Conducting Skills Assessments: Getting Back to Analysis

Conducting Skills Assessments: Getting Back to Analysis

150.00

RECORDINGS TICKET. For anyone that wishes to watch the recordings of the 2-day event. Includes 14 BACB Type-II CEUs are included (must pass quiz), including 3.5 Ethics, and 3.5 Supervision. Once you purchase you'll receive an email within 24 hours granting you access until July 31, 2019. *Note that videos aren't hosted until 6/14/2019*

*Navigation Behavioral Consulting is an Approved Continuing Education (ACE) provider and the Behavior Analysis Certification Board (BACB) does not endorse this event. 

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What do you do when you need to assess a skill that isn't in a commercially packaged assessment? Or maybe the assessment you use just isn't quite as comprehensive as your learners require. We're bringing some of the best analysts into a 2-day workshop to help you hone in your assessment skills in an elbow-to-elbow collaborative environment. After observing a model of this process, you will work in small groups with the instructors to conduct mini-assessments, develop programs, and design the staff training process with personalized feedback from the workshop instructors. 

Oh, and did we mention this is fueled by NextGen? What that means is we'll be streaming and recording the conference. So you can attend remotely. More details about how that works are below. 

Fourteen (14) Type-2 BACB® CEUs will be available, including 3 ethics and 3 supervision.

*Navigation Behavioral Consulting is an Approved Continuing Education (ACE) provider and the Behavior Analysis Certification Board (BACB) does not endorse this event. 


Schedule

Day 1 - Thursday June 6th, 2019 

  • 8am - Check-in; Coffee, Meet the Presenters & Light Breakfast/Snacks

  • 8:45am - Introductory Remarks w/ RyanO

  • 9am-12pm - Morning Session w/ Justin Leaf

  • 12pm-1:30pm - Lunch on Own

  • 1:30pm-5pm -Afternoon Session w/ Justin Leaf

  • 6:30pm - Informal Networking and Social at Momac Brewing Co. (3228 Academy Ave, Portsmouth, VA 23703) 

Staff Training and Supervision for Behavioral Interventions for Children With Autism

Training and supervising staff to implement effective behavioral interventions for children diagnosed with autism spectrum disorder (ASD) requires effective techniques. This training can occur on a scale from one-on-one, group-based, all the way to large scale internship models. The purpose of this presentation is to present the audience with both clinical and empirical updates on the most effective ways to train staff to implement Progressive ABA as it relates to behavioral interventions for individuals diagnosed with ASD. The presenter will go over the historical research on staff training and supervision, current guidelines of staff training and supervision, current research on staff training and supervision, and the implementation of staff training and supervision in clinical practice. Throughout the presentation, the presenter will describe staff training and supervision within a progressive model of ABA and encourage the audience to adopt the progressive model within clinical practice. Finally, the presenter will provide some practical guidelines, so that the audience members can better train and supervise the staff they are working with.

Objectives

  1. Identify and describe the findings of at least three research studies on training and supervising staff.

  2. Identify 10 different approaches to effectively train and supervise staff to implement behavioral interventions to individuals diagnosed with ASD.

  3. Compare and contrast staff training in a progressive ABA model as compared to a conventional ABA Model.

Ethical Approaches to Teaching Social Skills for Individuals Diagnosed with Autism Spectrum Disorder 

Autism spectrum disorder (ASD) is characterized by deficits in social behavior, including, but not limited to, social communication, interaction, and reciprocity. To address these deficits, there are a myriad of social skills interventions available to the behavior analyst. Unfortunately, many of these interventions lack methodologically sound empirical support for their effectiveness, while others could be considered pseudoscientific and/or anti-scientific. Behavior analysts who provide or oversee these interventions have an ethical obligation to select and provide effective intervention. Therefore, it is essential for behavior analysts to have a firm understanding of effective social skills interventions as well as the skills necessary to identify social skills interventions that lack empirical support and may be ineffective or harmful. The purpose of this workshop is to introduce practicing behavior analysts to the empirical evidence of several popular social skills interventions, provide examples of how to identify and research potentially pseudoscientific interventions, and outline the importance of understanding the evidence and identification of pseudoscientific interventions as it relates to ethical obligations to clients. 

Objectives

  1. Identify and describe several evidence-based social skills interventions for individuals diagnosed with ASD

  2. Identify and describe at least two commonly used social skills interventions for individuals diagnosed with ASD that lack empirical support or align closely to a pseudoscience

  3. Describe the ethical implications of using social skills interventions that lack empirical support

Day 2 - Friday June 7th, 2019 

  • 8am - Check-in; Coffee, Meet the Presenters & Light Breakfast/Snacks

  • 9am-12:00pm - Morning Session w/ Megan Miller, Kathy Fox, & Amy Evans

  • 12pm-1:30pm - Lunch on Own

  • 1:30 pm-5pm -Afternoon Session w/ Megan Miller, Kathy Fox, & Amy Evans

Tidying up Your Intervention Process: Sparking Joy from Assessment to Treatment

This workshop provides hands-on training in conducting behavior analytic skills assessments, program development, and staff training using the science of behavior analysis and research from precision teaching. After observing a model of this process, attendees will work in small groups with the instructors to conduct mini-assessments, develop programs, and lay-out the staff training process with feedback from the workshop instructors.

Objectives

  1. Attendees will be able to explain and provide examples of component/composite analysis

  2. Attendees will be able to explain the importance of focusing on frequency of responding

  3. Attendees will be able to explain and provide examples of meta-level assessment

  4. Attendees will be able to explain and provide examples of conducting skills assessments without using commercially available assessments

  5. Attendees will be able to explain and provide examples of writing skill acquisition programs without using commercially available materials

  6. Attendees will be able to explain and provide examples of how to train staff on behavior analytic skills assessment"

Target Audience:

This is an advanced workshop. Ideal participants include:

  • Students of behavior analysis & RBT®s*

  • Board Certified Behavior Analysts® (BCBA®s, BCBA-D®s, & BCaBA®s)

  • Teachers and coaches that are in instructor or educational roles

  • Parents or recipients of behavior analytic services please email us prior, as this is a jargon-filled event**