph.D.).  A research pioneer, she was the first to apply the generalized matching law to sequences and to demonstrate operant generalization and matching in neonates.  She’s proposed a mathematical model for sequence choice, and her publications also cover the history and philosophy of behavior analysis and the neglected method of sequential analysis.  Schneider has championed the inclusive “systems” approach to nature nurture relations, culminating in reviews in the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, and she has served on the editorial boards for both of those journals.  Her book summarizes the field of operant behavior, its larger nature-nurture context, and its broad range of applications, and it was a selection of the Scientific American Book Club.

Keynote Speaker- Dr. Jon Bailey

Bailey,Jon JB-headshot

“Real World Ethical Problems: Conflicts, Clashes, and Inevitable Consequences”
Jon S. Bailey, PhD, BCBA-D

 Florida State University

For many, ethics is the philosophical study of right and wrong conduct, but for those of us who live in the real world our frame of reference is closer to applied ethics. This involves the question of what a client, advocate, or professional is obligated to do under specific situations. Our new BACB “Ethical Compliance Codes” provides us with seemingly specific requirements for ethical conduct but as an antecedent the code alone will not be sufficient. Under the code behavior analysts are required to monitor other professionals and to raise questions when we feel that some aspect of the code as been breached.  I am frequently called upon to assist in complex cases where behavior analysts find themselves in an ethical dilemma but do not know the right thing to do. I see several trends in ethical conflicts and clashes between behavior analysts and their employer, their clients and their colleagues.  In this presentation I will describe some of those trends in real-world ethical challenges and provide case studies with examples of resolutions.


Jon Bailey received his PhD from the University of Kansas in 1970; Mont Wolf was his mentor and major professor. He has been on the faculty in the Department of Psychology at FSU since that time and is now semi-retired as Professor Emeritus of Psychology. He is Director of the FSU Panama City, Master’s Program in Psychology with a Specialty in Applied Behavior Analysis. He is a Fellow of ABAI and APA.Jon is Secretary/Treasurer and Media Coordinator of the Florida Association for Behavior Analysis, which he founded in 1980; he has published over 100 peer-reviewed articles, is a past-Editor of JABA and is co-author of seven books including his most recent: Performance Management: Changing Behavior that Drives Organizational Effectiveness, due out in 2014, with Dr. Aubrey Daniels. Other recent books include: Ethics for Behavior Analysts, 2nd Expanded Edition published in 2011 and 25 Essential Skills for Behavior Analysts, in 2010 with Dr. Mary Burch. Jon received the Distinguished Service to Behavior Analysis Award, May 2005, from SABA and both the APA Division 25, Fred S. Keller Behavioral Education Award and the University of Kansas Applied Behavioral Science Distinguished Alumni Award in 2012. He was an Expert Witness in the 2012 US District Court case of K.G. vs. Dudek where the Federal Judge ruled, “ABA is ‘medically necessary’ and is not ‘experimental’ as defined under Florida administrative law and federal law.” He will receive the APA Division 25 Distinguished Contribution to Applied Behavior Analysis Award in August 2014.

HABA Announces Dates for 6th Annual Conference

The committee for Hoosier Association for Behavior Analysis’ Annual Conference has concluded and is announcing OCTOBER 17th and 18th, 2014 as the official dates for HABA’s 6th Annual Conference.  The Annual Conference will be held in the Indiana Convention Center, downtown Indianapolis.  Don’t miss terrific opportunities to network with others in the field, experience information presented by nationally renowned speakers, and obtain valuable CEUs.  Hotel accommodations and information on how and where to register will be coming soon!