Featuring:

Andy Bondy, Ph.D., Pyramid Educational Consultants, Inc.

Learning to use the Language of Emotions
B.F. Skinner provided an important guide to the analysis of language in his book, Verbal Behavior. In this book, he stresses the critical value to focusing on the function of various aspects of communication. His analysis includes a very interesting section on what he termed ‘private events’- that is, how do we learn to talk about things that happen inside of us? His insights into this process can be very helpful in designing effective lessons to help those with autism and related disabilities to describe their emotions as well as better respond to the emotional language of others. This talk will focus on Skinner’s analysis, review common strategies currently in use to teach these complex skills, and suggest ways to improve these lessons.

Why Be a Behavior Analyst?
Why be a behavior analyst today and not something else? Several examples will be presented of how behavior analysis is being used to improve the human experience in a variety of areas. As impressive as these accomplishments are, they pale in comparison to the potential of behavior analysis to help make the world a better place. Five reasons will be offered for why a person should be a behavior analyst and several actions recommended that behavior analysts, whether novices or experienced, can take to narrow the gap between the tremendous potential of behavior analysis and its limited impact to date.

The changing landscape for children and adolescents with autism spectrum disorders: how science is guiding treatment
Research on autism spectrum disorders continues to accumulate and inform parents, clinicians, and policy makers regarding type, intensity, and focus of treatment. We will review some of these findings and their implications for issues such as appropriate intervention targets, parent training, complex language and its relation to social functioning. The emphasis is on the practical implications of scientific findings that help support improved functioning for individuals with autism spectrum disorders.

What is Evidence?
The term ‘evidence based’ is in widespread use. But what, exactly, is evidence? The historical and cultural uses of the term will be examined, leading to a critical discussion of what should constitute evidence supporting a science of behavior. Implications for current controversies will be explored.

Perception, Expectancy, and Belief: Barriers to Measurement and Standards of Evidence
Applications of behavior science have resulted in tremendous gains across a range of human endeavors, especially with children with special needs. A quality education program is derived from a thorough understanding of behavior analysis, stresses individualization of student curriculum, and is continually evaluated and redesigned based upon learner performance. Effective teaching practices are derived from a science of behavior, with teachers continually measuring and evaluating progress towards successful educational outcomes. Critical components include observing, recording, and examining student behavior; a crucial tool is measurement. Reporting from observation alone renders the information subject to errors due to perceptual or memory constructions, misjudgments, or fallacies from expectancy and belief. This presentation will illustrate some of the bias inherent in observation alone, and will describe simple methods of measurement that engender objectivity, corroboration, promote standards of evidence.

Contact Rebekah at CCBS for group registrations. (978) 369-2227 ext. 3. Download MS Excel Spreadsheet for group registration.

Cancellation Policy: If you are unable to attend, you are welcome to send a substitute. Written cancellations received on or before March 15, 2009 will be accepted, minus a $15 cancellation fee.

BACB® CEs The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 7 CE units for this conference.

This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).

As the credentialing entity in developmental disabilities nursing certification, the Developmental Disabilities Nurses Association does hereby approve this offering for 6 contact hours of continuing education for Developmental Disabilities Nursing Certification.