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.
2022 Webinar Series
Celebrating World Autism Awareness Month 2022
Predicting outcome of Early Intensive Behavioural Interventions (EIBI)
Presenter: Svein Eikeseth
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.
Celebrating World Behaviour Analysis Day 2022
Speaker Martha Hübner:
Verbal Behavior - 18 years of research: data and practical implications.
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
Bowel movement difficulties encountered by children with and without autism and evidence-based treatment options for toilet training
Presenters: Nursel Ozkan Gonzalez
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.
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
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).
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.
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.
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.
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.
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.
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.
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.
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.
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)
Positive Behaviour Support: ABA in schools (CBA Seminar Series 2017/18)
Very Early Intervention with Infants and Toddlers at Risk of Autism Spectrum Disorder (ASD)
(CBA Seminar Series 2017/18)
Behavioural Insights into Autism: Lost in Translation? Inaugural Lecture (2016)
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.
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.
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.
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.
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
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)
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).
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.
Behavioural Insights into Autism: Lost in Translation? Inaugural Lecture (2016)
In this talk Prof Dillenburger outlines the international behavioural insights that have lead to the endorsement of ABA-based interventions in North America and asks the question why such endorsement has not yet permeated in Europe. She argues that new ideas are first ridiculed, then opposed and finally accepted as self-evident. She uses this process to present arguments for each of these phases.
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).
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.
'Behavioural Detectives': Practical case studies in dealing with challenging behaviours. Workshop at CBA
Dr Bobby Newman BCBA-D
Appropriate functional analysis can lead to a well-designed treatment plan that is effectively and consistently implemented. Practice in analyzing where and how challenges may arise and descriptions of how to address common errors in implementation are provided.
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.