Resources
Alongside our Registered Behaviour Technician (RBT) training courses and Masters degress in ASD and ABA, we offer online resources to support our research and your learning.
2025 Webinar Series
The CBA2025 conference was held on Saturday (17 May 2205) in the Great Hall at Queen's. ProVice Chancellor Professor Ian Bruce welcomed the conference and CBA Director, Professor Karola Dillenburger, presented a brief history of the CBA.
In 2005, Prof Gina Green from San Diego, USA, received her Honorary Doctorate for pioneering work in autism. The conference celebrated the anniversary of this event. Dr Green was instrumental in establishing the Centre for Behaviour Analysis at Queen’s and has been an avid advocate and great supporter over the past 20 years. Dr Gina Green presented the keynote address at the CBA2025 conference.
Intensity and Outcomes in ABA Intervention
Speaker: Dr Gina Green
Studies conducted in several countries over nearly four decades have shown that there is a positive relation between the intensity of applied behavior analysis (ABA) intervention and the amount of improvement achieved by young children diagnosed with autism. In those studies, intervention was comprehensive (addressing multiple behaviors in multiple domains), and intensity was defined in terms of the number of hours of direct intervention children received each week for a sustained period of time. Some have asserted that intervention intensity has no bearing on child outcomes, or that low-intensity intervention is as effective as high-intensity intervention. Those assertions are based largely on a few studies and meta-analyses of selected research. This presentation compares that evidence with the evidence on intensive, comprehensive ABA intervention in terms of the quality and quantity of the underlying studies. Implications for families of children with autism, practitioners, and policymakers are discussed.
From Intention to Impact: OBM, Systems, and Adaptive Intelligence in Education
Speaker: Dr Paul Gavoni
Behavioral challenges in schools are on the rise, with issues ranging from social, emotional, and behavioral difficulties to bullying and the influence of harmful online content. Addressing these challenges requires strong leadership and well-designed systems that reinforce positive behaviors and create environments where both educators and students can thrive. Organizational Behavior Management (OBM) provides a science-based framework for reinforcing effective behaviors at every level—ensuring that classroom, school, and Education and Training Board (ETB) leaders have the tools to drive meaningful, lasting change.
Dr Paul Gavoni, from the Professional Crisis Management Association (PCMA) discussed his innovative concept of Adaptive Intelligence in the context of Organisational Behaviour Management (OBM) and education. Dr Paul Gavoni presented a keynote address at the CBA2025 conference at Queen's. Dr Gavoni's address was recorded only partially due to technical difficulties (click here). His ppt is available.
Personalized Treatment in Neurodevelopmental Disorders: Leveraging the Latest Toolbox of Neuroscience
Presenter: Dr. Alicja Puścian
Abstract:
Modern psychiatry is steadily moving towards individualized treatment for neurodevelopmental disorders by focusing on the unique symptoms presented by each patient rather than employing a one-size-fits-all approach. In doing so, it increasingly resembles the approach that Behavior Analysts have been implementing for years—albeit from the perspective of the internal workings of the brain. Moreover, recent neuroscience research has demonstrated that the same neuronal dysfunction can manifest in a variety of symptoms, while an identical symptom may arise from different biological causes. This insight underscores the importance of personalized therapy that considers the individual needs and specific context of each person experiencing behavioral deficits.
In this presentation, I will showcase experimental cutting-edge brain imaging and brain regulation techniques in animal models that have the potential to induce immediate behavioral changes. I aim to place these advances within a broader future context, highlighting how the integration of Behavior Analysis with Systems Neuroscience can enhance our understanding and application of therapeutic strategies. By merging these disciplines, a more refined conceptualization of the therapeutic potential inherent in personalized treatments can be achieved, ultimately paving the way for more effective interventions in the most severe cases of neurodevelopmental symptoms.
Bio
Dr. Alicja (Alka) Puścian is a Polish neuroscientist, science communicator, and social activist, currently affiliated with the Nencki Institute of the Polish Academy of Sciences. Her research explores the intricate relationship between the brain and behavior, with a focus on motivation, emotions, and the social influences on decision-making. Her interdisciplinary approach combines life sciences, behavior analysis, and advanced computational methods. She is a member of the Global Diversity Committee of the ALBA Network and an Ambassador for the Polish-U.S. Fulbright Commission.
February 2025 The Importance of Parent Training in Addressing the Needs of Families
Presenter: Dr Stephen Gallagher
Despite the rising numbers of children being diagnosed with Autism, and the fact that it is parents who carry the greatest burden of caring for their children, there has been little investment in effective parent training. Given the huge pressures facing statutory services, there is an urgent need for parents to learn practical skills that they can implement in their own home to improve quality of life for their child and family. It is generally acknowledged that early intervention is essential in addressing the needs of autistic children. Given limited resources it makes sense to educate parents as key persons in their child’s educational and health development. Research has shown that appropriate parent training in evidence-based practice benefits children’s developmental outcomes and reduces family stress. This seminar will focus on the steps we can put in place to help parents address their child’s needs effectively. Dr Stephen Gallagher BCBA-D, is a senior lecturer in behaviour analysis in the School of Psychology at Ulster University. He is also the chair person of the parent-led charity called Parents’ education as autism therapists (PEAT).
2024 Webinar Series
October 2024 Fluency based instruction in the classroom
Presenter: Rasmi Krippendorf
Abstract:
Precision Teaching and similar fluency-based methods not using Standard Celeration Charts, are being used mainly by special education teachers. By combining Precision Teaching with Peer Tutoring, it is possible to get this effective method into the classroom, to the benefit of students.
Bio: Rasmi Krippendorf (BA, MS, PhD-candidate, BCBA) is employed by the municipality of Asker, Norway as a BA systems coordinator, to work with deviant behaviors in children at the district's 100 kindergartens and 50 schools. He has 3 children of his own, a wife and a cat.
July 2024. Applied behaviour analysis: Why professional recognition is important
Presenter: Professor Karola Dillenburger BCBA-D
Keynote address delivered at International Conference on Global Education (ICOGE 2024) in Malaysia
The definition of Applied Behaviour Analysis (ABA) is based explicitly on the aim to enhance socially important behaviour. ABA has been used very successfully to support a wide ranges of different populations, including those in general education, on the autism spectrum, experiencing intellectual disability, and working in organisations. Yet, across the world only few countries officially recognise behaviour analysts legally as an approved profession. Without professional recognition and regulation, anyone can call themselves a "behaviour analyst" and service users are not protected adequately. This can lead to misunderstandings and malpractice. In this presentation, I will outline some of the issues involved in this discussion and outline the ethical imperative for behaviour analysts to be professionally regulated.
Professor Dillenburger is the Director of the Centre for Behaviour Analysis at Queen's University Belfast
June 2024. Neurodiversity: A Behaviour Analyst’s Perspective
Presenter: Michael Nicolosi BCBA
A neurodiversity movement (NDM) has gained momentum in the 2020s, mainly driven by autistic self-advocates. The main argument of the NDM is that neurodivergent people experience discrimination that is on par with the historical discrimination of other minority groups. In this paper, we propose a behaviour analyst’s perspective on the NDM, considering available evidence. We first explore the history and emergence of the concept of neurodiversity and its neurological as well as psychological basis. We consider its potential for generating what some consider a zero-sum game, in which one group makes all the gains potentially at the expense of another group. We finish with the suggestion that a win-win situation is possible if the focus shifts proactively on advocacy for all autistic persons, including those with very high support needs who often are not able to advocate actively for themselves and who tend to benefit greatly from evidence-based behaviour analytic interventions.
Michael Nicolosi is a PhD candidate in the School of Social Work & Social Science with Queen’s University in Belfast, and Director of ABA Services at Data Driven ABA (Switzerland).
23 May 2024. Celebrating International LGBT Pride Day 2024
Interrogating Our Assumptions: How Gender Training and the gender binary impact behavior analytic practice
Presenter: Gabriela Barrientos BCBA
Abstract
Behavior analysts are often ill prepared to build an affirming and inclusive supervision framework in the context of the current cultural and political climate. Shaping future behavior analysts to create an affirming environment for the LGBTQAI+ clients and colleagues remains a supervisory blind spot for many BCBAs. The event provides a learning opportunity for participants to understand LGBTQAI+ concepts and how to support their supervisees in unpacking their learning history and worldview which impacts how they view gender and the gender binary.
25 April 2024. Celebrating World Autism Awareness Month (WAAD) 2024:
Shaping Autism Care in the Czech Republic: Historical Perspectives and Political Influences
Presenter: Professor Karel Pančocha
Abstract
When behaviour analysis was beginning to gain popularity in the West, the Czech Republic was strongly influenced by Marxist ideology, resulting in its rejection of knowledge coming from there. In one example from a Czech journal at that time, Vláčil (1975) argued that the emergence of behaviourism was conditioned not only by the development of psychological theory, but more importantly by the broader social context and the historical situation in capitalist countries. As a result, theories developed in the region which diminished the importance of a man as a subject of history and, therefore, the importance of his consciousness. Even today, in the Czech professional circles, one can still encounter misunderstandings of the basic principles of behaviour or notions that behaviourists equate human beings with lower animals or automatic machines.
After the fall of the Iron Curtain in the early 1990s, Czech social sciences regained their independence and started to catch up with the rest of the developed world. The Czech Society of CBT was founded in 1991 and CBT is currently one of the mainstream approaches in the treatment of a wide range of psychological problems from anxiety and depression to eating disorders.
In contrast, behavioural interventions based on the principles of ABA, which focus on skill acquisition and development of adaptive behaviours in individuals with neurodevelopmental disabilities (ADHD, ASD) and intellectual disabilities, have remained unnoticed by the Czech professional communities until recently. Only in the last 30 years, have a range of approaches and intervention programs for children with behavioural needs, such as those with autism, emerged in the Czech Republic. Zuzana Žampachová (2014), one of the leading Czech specialists in ASD education, touted applied behaviour analysis and structured teaching to be the most effective strategies for teaching children with ASD.
However, currently the most widely used approach in the Czech educational system is structured teaching, which is said to be based on the child's current skill level and builds on structuring space and time and providing visual support in addition to individual approach. Čadilová and Žampachová (2012) pointed out that the Czech structured approach of teaching children with ASD is based on Ivar Lovaas' behaviour intervention program and Eric Schopler's structured teaching. However, in practice, until 2015, the use of services termed as “ABA” was extremely rare and mostly used only in home-based programs. One reason for this may be that ABA-based interventions should be delivered and supervised by well trained professionals - certified behaviour analysts, who were not available in the country until recently.
While in 2015 there were no certified behaviour analysts working in the country (Roll-Pettersson et al., 2020) and rare home-based programs were supervised from abroad, by 2020 there were already 40 self-identified behavioural practitioners (Kingsdorf & Pančocha, 2020). Along with the rising number of professionals, the country has seen an increase in the number of children receiving ABA based interventions at home or at early intervention centers. Several schools also started to incorporate principles of behaviour in their educational programs.
20 March 2024. Celebrating World Behavior Analysis Day 2024:
Empowering parents: Low-cost, parent-mediated early intervention for autism in countries where Applied Behavior Analysis is not officially recognized or supported
Presenters: Zuzanna Maštenová
Abstract
In countries where Applied Behavior Analysis (ABA) is not government-funded or supported by health insurance, accessing early intervention services for children with autism can be challenging. However, our work in Slovakia demonstrates the importance of low-cost parent-mediated interventions. In this presentation, we emphasize the pivotal role parents play in the treatment team and advocate for their integration into every intervention program for children with autism. Drawing on evidence-based approaches, we highlight the effectiveness of parent-mediated interventions particularly focusing on play based teaching in natural environments with emphasis on supporting early social and communication skills. We review various strategies and procedures for delivering comprehensive parent training and explore the advantages and disadvantages of parents assuming the role of therapists for their children with autism. Furthermore, we discuss a low-cost intervention model tailored for underdeveloped and underserviced regions, where government funding and insurance coverage for intensive behavioral interventions are lacking. By empowering parents and leveraging their involvement, we aim to expand access to quality autism treatment globally, irrespective of financial constraints.
Link to webinar https://youtu.be/_BAYBeDwJcM
15 February 2024
Using Organisational Behavior Management (OBM) to Improve Service Delivery
Presenters: Dr Paulie Gavoni
Abstract
One of the focuses of Behavior Analysts and providers consulting with and supporting Educational and Autism related programs should be to design strategies that accelerate and sustain good practice. As such, they must look beyond the behavior of the learners by broadening their focus to include systems and the behavior of the providers and leaders at the individual, group, and organizational level. This presentation will focus on the improvement of services through the lens of Organizational Behavior Management (OBM) as a means of creating meaningful behavior change by improving and developing processes and systems, closing gaps in staff performance, improving retention, and ultimately increasing learner achievement.
2023 Webinar Series
13 December 2023
Acting on Early Life Autism Signs
Presenters: Dr Meral Koldas & Dr Katerina Dounavi
Abstract
In this webinar, we will discuss early life development including key milestones to be reached by 18 months of life. We will describe the role of the environment in raising a happy child and how parents can best support development. We will also describe how to spot red flags and what to do if you have concerns around a child's development.
15 November 2023
Erken dönem otizm belirtileri haydi harekete geç [Acting on early life autism signs]
Presenters: Dr Meral Koldas & Dr Katerina Dounavi
Abstract
Bu online seminerinde, bebeklerin yaşamının ilk 18 aylık döneminde almaları gereken önemli kilometre taşları ve erken dönem gelişimi tartışacağız. Mutlu bir çocuk yetiştirmede çevrenin rolünü ve ebeveynlerin gelişimi en iyi şekilde nasıl destekleyebileceklerini anlatacağız. Ayrıca otizmin erken belirtilerini nasıl tespit edebileceğinizi ve çocuğun gelişimiyle ilgili endişeleriniz varsa ne yapmanız gerektiğini de açıklayacağız.
[In this webinar, we will discuss early life development including key milestones to be reached by 18 months of life. We will describe the role of the environment in raising a happy child and how parents can best support development. We will also describe how to spot red flags and what to do if you have concerns around a child's development.]
April/May 2023
Celebrating World Autism Awareness Month 2023
Applied Behaviour Analysis in the Ukraine
Presenter: Alla Moskalets, President of the Ukrainian Association of Behavior Analysts (UABA).
Abstract
In Mariupol, approximately 250 children with autism spectrum disorder (ASD), Down syndrome, attention deficit hyperactivity disorder (ADHD), and related intellectual and speech disabilities had received intensive ABA therapy, speech therapy, and sensory integration therapy between 2014 and 2022.
Until 2020, this was the only ABA center for all the Donetsk region. In 2015 new ABA center was opened in Kyiv.
Since February 2022, the center in Kyiv is closed and the center in Mariupol is totally destroyed. The director of these centers Alla Moskalets is planning to reopen the ABA centre in Kyiv.
23 March 2023
Celebrating World Behaviour Analysis Day 2023
Why Babies Look: Social referencing and its implications for children with special educational needs
Presenter: Dr Maithri Sivaraman
Abstract
An area of socialization that develops towards the end of the first year of life is social referencing, wherein infants when confronted with a novel or unusual event, look at an adult, and base their subsequent behaviour on the facial expression of the adult. Social referencing is a preverbal foundational skill that seems pivotal to the development of verbal behaviour, and social and emotional skills in children. In my talk, I will describe (a) what is known so far about social referencing, (b) offer insight into its development over the course of the first two years of life in neurotypical and neurodiverse children, and (c) discuss training strategies to facilitate social referencing in children. Finally, I will also lay out my roadmap to extend this research program and discuss implications for the present state of intervention services.
Link to Maithri Sivaraman video
6 March 2023
Understanding intraverbal control: how to teach generalised question answering and avoid discrimination errors
Presenter: Dr Francesca degli Espinosa
Abstract
Although an increasing number of single-case studies have focused on teaching language skills to children with autism using Skinner’s (1957) analysis of verbal behaviour in recent years, the majority have focused on establishing primary operants at the single-word level. Nevertheless, from two to three years of age, neurotypical children naturally demonstrate generalised and multiply-controlled verbal behaviour, including autoclitics: They are, for example, able to provide full-sentence answers to novel questions about ongoing and past events, to describe their own experiences, and to respond to a variety of Wh questions. The ability to discriminate questions is therefore one of the most fundamental listener and speaker skills, yet it is poorly understood and underappreciated by ABA curricula. A programme of instruction will be presented in which language objectives are organised along a continuum of increasing stimulus control complexity, and discussion provided on how best to move from teaching simple stimulus discriminations to mastery of complex verbal conditional discriminations. Special emphasis will be placed on the role of autoclitic frames and intraverbal control in teaching generalised question answering. The current presentation will focus on some recent research providing clinicians with a conceptually systematic framework for teaching complex and generalised verbal behaviour to children with autism based on a Skinnerian analysis of verbal stimulus control.
Link to Francesca degli Espinosa video
Link to published studies mentioned during webinar:
• Meleshkevich, Axe, & degli Espinosa (2021)
5th Conference of the Centre for Behaviour Analysis: Applied Behaviour Analysis: Meaningful inclusion in a changing world (2 Dec 2022)
#1 Keynote Address: ABA, Skills Teaching and Creating A Better Quality Of Life-Johnny's Story
Presenter: Jane McCready
Chair: Prof Karola Dillenburger
Abstract
Jane McCready is a parent campaigner and former UK-SBA board member. Her talk will focus on the 16 years of kind, effective ABA teaching her autistic and learning disabled son Johnny, now 19, has experienced: at home and in both mainstream and now a special ABA school. The skills he has learned have immeasurably improved his access to the fun and important parts of life, and indeed improved his health outcomes, as he also has two lifelong health conditions. Jane firmly believes that - without ABA - her son would now have a far poorer quality of life.
#2 Keynote Address: Better Living Through Use of Behavior Analytic Concepts: Multiple Powerful Options
Presenter: Dr Patrick Friman
Abstract
The core idea of behavior analysis is revolutionary in that attributes the source or cause of behavior not to the behaving person him or herself but to what has happened to that person up to the exhibition of the behavior. This is the most powerful idea ever invented by mankind for understanding, knowing, and dealing with human behavior, especially when it is a problem (because it seeks not to fix the blame but rather seeks to fix the problem instead). And virtually everything this idea touches improves. It has revolutionized approaches to habit disorders, incontinence, addictions, delinquency, and numerous other major concerns of our time. Still, the idea has only begun to be harnessed. Not only can it be used to improve the lives of clients in need, but it can also be used to improve the lives of their providers, and indeed the lives of all people. This talk will describe several options derived from behavior analysis the application of which could exert a powerful beneficial influence on everyday life.
Objectives
- Attendees will be able to describe the core idea of behavior analysis.
- Attendees will be to describe a way to use emotion to enhance persuasion.
- Attendees will be able to describe a way to prevent the misbehavior that often occurs following the imposition of aversive circumstances.
#3 Keynote Address: A Behavioral Systems Approach to Ethics Training and Supervision
Presenter: Dr Matthew Brodhead
Chair: Dr Katerina Dounavi
Abstract
Professional and ethical behaviors are critical for high quality care and consumer protection. By using behavioral systems, behavior analysts may increase the probability of employees engaging in professional and ethical behaviors. This presentation will survey the basic components of behavioral systems analysis (BSA) and how BSA may be used in practice to promote ethical behavior. Ultimately, this presentation aims to provide a pragmatic, solutions-oriented, and socially-valid approach to ethics that focuses on teaching employees “what to do” in certain situations, instead of using a punitive “how not to behave” approach for employee management.
Objectives:
- Participants will identify the six steps of behavioral systems analysis.
- Participants will describe an example of how to use behavioral systems analysis to improve ethical behavior during one-on-one supervision.
- Participants will describe an example of how to use behavioral systems analysis to improve ethical behavior during group supervision.
Link to Matthew Brodhead video
#4 Keynote Address: Living with Autism and Supporting Others Through ABA
Presenter: Armando Bernal
Chair: Dr Devon Ramey
Abstract
Autistic masking is an emerging research area that focuses on understanding the conscious or unconscious suppression of natural autistic responses. Hear from Armando Bernal, an autistic individual, as he describes the difficulty with participating in social experiences throughout his life as well as "fitting in" throughout his professional career. This explanation along with a Q&A afterward will delve deep into personal experiences as well as how ABA professionals can further promote independence and self-advocacy in their patients.
#1 Paper Session: Autism Spectrum Disorders
Chair: Smita Awasthi
Teaching socio-communicative behaviours in the context of play routines with caregivers
ELENA CLÓ, Katerina Dounavi, & Karola Dillenburger (Queen’s University Belfast)
The Treatment of Anxiety for Autistic Children with An Intellectual and Developmental Disability
MONICA MILLAR, Catherine Storey, & Nichola Booth (Queen’s University Belfast)
Teaching Complex Intraverbal Verbal Behavior to Three School-going Children with Autism
SMITA AWASTHI, Sridhar Aravamudhan, Tejashree Mujumdar, Anamma T. J., Anupama Jagdish (Behavior Momentum India)
The Exploration on the Combination of Hand-Gesture Cues and Applied Behaviour Analysis Principles to Improve Speech Intelligibility of Autistic Individuals: A Systematic Literature Review
RAHMA FARAH & Nichola Booth (Queen’s University Belfast)
Link to #1 Paper Session video
#2 Paper Session: Systems and culture
Chair: Michelle P. Kelly
ABA treatment and certification model of the Institute for Child Development (IWRD) in Gdansk, Poland
ANNA BUDZIŃSKA (Institute for Child Development, Poland)
Autism, Adolescent, and sexuality in the Arab World: Safeguarding through behaviour analysis
ASMAHAN SALEH & Karola Dillenburger (Queen’s University Belfast)
Evaluating Teachers’ Attitudes towards the Inclusion of Students with Intellectual and Developmental Disabilities in the United Arab Emirates
MICHELLE P. KELLY (Counseling, Special Education, and Neuroscience Department, Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates), Bryan Roche (Department of Psychology, National University of Ireland, Maynooth, Ireland), Ian Tyndall (Department of Psychology, University of Chichester, United Kingdom), & Khawla Barley (Special Olympics, United Arab Emirates)
A comparison of the efficacy of an asynchronous online learning platform and telehealth (synchronous) training for ABA practitioners
MERAL KOLDAS & Catherine Storey (Queen’s University Belfast)
Link to #2 Paper Session video
#3 Paper Session: Wide applications of behaviour analysis
Chair: Emma Delemere
Behaviour Analytic Strategies for Alzheimer's Disease: A Systematic Literature Review
KIRSTIN LEANNE BRADY (Queen’s University Belfast)
Serious Games for Energy Efficiency: Exploring the Role of Behaviour Analysis in the Development of the EVIDENT Serious Game
EMMA DELEMERE & Paul Liston (Centre of Innovative Human Systems, Trinity College Dublin)
Exploration of the relationship between curriculum and application of behaviour analysis
JASON LEAR & Joanne Hughes (Queen’s University Belfast)
Link to #3 Paper Session video
2022 Webinar Series
24 May 2022
Telehealth for training professionals and parents working with children with ASD in ABA
Presenters: Emma Craig & Jenny Ferguson
Abstract
There is a growing body of evidence supporting the use of telehealth to provide training in behaviour analytic interventions to parents and professionals and researchers have begun to focus on international demonstrations of this model. Given the recent changes to the BACB international credentialing and lockdowns imposed during the Covid-19 pandemic, this is a very pertinent area of research.
Two studies will be presented within this webinar. Firstly, Emma will discuss the effectiveness of brief functional analysis (FA) and functional communication training (FCT) delivered through telehealth. Interventionists were trained to fidelity using didactic training to implement a brief FA through support via live coaching from a BCBA. Upon identification of behaviour function, FCT training was implemented to target the decrease of elopement, aggression and disruption in children with ASD.
Secondly, Jenny will present her findings from her study designed to upskill parents, and provide them with methods to increase social communication behaviour across verbal operants. Two parent child dyads were trained to increase mand, tact and intraverbal behaviour during play. Parents displayed increases in fidelity for each strategy and viewed training favourably. Both children showed gains across verbal operants, as captured by a multiple baseline across behaviour design.
An overall discussion of advantages of ABA-based interventions delivered through telehealth will be offered alongside tips for implementation.
Link to Emma Craig and Jenny Ferguson video
April 2022
Celebrating World Autism Awareness Month 2022
Predicting outcome of Early Intensive Behavioural Interventions (EIBI)
Presenter: Svein Eikeseth
Abstract
Early intensive behavioral intervention (EIBI) is an empirically supported intervention which may improve cognitive and adaptive functioning for preschool children with autism spectrum disorders (ASD). However, there is a need to identify characteristics that may predict outcome. Previous research identified age at intake, level of intake adaptive and intellectual functioning, as well as treatment intensity as possible key predictors. This prospective study was designed to examine predictors of outcome after 12 months of intervention in 171 children with ASD. The children were enrolled in a community-based agency in Sweden. Predictors included are Age at Intake, Intake Adaptive Behavior (Vineland-II), Treatment Intensity, Treatment Quality and Treatment Acceptability. For Vineland Adaptive Behavior Composite (ABC) and all Vineland subscales (Communication, Social Skills, Daily Living Skills, Motor Skills and Maladaptive Behavior), higher intake scores predicted significantly higher outcome scores. Furthermore, younger Intake Age and higher Treatment Quality was associated with improved in some of the outcome variables. Treatment Quality improved over time, but children who received lower treatment quality initially tended to receive overall lower treatment quality. Children who received higher number of treatment hours also tended to receive better treatment quality. Parents and therapists scored Treatment Acceptability as very high, but Treatment Acceptability scores were independent of the children’s outcome scores. These findings add to our knowledge of possible predictors of outcome for children receiving EIBI.
March 2022
Celebrating World Behaviour Analysis Day 2022
Speaker Martha Hübner:
Verbal Behavior - 18 years of research: data and practical implications.
Event Description
The presentation will show that the verbal operant “autoclitic”, when presented as an antecedent condition of a response, may have persuasive effects upon it, altering the function of the verbal stimuli that accompanies them. The empirical base are eleven experiments, conducted at the Laboratory of Verbal Operants Studies (LEOV), under Prof Hübner’s coordination. A-B-A or Pre-Post Test designs are applied mainly. The participants were typical developing children and young university students.
The procedures always involved a baseline, where the frequency of a non-verbal response was observed. In experimental phases, one or more verbal manipulations were conducted, involving verbal antecedent stimuli with the autoclitic topography suggested by Skinner (1957), where one or more verbal responses, previously observed at baseline, were differentially reinforced.
After this, post-test measures were taken under similar conditions of those at baseline, verifying the reversion or not of the responses observed during baseline. The results in the majority of the studies indicated that the effects of the autoclitic verbal stimuli upon the non-verbal behavior were, in general, transient, more easily observed in children than in adults and with lower response cost.
Other parameters manipulated, such as the locus of the emission of verbal stimuli (the experimenter or the participant), the process that originated the emission of the autoclitic response (if instructed or shaped), if related to the announcement of positive or negative reinforcement did not show a great relevance. Under conditions where the emission of shaped autoclitic verbal stimuli did not show changes in the related nonverbal response, instructions announcing generalized reinforcers contingent upon the emission of planned response were effective. It was interpreted that the autoclitic is one more dimension of stimulus control, coherent with Schlinger’s analysis (1993) that says that, under certain conditions, it is an altering function stimulus.
Free CEU event
March 2022
Bowel movement difficulties encountered by children with and without autism and evidence-based treatment options for toilet training
Presenters: Nursel Ozkan Gonzalez
Abstract
Azrin and Foxx’s early studies in the 1970s have brought an effective behavioural approach on toilet training that has reached worldwide success. Today, Behavior Analysts working in the field of special education or education are often solicited to intervene on toilet training and related issues. Defecating difficulties or atypical defecation are frequent in the general population. Constipation alone is reported to be prevalent in around 34% of 4–11-year-olds, with 5% experiencing chronic constipation lasting more than 6 months. These difficulties can have a major impact on toilet training progress and on the quality of life of impacted children, adults and families. This webinar will cover different bowel movement issues that can be encountered, how to differentiate between them, the evidence-based behavioural treatment options that have been published and when to consider a multidisciplinary approach for a comprehensive medical-behavioural intervention package.
January 2022
Progressive ABA as it Relates to Individuals Diagnosed with Autism Spectrum Disorder: Recent Advancements in Research and Clinical Practice
Presenters: Dr Justin Leaf
Applied Behavior Analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this presentation we will argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive ABA approach, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD. We will provide the audience with data from recent studies on how Progressive ABA can be implemented to individuals diagnosed with ASD; as well as our findings in clinical practice.
2021 WEBINAR SERIES
December 2021
Introduction and Application of Behaviour Analysis in Sports, Health, and Fitness
Presenters: Wesley Lowery & Colleen Suzio (TeamABA)
The application of behavior analysis in sports, health, and fitness is an area of increasing interest in the field of applied behavior analysis (ABA). During this talk, the history of behavior analysis as it pertains to sports, health, and fitness will be reviewed. Additionally, the application of various behavior analytic principles and technologies will be conceptualized and discussed as to how our skill sets can be applied within health-related fields. Furthermore, components of precision teaching and precision coaching will be highlighted. This includes elements such as pinpointing sports behaviors and utilization of the Standard Celeration Chart (SCC).
November 2021
Relational Frame Theory: How do we assess these Repertoires
Presenters: Teresa Mulhern
Relational Frame Theory offers a useful framework for the facilitation of language and cognition and provides an exciting opportunity for practitioners to generate highly individualised language and cognition programs for their clients. The current talk focuses on the practicalities of assessing relational frame repertoires and considers how some of these skills may be established and strengthened.
October 2021
Series Trial-Based Functional Analysis: Advances in Assessing Challenging Behavior in Natural Contexts
Presenter: Dr. Mandy Rispoli
Behavioral interventions developed from a functional behavior assessment (FBA) are more likely to be effective than interventions that are not function related (Carr, 1994). Further, the quality and fidelity of FBAs are positively correlated with student educational outcomes including reduction in challenging behavior, increases in appropriate behavior, and improved academic performance (Cook et al., 2012). One well researched means of assessing challenging behavior is through a functional analysis (Hanley, Iwata, & McCord, 2003). However, traditional functional analysis may not be feasible in educational, home, or community settings. Trial based functional analysis (TBFA) is an alternative model that addresses many of the drawbacks of traditional functional analysis. TBFA allows for systematic assessments to be conducted by the individual’s teacher or family in educational, home, or community settings. Preparing caregivers to conduct systematic TBFA with fidelity is one means of increasing capacity to assess individuals’ challenging behaviors in natural contexts. The purpose of this session is to provide an overview of TBFA and to present new empirical evidence on the use of TBFA in educational settings. Data from single case design studies evaluating this model will be presented.
September 2021
The Long Road: Defending the rights of children on the autism spectrum for access to the science of ABA in the UK: in the community, the curriculum and the courtroom
Presenter: Lisa Blakemore-Brown
In this webinar I will be sharing some of my experiences as an educational psychologist within the world of SEN in the UK in relation to children with autism. The main focus will be on how ABA is understood/misunderstood across the UK and the consequent outcomes for children with autism. Unlike in the US and some parts of the Netherlands, ABA is not automatically provided following an ASD diagnosis. I will set out what is usually provided instead and give examples of typical parental experiences and what they need to do to prove their child needs ABA, if they consider that is the case. I will provide examples of how schools, Local Authorities and Tribunal panels respond when ABA is requested by parents; decision making in Tribunals and how Local Authorities and schools can react if ABA is ordered.
July 2021
Playful Interventions and Collateral Behavior Change for Children with Autism
Presenter: Dr Russell Lang
“Play is often talked about as if it were a relief from serious learning. But, for children play is serious learning. Play is really the work of childhood.” Selecting target behaviors is perhaps the most important step in providing effective behavioral intervention. In this webinar, we will discuss situations in which targeting play behaviors should be emphasized in behavioral intervention planning and how to consider typical development when developing play goals. Framed by results from systematic literature reviews and a series of single-case design studies, this one-hour webinar will argue that play skills represent a behavioral cusp that can lead to untargeted collateral behavior change, serve as a mediator for generalization, and provide a reinforcement-rich natural context for future intervention programming.
June 2021
Fear and Flexibility: Understanding and supporting young people with OCD and ASD from a behaviour analytic perspective
Presenter: Dr Evelyn Gould
OCD is a particularly debilitating and chronic condition that is often misdiagnosed, unrecognized, or ignored in individuals with ASD. Major challenges for practitioners include differentiating between the core features of ASD and OCD, and designing effective, function-based treatments. While Exposure with Response Prevention (ERP) represents the gold-standard treatment for OCD, Autistic individuals require individualized treatment modifications, greater focus on family support, programming for skills development, and prolonged generalization training and transition services. This talk will discuss evidence-based recommendations for the assessment and treatment of OCD from a behavior analytic perspective, and considerations for fostering long-term resilience, courage and flexibility in children and young people with ASD.
May 2021
Example Sequencing in Instruction: Beyond Reaching into the Bin
Presenter: Dr Janet Twyman
When we teach learners to discriminate triangle, circle, and square, we are teaching the concepts of triangle, circle, and square. To do this well, we must identify and present examples of the concept that illustrate both the critical and variable features. We will cover how to analyse stimuli on the basis of critical and variable attributes, and the sequence of stimuli presentation. Learning new concepts can be made easier or more difficult based on the order in which stimuli are introduced. Two critical design aspects of how to teach include delivering clear instructions (faultless communication) and sequencing and arranging examples and non-examples (juxtaposition). This webinar will describe the five principles of juxtaposition, demonstrate how they relate to sequencing and ordering examples in practice and can be used to maximize student learning, and discuss how they relate to current behaviour analytic practice.
April 2021
Celebrating World Autism Awareness Day (WAAD) 2021
Deserving Better: Supporting people’s rights to effective behavioural treatment
Presenter: Dr Catriona Martin Gower
The Care Quality Commission Report ‘Out of Sight - Who Cares?’ provides a harrowing insight into the way autistic people and those with a learning disability are 'impacted by system that views them, not as individuals, but as a condition or a collection of negative behaviours. The response to this has often been to restrain, seclude or segregate them.’ (CQC, 2020, pg. 3). It is our experience that limited insight into behaviour technology may often have worsened this condition - with poorly designed ‘behaviour' interventions leading to both the strengthening of maladaptive behaviours and the perception that ’nothing can be done’ to provide effective support. Thankfully - this is NOT the case. Compassionately designed, well-led and clinically supervised behavioural approaches play a key role in improving the lives of individuals who have otherwise slipped through the cracks. This talk will present examples of how behaviour analysis has been evidenced to support community-based placements for individuals labelled with severely complex and/or challenging behaviour, improving their quality of lives and protecting their rights to effective treatment.
Link to Catriona Martin Gower video
March 2021
Inaugural Webinar Celebration of World Behavior Analysis Day (WBAD) 2021
BF Skinner: Father
Presenter: Dr Julie Vargas
F. Skinner was not only a scientist, he was a parent. This talk gives examples of what Skinner was like as a father. He interacted with my sister and me as a parent, not as a scientist. Still, the positive principles he advocated show in how he behaved as a father.
SEMINARS
Is punishment an operation or a process? Implications for clinical behaviour analysis (CBA Seminar Series 2019/20)
Discrete Trial Teaching: An Opportunity for Multimedia (CBA Seminar Series 2018/19)
Very Early Intervention with Infants and Toddlers at Risk of Autism Spectrum Disorder (ASD)
(CBA Seminar Series 2017/18)
CONFERENCE TALKS
4th CBA/QUART Conference (2015) - Multidisciplinary work and autism
3rd QUART/CBA Conference (2013) Let me hear your voice: Autism and Politics.
Link to Edwin Poots video
Explains how Simple Steps training resource is used in Netherlands. Link to Jacqueline Schenk video
2nd CBA conference 2012: Launch of the Centre for Behaviour Analysis.
Prof. Carl Hugh is Professor and Head of School of Education and Human Development at the University of Bangor, Wales. His keynote address focused on teaching academic curriculum: Effective inclusion in mainstream classrooms. He discussed some of the key findings of behaviour analytic teaching methods, including Precision Teaching, in mainstream schools.
VIDEO MODELLING
Dr Angelika Anderson (BCBA-D) and Prof Dennis Moore (BCBA-D), Faculty of Education and Krongold Centre, Monash University, Australia (after 2019 at Waikato University, New Zealand) describe their research regarding video modelling.
Link to Angelika Anderson video
VERBAL BEHAVIOUR ANALYSIS
Dr Smita Awasthi (BCBA-D) is the founder and Director of Behavior Momentum, Bangalore, India. Dr Awasthi is a QUB Almuna and an internationally recognised autism expert, therapist and staff trainer.
1st CBA conference 2011 Evidence-based Interventions and Professional Certification.
Assistive technology and autism DOCTRID Conference. Hosted by the CBA, 2015
USEFUL RESOURCES AND VIDEOS
ADULTS WITH AUTISM: INCLUSION IN WORKPLACE AND COMMUNITY.
Presenter: Professor Karola Dillenburger
The exact prevalence of autism in adults is not known. For children, recent prevalence figures in USA and Europe vary between 2% and 3½%. Prevalence figures in India are not known.
The diagnostic process is a method of categorising clusters of behaviour. The diagnostic category ‘Autism’ is used when difficulties in social communication and repetitive, stereotypical behaviours are persistent and the person requires specific, substantial, or very substantial support. Over 75% of people diagnosed with autism have co-occurring learning disabilities or mental health issues.
Early and intensive behavioural interventions that are based on Applied Behaviour Analysis (ABA) lead to the best prognosis. With these interventions, progress can be achieved across the life-span by enhancing social, academic, and life skills and establishing strategies that reduce the need for challenging behaviours.
Over 60% of adults diagnosed with autism live with their aging parents who worry about the future of their sons and daughters. Yet, over 70% of these parents have not made plans for future care arrangements.
Adults diagnosed with autism have the same dreams and ambitions as anyone else. They may want to work, have relationships and become parents, yet over 85% of these adults are not employed in the open market. Friendships and relationships are often difficult for them to achieve and maintain while issues related to parenting, or having a parent diagnosed with autism, have only recently come into focus.
This talk will present research on issues that are important for adults diagnosed with autism themselves and those who support them, including futures planning and job coaching. Culturally sensitive issues, such as relationships and parenthood, will also be addressed.
Link to Adults with Autism video
Employing people with disabilities: From obligation to recognition
Presenter: Dr Helena Vad’urová (Masaryk University, Brno, Czech Republic)
The Special Education Needs Employment Links (SENEL) project is funded by the European Union’s Erasmus+ Key Action 2 programme. This co-operation for innovation and the exchange of good practices aims to help young people with SEND move successfully from vocational training (VET)and further education (FE) into employment.International educational institutions taking part in this project will produce and evaluate tools to support students with SEND as they move into employment. This collaborative project consortium is formed through the partnership working of eight different members. Stakeholders from England, Finland, the Czech Republic and Germany including one institution of higher education from each participating country, in conjunction with one national partner of differing organisational structures including VET/FE institutions, employers, NGOs and disability organisations.
Link to Helena Vad’urová video
WAAD 2019 Event Evidence and Policy: How to help families of children diagnosed with autism in Northern Ireland
Presenter: Prof Mickey Keenan BCBA-D; Ulster University
Currently in the USA, 44 States have introduced legislation to ensure that parents have access to Applied Behaviour Analysis (ABA) for the treatment of autism; hundreds of major companies have also made ABA available under their health insurance policies for workers. The supporting evidence to introduce this legislation will be outlined as well as the training standards for professionals trained in ABA. This information will provide a basis for contrasting how ABA is viewed in Northern Ireland and in the UK in general. I will show how misinformation by professionals with no training in ABA has resulted in misinformation influencing politicians charged with developing policy for helping families of children diagnosed with autism. Prof Mickey Keenan FBPsS BACB-D is a Fellow of the British Psychological Society and multi-ward winning Board Certified Behaviour Analyst-Doctoral; Award for Promoting Equality of Opportunity (British Psychological Society), Distinguished Community Fellowship (Ulster University), Personal Achievement Award (New York State Association for Behavior Analysis), Award for Public Service in Behavior Analysis (Society for Advancement of Behavior Analysis), Michael Hemmingway Award (Behavior Analysts Certification Board), Award for International Dissemination of Behavior Analysis (Society for the Advancement of Behavior Analysis), and first International Advocacy Award from Autism Speaks. He is the founder of the registered charity Parent’s Education as Autism Therapists (PEAT). He led the development of www.simplestepsautism.com
Link to Prof Mickey Keenan video
Science of Teaching
SCIENCE OF TEACHING offers a comprehensive guide for teachers, educators, and anyone else interested in human behaviour on how learning occurs at a biological and environmental level. What shapes our behaviour? How do our behaviours become reinforced? What are some useful techniques to help shape human behaviour towards acquiring new skills and behaviours? How do we measure human behaviour and what is the science behind teaching and learning? These are all questions which are addressed within this film. The film covers many sections ranging from the biological basis of learning, tools for educators, precision teaching and technology in the classroom. (Featuring Prof Karola Dillenburger, Director of Centre for Behaviour Analysis, QUB)
Link to Science of Teaching video
Employment of Adults with Disabilities (CBA 2014)
Lynnae Ruttledge, National Council on Disability, USA
Lynnae serves as a President Obama appointee to the National Council on Disability, that advises the President, Congress and other federal agencies on disability policy. She serves as a disability policy advisor to DOCTRID (Daughters of Charity, Technology Research into Disability) and Michigan State University. In 2013, Lynnae also served as a Presidential appointee to the 15-member US Senate Commission on Long Term Care. She is past Commissioner of the Rehabilitation Services Administration with the US Department of Education (2010 - 2012).
Link to Lynnae Ruttledge Video
Video by young person with autism: My experience with ABA
Eli Allen is a 20-year-old student with autism from USA
Eli is talking about his autism, his experience with early ABA based interventions and his therapist, Dr Bobby Newman BCBA-D. (www.room2grow.org). Eli recorded this video himself. He responded to questions drafted by Prof Dillenburger. The video is shown with his permission.
Video by girl with autism: My experience with ABA
Kayla is an 11- year old girl with autism from Australia.
Kayla speaks about her experience with ABA at a conference in Melbourne. Her talk followed a keynote address by Prof Dillenburger (seen at the beginning of the video). Her talk was prepared by Kayla and her parents. The video was taken by Kayla’s parents and is available with her and their permission.
Video by boy with autism: My experience with ABA
Cillian is a 13-year old boy diagnosed with autism from Northern Ireland
Cillian recorded this video as an introduction to an autism conference held in Belfast. He wrote the text he is reading himself. Cillian has given permission to show this video.
Video animation by teenager with autism. “Aspergers Video”
Andrew is a teenager with Aspergers and lives in Northern Ireland
This short video was produced, recorded, and edited by Andrew together with his friend. Andrew gave permission to share his work here.
Chief nourisher in life’s feast – A behavioural view of sleep through the lifespan. Workshop at CBA
Prof Neville Blampied (University of Canterbury, Christchurch, New Zealand) "Chief nourisher in life’s feast – A behavioural view of sleep through the lifespan"
In this talk Prof Blampied outlines the importance of sleep and how chronic settling difficulties and nightwaking is common in infancy, sleep disruptions can occur in childhood and especially adolescence, and insomnia is a major issue for adults. Beginning with the work of Bootzin and his Stimulus Control Theory of Adult Insomnia, a behavioural perspective has contributed in important but under-appreciated ways to understanding and treating sleep disturbances across the lifespan.
SIMPLE STEPS Multimedia training resource
SIMPLE STEPS is the multi-media resource for Applied Behaviour Analysis and Autism. SIMPLE STEPS was developed by parents and Board Certified Behaviour Analysts in Northern Ireland in collaboration with Ulster University and Queen’s University. It is available in 9 languages (English, German, Norwegian, Spanish, Italian, Icelandic, Swedish, Dutch, Portuguese, Czech). SIMPLE STEPS is owned and distributed by the Northern Ireland based charity Parents’ Education as Autism Therapists (www.peatni.com). Any proceeds are used to benefit families affected by autism.
You can find SIMPLE STEPS here www.simplestepsautism.com
Helping school-aged pupils with autism succeed in mainstream classrooms.
Prof Bill Heward (Ohio State University; co-author of Cooper, Heron and Heward, Applied Behavior Analysis)
This workshop addresses issues related to the question: What behavior changes produced by what techniques will accrue maximal success for students with autism spectrum disorders (ASD) in mainstream classrooms? This workshop examined research-based interventions that help students with ASD learn a number of skill sets that are considered critical for success in inclusive classrooms.
Early intervention for Autism Spectrum Disorder: Comparing international policies with developments in Northern Ireland. KESS, 2014
Prof Karola Dillenburger (QUB)
Autism Spectrum Disorder (ASD) affects about 2% of school children (approximately 5000 in Northern Ireland; Megaw, 2013). ASD is a pervasive neurodevelopmental condition with problems in building social relationships and very restricted interests When these children enter the labour market, only 15% of them find employment; a great loss to them and to society (Rosenblatt, 2008). The cost of autism per lifetime is estimated £2.7 billion per each year in the United Kingdom, and can rise to £1.23million per lifetime (Knapp et al 2009). There is strong, statistically significant evidence that early intensive behavioural-analytically based interventions can save fiscally, enhance the quality of life considerably and enable adults with autism to participate fully in an inclusive society (Orinstein et al., 2014). Internationally, the USA and Canada enact laws and policies to ensure that these scientifically validated, individually tailored, person-focussed interventions are offered to all those who need them, i.e., these interventions now are considered ‘medically as well as educationally necessary’ in most of North America. This presentation outlines the evidence on which international decisions are based and outline the implications of adopting similar policies for Northern Ireland.
[Policy Briefing] [KESS 2014 Presentation] [Video]
Preventing poverty and social exclusion for those affected by autism and their families. BASE Project. KESS, 2017
Prof Karola Dillenburger (QUB)
Autism rates in Northern Ireland are rising by 0.2 annually and now stand at 2.3% in the school population. The cost to society for autism is £34billion in the UK, more than cancer, strokes, and heart disease combined; 36% of this cost is for adult services. The NI government has invested heavily in autism diagnosis and autism services. However, services are still not meeting the needs of those directly affected by autism and their families; and there is a feeling that the money is not always spent wisely. A major study was funded by OFMDFM (2012-2016) to explore poverty and social exclusion of children and adults affected by autism and their families, and to make policy and practice recommendations. In this presentation we will present data from all 4 phases of this study: (1) A thorough literature review exposed gaps in service provision; (2) An adult population survey (NILTS autism module) identified levels of autism awareness and attitudes; (3) A comprehensive secondary data analysis of existing data banks exposed levels of poverty and deprivation; and, (4) Detailed qualitative data analysis looked at staff training and gave voice to those on the autism spectrum and their families. Data from the research will be reported and recommendations outlined, including making cost-savings.
[Policy Briefing] [KESS 2017 Presentation] [KESS video]
Evidence and Policy: How to help families of children diagnosed with autism in Northern Ireland, KESS, 2017
Prof Mickey Keenan BCBA-D (Ulster University)
Currently in the USA, 44 States have introduced legislation to ensure that parents have access to Applied Behaviour Analysis (ABA) for the treatment of autism; hundreds of major companies have also made ABA available under their health insurance policies for workers. The supporting evidence to introduce this legislation will be outlined as well as the training standards for professionals trained in ABA. This information will provide a basis for contrasting how ABA is viewed in Northern Ireland and in the UK in general. I will show how misinformation by professionals with no training in ABA has resulted in misinformation influencing politicians charged with developing policy for helping families of children diagnosed with autism (http://theconversation.com/science-that-could-improve-the-lives-of-people-with-autism-is-being-ignored-39951).
[Policy Briefing] [Presentation] [KESS 2017 video]
Behavioural Gerontology in Dementia Care.
Prof Mark Mathews (Emeritus Professor, Australia)
Prof Mathews outlines innovative ABA-based methods to support older adults with dementia in residential care. He describes how to reduce aggressive behaviours in resident with dementia, how to get her off medication, and how to prevent staff burn-out.
Addressing Challenged Behaviour. Workshop at CBA, 2012
Dr Bobby Newman BCBA-D
Bobby Newman (room2grow.com) is Past President of both, the Association for Science in Autism Treatment and the New York Association for Behavior Analysis. He is a renowned author of numerous books on ASD and in his hand-on approach to challenged behaviours he shows how to best address every-day issues.
Children diagnosed on the autism spectrum often are challenged by specific daily living tasks, such as eating and sleeping. These behaviors can be particularly tricky to address, as they often include both environmental and physiological components. A methodology for exploring these kinds of challenges as well as ways of addressing them will be provided.
Link to Bobby Newman workshop video
Sensory Issues. Workshop at CBA 2012
Dr Dana Reinecke BCBA-D
Dana is an award-winning trainer and teacher in ASD at the Sage Centre for Behaviour Analysis, New York. She addresses sensory issue and shows how to overcome barriers to learning. Dr Dana Reinecke BCBA-D is an award-winning trainer and teacher in ASD at the Sage Centre for Behaviour Analysis, New York.
Dana addresses sensory issue and shows how to overcome barriers to learning. Sensory issues commonly challenge individuals with autism spectrum disorders (ASD). She explores sensory-based coping strategies according to their functions. While some of these strategies may be described as sensory-seeking, others
may be described as sensory-avoidance. In both cases, individuals with ASD may experience physical discomfort and distress. We will explore ways to increase the individual’s success in coping with sensory issues and how to provide alternative sensory experiences that are more helpful to the individual with ASD.
Evidence based practice: Behaviour Analytic interventions in ASD
Prof Karola Dillenburger BCBA-D
This presentation outlines the evidence base for ABA-based interventions.
Link to Evidence based practice video