POPULARITY
14 episodes with positive behavior interventions
5 episodes with positive behavior interventions
2 episodes with positive behavior interventions
2 episodes with positive behavior interventions
2 episodes with positive behavior interventions
Though the steps involved in developing a good, evidence-based treatment plan are well documented on our podcast, what good is any of that hard work if the families you purport to use it with kinda, sorta hate your plan. Well, this week, rather than complaining about how unappreciated your procedures are, why not take a step back and ask yourself, “How can I better learn from families I work with what will meet their needs?” We take a run down to explore the ever-confusing and complex world of family services, take a qualitative look at social validity in treatment planning, and review some key contexts that spell the difference between a good plan and a plan that works. This episode is available for 1.0 CULTURAL (ETHICS) CEU. Articles discussed this episode: Russa, M.B., Matthews, A.L., & Owen-DeSchryver, J.S. (2015). Expanding supports to improve the lives of families of children with autism spectrum disorder. Journal of Positive Behavior Interventions, 17, 95-104. doi: 10.1177/1098300714532134 Moes, D.R. & Frea, W.D. Using family context to inform intervention planning for the treatment of a child with autism. (2000). Journal of Positive Behavior Interventions, 2, 40-46. doi: 10.1177/109830070000200 Guinness, K.E., Atkinson, R.S., & Feil, E.G. (2024). Evaluating social validity to inform intervention development: Qualitative analysis of caregiver interviews. Behavior Analysis in Practice, 17, 870-879. doi: 10.1007/s40617-023-00899-6 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
Spring has sprung on us with a bunch of freezing rain. So what better time than now to get set for a cozy crop of new podcasts for April. First up, as visit from our favorite mythical bunny with a grab bag of goodies in the form of new articles to discuss. Then finally wrap up our (winter!) Listener Choice episode with a tutorial on token economies before coming up with new ways to finish our paperwork and create meaningful family supports. Then, for patrons-only, our Spring Book Club looking at the female neurodivergent-supporting book, Divergent Mind. By the time you've listened to all of these episodes, the flowers will definitely be in bloom. Articles for April 2025 Hoppin' Down the Grab Bag Trail (Spring 2025 Grab Bag) Nevill, R.E., Crawford, M.F., Zarcone, J.R., Maquera, E., Rooker, G.W., Schmidt, J.D. (2024). A retrospective consecutive controlled case series analysis of the assessment and treatment of elopement in children with autism in an inpatient setting. Behavior Analysis in Practice. doi: 10.1007/s40617-024-00979-1 Santa Cruz, H. A. C., MIltenburger, R. G. & Baruni., R. R. (2024). Evaluating remote behavioral skills training of online gaming safety skills. Behavior Analysis in Practice, 17, 246-256. doi: 10.1007/s40617-023-00830-z Kelly-Sisken, S., Reeve, K. F., McPheters, C. J., Vladescu, J. C, Reeve, S. A., & Jennings, A. M. (2025). Comparing equivalence-based instruction to a PowerPoint video lecture to teach differential reinforcement descriptors to college students. Behavioral Interventions, 40, online first publication. doi: 10.1002/bin.70002 Tutorial: Token Economies (Spring 2025 Listener Choice) Ackerman, K. B., Samudre, M., & Allday, R. A. (2020). Practical components for getting the most from a token economy.Teaching Exceptional Children, 52(4), 242-249. doi: 10.1177/0040059919892022 Kazdin, A.E. (1982). The token economy: A decade later. Journal of Applied Behavior Analysis, 15, 431-445. doi: 10.1901/jaba.1982.15-431. doi: 10.1901/jaba.1982.15-431 Degli Espinosa, F. & Hackenberg, T.D. (2024). Token economies: Evidence-based recommendations for practitioners. Behavioral Interventions. doi: 10.1002/bin.2051 You Forgot to Do Your Paperwork Luna, O. & Rapp, J.T. (2019). Using a checklist to increase objective session note writing: Preliminary results. Behavior Analysis in Practice, 12, 622-626. doi: 10.1007/s40617-018-00315-4 Halbur, M., Reidy, J., Kodak, T., Cowan, L., & Harman, M. (2024). Comparison of enhanced and standard data sheets on treatment fidelity and data collection for tact training. Behavior Analysis in Practice, 17, 533-543. doi: 10.1007/s40617-023-00869-y Brown, K.J. (2022). The use of a pictorially enhanced self-instruction packet ot improve weekly time sheet completion in an ABA clinic. Journal of Organizational Behavior Management. doi: 10.1080/01608061.2022.2063221 Family Supports and Contextualized Treatment Planning Russa, M.B., Matthews, A.L., & Owen-DeSchryver, J.S. (2015). Expanding supports to improve the lives of families of children with autism spectrum disorder. Journal of Positive Behavior Interventions, 17, 95-104. doi: 10.1177/1098300714532134 Moes, D.R. & Frea, W.D. Using family context to inform intervention planning for the treatment of a child with autism. (2000). Journal of Positive Behavior Interventions, 2, 40-46. doi: 10.1177/109830070000200 Guinness, K.E., Atkinson, R.S., & Feil, E.G. (2024). Evaluating social validity to inform intervention development: Qualitative analysis of caregiver interviews. Behavior Analysis in Practice, 17, 870-879. doi: 10.1007/s40617-023-00899-6 Divergent Mind Book Club (PATRONS ONLY) Nerenberg, J. (2020). Divergent mind: Thriving in a world that wasn't designed for you. Harper One.
In this conversation, Dr. Kasey Bedard discusses Prader-Willi Syndrome (PWS), focusing on its genetic basis, symptoms, and the importance of early intervention. She emphasizes the significance of dietary management, particularly in addressing hyperphagia, and explores behavioral challenges such as skin picking and emotional regulation. Dr. Bedard highlights the role of parent training programs and community support in managing PWS and the need for collaboration among medical providers. The discussion also touches on residential care strategies and the future of research and treatment for individuals with PWS. Continuing Education Credits (https://www.cbiconsultants.com/shop) BACB: 1.5 Learning IBAO: 1.5 Learning QABA: 1.5 General We also offer certificates of attendance! Follow us! Instagram: https://www.instagram.com/behaviourspeak/ Bluesky: https://bsky.app/profile/benreiman.bsky.social.bsky.social LinkedIn: https://www.linkedin.com/in/behaviourspeak/ Contact: Dr. Kasey Bedard kasey@pwseducation.org https://www.pwseducation.org/ Links: Prader-Willi Association of America https://www.pwsausa.org/ Jennifer Miller - Pediatric Endocrinologist specializing in hyperphagia https://endo.pediatrics.med.ufl.edu/profile/miller-jennifer-6/ Mike Tan - Pediatric Dietitian https://www.linkedin.com/in/michaeladamtan/ Foundation for Prader Willi Research https://www.fpwr.org/ Articles Referenced: Bedard, K. E., Griffith, A. K., Ulm, D., Strittman, M., Krukowski, K., Eaton, A., Rone, A., & Cardon, T. (2025). Evaluating the Impact of PWS Smart-Start: A Behavior Analytic Caregiver Training Program for Prader-Willi Syndrome. Journal of Positive Behavior Interventions, 27(1), 26-38. https://doi.org/10.1177/10983007231200535 Bedard, K.E., Griffith, A.K. & Krukowski, K. Caregiver-Implemented Behavior Analytic Treatment Package for Skin Picking in PWS: A Pilot Study. Adv Neurodev Disord (2024). https://doi.org/10.1007/s41252-024-00393-2 Bedard, K.E., Pacha, D., Griffith, A.K., & Ward, S. (2024). Prader-Willi Syndrome: A primer for school psychologists, Children and Youth Services Review, Volume 163, https://doi.org/10.1016/j.childyouth.2024.107775 Bedard, K.E., Griffith, A.K., Lister, M.A. et al. Behavioral and Dietary Management for Adults with Prader–Willi Syndrome in a Residential Setting. Adv Neurodev Disord 5, 93–101 (2021). https://doi.org/10.1007/s41252-020-00185-4 Behaviour Speak Podcast Episodes On Other Genetic Syndromes Episode 6 Behavior Analysis and Down Syndrome with Nicole Neil https://www.behaviourspeak.com/e/episode-6-down-syndrome-and-behaviour-analysis-with-dr-nicole-neil-phd-bcba-d/ Episode 27 Val Saini shares some of his research on DiGeorge Syndrome https://www.behaviourspeak.com/e/episode-27-translational-research-digeorge-syndrome-and-a-little-dash-of-metacontingencies-with-valdeep-saini-phd-bcba-d/ Episode 39 Behavior Therapy for Tics and Tourette Syndrome with Douglas Woods https://www.behaviourspeak.com/e/episode-39-behaviour-therapy-for-tics-and-tourette-syndrome-with-douglas-woods-phd/ Episode 137 Behavior Analysis and Fragile X Syndrome with Katerina Monlux https://www.behaviourspeak.com/e/episode-137-fragile-x-syndrome-with-dr-katerina-monlux/
ACCESS Division 33 is the official podcast of Division 33 of the American Psychological Association and is produced by Division 33. Cover art is by Spencer Baker. Laurel Benjamin is the host for this episode.
This week, we are discussing the many strategies utilized in Akron Public Schools to create consistency and high-fidelity implementation of Positive Behavior Interventions and Supports (otherwise known as PBIS). Nearly every district we work with, of every size, situation, and location, finds that it is extremely challenging to get all buildings doing the same thing - or at least meeting district non-negotiables that keep everyone aligned to the same set of priorities. And of all the districts are who making the shift to a district-wide focus, only one in Region 8 has a whopping 47 buildings to coordinate, and that is Akron Public Schools. Today, we're talking with Nicole Hassan, APS Coordinator of School Climate, and Taylor Hair, APS District Instructional Specialist, about the many creative strategies their district uses to make this happen. Co-Host: Heidi Kerchenski, SST8 Educational Consultant Additional Resources: District Systems Fidelity Inventory (DSFI; website and resource download)
Episode 71- Guest Kym Cochran discusses student behavior on campus and how adults can help. We also talk about the role of social media in influencing students, Capturing Kids Hearts and Positive Behavior Interventions.
In Episode 138, Ben chats with Dr. Aaron Rachelle Campbell, an Assistant Professor of Special Education in the College of Education and Human Development at the University of Missouri. Dr. Campbell's research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative strategies for improving student academic, social, emotional, and behavioral outcomes, particularly in culturally and linguistically diverse learners and those students being educated in underserved communities. Dr. Campbell currently serves as the director of an inaugural undergraduate and graduate student research lab focused on refining and testing interventions to reduce exclusionary discipline practices, improve student-teacher relationships, and increase instructional and classroom time for marginalized students with or at risk of an Emotional and Behavioral Disorder (EBD), and culturally responsive Social Emotional Learning (SEL) and culturally responsive Positive Behavior Interventions Supports. Continuing Education Units (CEUs): https://cbiconsultants.com/shop BACB: 1.5 Learning IBAO: 1.5 Cultural QABA: 1.5 DEI Contact: https://cehd.missouri.edu/person/aaron-campbell/ Links: MOBBAC https://www.mobbac.org/ Articles Referenced: Campbell, A. R., Sallese, M. R., Thompson, J. L., Burke, M. D., & Allen, M. L. (2023). Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems. Journal of Positive Behavior Interventions, 25(3), 147-158. https://doi.org/10.1177/10983007221133525 Campbell, A. R., Sallese, M. R., Thompson, J. L., Fournier, C. J., & Allen, M. (2023). Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners. Remedial and Special Education, 44(6), 443-456. https://doi.org/10.1177/07419325221143965 COPY CITATION
You know what is behavior analysis....and what is pseudoscience. You know what is Inside Track...and what is outside track. You know what is grab bag...and what is a single topic episode. Now, forget all you know...or think you know. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Gale, C.M., Eikeseth, S., & Eikeseth, F.F. (2023). Effects of enthusastic and non-enthusiastic voice in praise on the behavior of children with autism and typically developing children. Behavioral Interventions, 38, 26-38. doi: 10.1002/bin.1901 Bohan, C., Smyth, S., & McDowell, C. (2021). An evaluation of the caught being good game with an adolescent student population. Journal of Positive Behavior Interventions, 23, 42-52. doi: 10.1177/1098300720928455 Ghai, J.L., Lehr, D.H., Harayama, N.E., Spooner, F., & Protopopova, A. (2022). Animal-assisted interventions as an adjunct to ABA services: Clinician practices and perceptions. Behavior Analysis in Practice, 15, 659-676. doi: 10.1007/s40617-021-00605-4 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
So the worst season is upon us, but we're still raring to podcast about behavior analysis. This month in between gardening and umbrella-buying, we're planning a good ol' bevy of discussions on topics such as moving away from edible reinforcement in programming and behavioral instruction with special guest, Dr. Kendra Guinness, plus (for Patreon subscribers) our whole discussion of “Calling Bullshit: The Art of Skepticism in a Data-Driven World” by Bergstrom and West. At least it's warm enough for another dip into the grab bag to round out the month. Articles for April 2023 Grab Bag Gab Gale, C.M., Eikeseth, S., & Eikeseth, F.F. (2023). Effects of enthusastic and non-enthusiastic voice in praise on the behavior of children with autism and typically developing children. Behavioral Interventions, 38, 26-38. doi: 10.1002/bin.1901 Bohan, C., Smyth, S., & McDowell, C. (2021). An evaluation of the caught being good game with an adolescent student population. Journal of Positive Behavior Interventions, 23, 42-52. doi: 10.1177/1098300720928455 Ghai, J.L., Lehr, D.H., Harayama, N.E., Spooner, F., & Protopopova, A. (2022). Animal-assisted interventions as an adjunct to ABA services: Clinician practices and perceptions. Behavior Analysis in Practice, 15, 659-676. doi: 10.1007/s40617-021-00605-4 Moving Away from Edible Reinforcers Ciccone, F.J., Graff, R.B., & Ahearn, W.H. (2006). Stimulus preference assessments and the utility of a moderate category. Behavioral Intervention, 21, 59-63. doi: 10.1002/bin.190 Clark, S.B., Call, N.A., Simmons, C.A., Scheithauer, M.C., Muething, C.S., & Parks, N. (2020). Effects of magnitude on the displacment of leisure items by edible items during preference assessments. Behavior Modification, 44, 727-745. doi: 10.1177/0145445519843937 Fahmie, T.A., Iwata, B.A., & Jann, K.E. (2015). Comparison of edible and leisure reinforcers. Journal of Applied Behavior Analysis, 48, 331-343. doi: 10.1002/jaba.200 Gover, H.C., Fahmie, T.A., & McKeown, C.A. (2019). A review of environmental enrichment as treatment for problem behavior maintained by automatic reinforcement. Journal of Applied Behavior Analysis, 52, 299-314. doi: 10.1002/jaba.508 Behavioral Instruction w/ Dr. Kendra Guinness Bernstein, D. & Chase, P.N. (2013). Contributions of behavior analysis to higher education. In G.J. Madden (Ed.), APA handbook of behavior analysis ( Vol. 2): Translating principles into practice (pp. 523-543). American Psychological Association. doi: 10.1037/13938-021 Guinness, K.E., Chase, P.N., Turner, K.S., & Axe, J.B. (2023). Effects of behavioral instruction and feedback checklists on graphing conventions. Journal of Behavioral Education. doi: 10.1007/s10864-022-09505-1 Mason, L.L., Rivera, C.J., & Arriaga, A. (2017). The effects of an avoidance contingency on postsecondary student SAFMEDS performance. European Journal of Behavior Analysis. doi: 10.1080/15021149.2017.1418125 Spring 2023 Book Club Bergstrom, C.T. & West, J.D. (2020). Calling bullshit: The art of skepticism in a data-driven world. Random House.
S02E50 Les règles et les limites dans l'éducation - Nadège Petrel & Mélody Lopez Aujourd'hui, c'est une discussion entre Nadège et moi que nous vous proposons afin d'éclaircir un point qui nous semble important et qui fait débat en ce moment : Non, la parentalité positive n'est pas une éducation laxiste! Ce n'est pas nous qui l'affirmons, ce sont les recherches scientifiques menées sur cette thématique. Plusieurs recherches ont montré que la parentalité positive est efficace pour promouvoir le développement social, émotionnel et cognitif des enfants, ainsi que pour réduire les comportements problématiques. Voici quelques exemples de ces recherches : Une étude publiée dans le Journal of Positive Behavior Interventions a révélé que les parents qui utilisaient des techniques de parentalité positive avaient des enfants avec moins de comportements perturbateurs à l'école que les parents qui utilisaient des méthodes punitives. Une autre étude publiée dans le Journal of Family Psychology a montré que la parentalité positive était associée à un meilleur développement socio-émotionnel chez les enfants. Une revue de la littérature publiée dans le Journal of Child and Family Studies a conclu que la parentalité positive était associée à une diminution des comportements agressifs et antisociaux chez les enfants. Une étude publiée dans le Journal of Applied Developmental Psychology a montré que la parentalité positive était associée à une augmentation de l'estime de soi chez les enfants. Cet épisode vous a plu? Faites-le savoir en mettant 5 étoiles sur votre plateforme d'écoute :-) Merci
While it has been a while since we last discussed video modeling, we're all deep in its camp as a great intervention addition. But, time has passed and, with that, we decided to update our knowledge base with some new extensions to beef up your video modeling planning. Between new skills and new methods, we're here to get your old procedures into fighting shape for 2023. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Sherer, M. Pierce, K.L., Paredes, Kisacky, K.I., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better “self” or “other” as a model? Behavior Modification, 25, 140-158. doi: 10.1177/0145445501251008 Shipley-Benamou, R., Lutzker, J.R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 166-177. doi: 10.1177/10983007020040030501 Tereshko, L., MacDonald, R., & Ahearn, W.H. (2010). Strategies for teaching children with autism to imitate response chains using video modeling. Research in Autism Spectrum Disorders, 4, 479-489. doi: 10.1016/j.rasd.2009.11.005 Cannella-Malone, H.I., Fleming, C., Chung, Y., Wheeler, G.M., Basbagill, A.R., & Singh, A.H. Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13, 144-153. doi: 10.1177/1098300710366593 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
We were greatly saddened to learn of the passing of Tameika Meadows, a great BCBA, author of the I Love ABA blog, and advocate for the power of behavior analysis. Tameika was also one of our earliest supporters and it was a real treat when we finally had her join as our guest. In honor of her contributions to the field, we're rebroadcasting that episode and donating all CE fees raised for it from now until June 2023 to Black Applied Behavior Analysts (BABA). Tameika was scheduled to talk at the BABA conference as one of their invited speakers. While a donation is a poor substitute to her presence, we know what is raised will go to promoting behavior analysts in the Black community as a part of the legacy she leaves behind. Though many of us have probably spent much of our careers fretting over how we can help autistic children stop engaging in stereotypic or seemingly ritualistic behavior, have we spent enough time asking whether attending to these unique interests might actually be beneficial? This week we're joined by Tameika Meadows from I Love ABA to flip the script on that old chestnut and see what research tells us about all of the benefits to appreciating a person's preferences, no matter how different they may be. This episode is available for 1.0 LEARNING CEU. All funds for this episode from December 2022-June 2023 will be donated to BABA. Articles discussed this episode: Baker, M.J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66-84. doi: 10.1177/109830070000200201 Vismara, L.A. & Lyons, G.L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9, 214-228. doi: 10.1177/10983007070090040401 Boyd, B.A., Conroy, M.A., Mancil, G.R., Nakao, T., & Alter, P.J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1550-1561. doi: 10.1007/s10803-006-0286-8 Davey, L. (2020). Using the special interests of autistic children to facilitate meaningful engagement and learning. Good Autism Practice, 21, 43-64. Bannerman, D.J., Sheldon, J.B., Sherman, J.A., & Harchik, A.E. (1990). Balancing the right to habilitiation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79-89. doi: 10.1901/jaba.1990.23-79 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
It's beginning to look a lot like behavior analysis as 2022 comes to a close. But, we're not done reading research yet! This month, we'll be learning all about training professionals from outside the field of education and ABA with special guest, Dr. Dorothea Lerman, then revisiting video modeling with a review of some more recent variations on its usage in teaching. And, to listen to while recovering from too much holiday cheer, our End of Year special with Matt Cicoria of the Behavioral Observations podcast and the whole ABA Inside Track crew. Will Diana ever figure out the identity of her Secret Santa? Articles for December 2022 Training Other Professionals w/ Dr. Dorothea Lerman Hinkle, K.A. & Lerman, D.C. (2021). Preparing law enforcement officers to engage successfully with individuals with autism spectrum disorder: An evaluation of a performance-based approach. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-021-05192-5 Matteucci, M., Lerman, D.C., Tsami, L., & Boyle, S. (2022). Remote training of dental students and professionals to promote cooperative behavior in patients with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities. doi: 10.1007/s10882-022-09844-x Video Modeling Variations Sherer, M. Pierce, K.L., Paredes, Kisacky, K.I., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better “self” or “other” as a model? Behavior Modification, 25, 140-158. doi: 10.1177/0145445501251008 Shipley-Benamou, R., Lutzker, J.R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 166-177. doi: 10.1177/10983007020040030501 Tereshko, L., MacDonald, R., & Ahearn, W.H. (2010). Strategies for teaching children with autism to imitate response chains using video modeling. Research in Autism Spectrum Disorders, 4, 479-489. doi: 10.1016/j.rasd.2009.11.005 Cannella-Malone, H.I., Fleming, C., Chung, Y., Wheeler, G.M., Basbagill, A.R., & Singh, A.H. Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13, 144-153. doi: 10.1177/1098300710366593 Bonus - End of the Year Reivew (2022) w/ Matt Cicoria + Alan Haberman
This podcast allows a glimpse into the workings of PBIS at Social Circle High School. The PBIS coach, Tamarra Soto and team member, Amanda Davis, convey how they successfully implement PBIS and SEL at the high school level.
This edWeb podcast is sponsored by Learners Edge.The webinar recording can be accessed here.Let's face it, classroom management and working with students to display positive behavior in school is one of the most challenging aspects of teaching. Educators must continue to learn methods, practice strategies, and apply learning to improve and/or manage behavior in the learning environment. This is important so teachers can keep students safe, increase engagement with content, and improve the likelihood of academic success. Theories and research-based best practices have come and gone. Many educators, parents, and other stakeholders have opinions about rewards vs. punishment, intrinsic vs. extrinsic motivation, and the importance of teaching behavior. Educators must formulate their own thoughts and ideas related to behavior based on professional experience, training, and research. In this edWeb podcast, you learn:Why proactivity is so importantEstablishing a system of Positive Behavior Interventions and Supports (PBIS)Setting and communicating expectationsTeaching social, emotional, and behavior skills, 10 strategies to create a relationship bank accountAn abundance of positive and proactive teaching strategies that can take you through a successful school yearEvery student comes to school with a distinct set of circumstances, and this session helps you create a classroom set up for success for ALL students. It's time to unleash your students' superpowers! This edWeb podcast is of interest to PreK-12 teachers. Learners Edge Professional growth, license renewal, and salary advancement — designed for educators, by educators
In today's episode, we are going to be talking about Positive Behavioral Interventions and Support (PBIS) with my guest and a dear friend of mine, Dr. Karen Robbie. After 23 years of serving as a classroom teacher, Dr. Karen Robbie went back for her doctoral to help shape and support future classroom educators. Dr. Karen realized that in order to make a difference in the classroom, that teachers needed to be equipped with evidence-based data to truly dig into the root cause of behavioral concerns in the classroom. Grab your notepad and be prepared to learn what PBIS is and how you can use it in your classroom on this episode of Morning Meeting.Episode Highlights:[00:02:50] Welcome Dr. Karen Robbie to the show.[00:05:08] Dr. Karen explains what PBIS is and some of the misconceptions that come along with it.[00:08:19] PBIS is asking what are the outcomes that you looking to have with all students.[00:10:00] Strategies and resources available for teachers dealing with behavioral concerns in the classroom. [00:13:50] Expectations in the classroom and in society should be clear, so that students know what is expected of them in their new environments.[00:16:45] Supporting and responding to students' social and behavioral needs.[00:19:40] Dr. Karen shares the one message that she would share with early educators.[00:22:16] The quick five with Dr. Karen where I switch things up and try to guess her answers.PBIS Resources:National Technical Assistance Center on PBIS: www.pbis.org/Supporting and Responding to Students' Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators: https://www.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachersMulti-tiered Systems of Support (MTSS) in the Classroom: https://www.pbis.org/resource/multi-tiered-system-of-supports-mtss-in-the-classroom Habits of Effective Practice: https://www.pbis.org/resource/habits-of-effective-classroom-practice Karen's Instagram: https://www.instagram.com/krnrobbie/The Morning Meeting Podcast is a community for early education teachers. Join me as I share insights, resources, and research-based principles for educators. Did you love this episode? Drop me an email and share your biggest takeaway. Click here Follow me on Instagram. Interested in learning how we can work together? Music by Matt HalpernMy YouTube channel with music videos and instructional tips and ideasSupport the show (https://www.buymeacoffee.com/matthalpernedu)Support the show
Dr. Bikowsky is a Child & Adolescent Clinical Therapist and an Educational Staff Associate Certified School Counselor with a Ph.D. in Educational Counseling/Psychology. Bella has diverse experience in the education and mental health fields spanning 20 years. Over her career, Bella has gained clinical experience working in long-term residential treatment centers as well as at Seattle Children's Hospital in their inpatient psychiatric unit. Additionally, Bella has been a school counselor in the Seattle Public Schools as well as a Counselor and Behavior Specialist in the Edmonds School District. Bella is also a part of Brooks Powers Group, an Educational and Psychological Assessment team in the Seattle area as well as Sound Supports, an educational consulting company focused on building systems through a 3-tired model—Multi-Tiered Systems of Support (MTSS). Bella has extensive knowledge working with school teams and districts in helping to create systemic change using the Multi-Tiered Systems approach capitalizing on evidenced-based interventions such as Positive Behavior Interventions and Supports, Restorative Justice Practices, Trauma-Informed and Culturally Responsive Practices, Social-Emotional Learning, Mental Health integration into the school systems, and Function-Based Assessments and interventions.
In today's episode, I talked to Dr. Brown about:-What is ASD?-Common myths about ASD.-The prevalence of ASD in correctional/forensic settings.-Common co-morbid disorders.-Why and how ASD individuals end up involved in the criminal justice system.-Clinical implications for ASD individuals in jails/prison population.-ASD screening considerations.-ASD intervention or accommodation considerations.-Forensic implications for ASD individuals, including issues with competency to stand trial.-Further Training Recommendations. About Dr. Jerrod Brown: Jerrod Brown, Ph.D., M.A., M.S., M.S., M.S., is a professor, trainer, researcher, and consultant with multiple years of experience teaching collegiate courses. Jerrod has also provided consultation services to a number of caregivers, professionals, and organizations pertaining to topics related to autism spectrum disorder (ASD), fetal alcohol spectrum disorder (FASD), confabulation, suggestibility, trauma and other life adversities, traumatic brain injury (TBI), and youth firesetting. Jerrod has completed four separate master's degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Currently, Jerrod is pursuing a post-doctoral certificate in Leadership and Organizational Strategy, with an anticipated date of completion in the later part of 2021. Jerrod has published several articles and book chapters. Email: Jerrod01234Brown@Live.comAmerican Institute for the Advancement of Forensic Studies (AIAFS) Find and Connect with Dr. Vienna: LinkedIn: Dr. Nicole M. ViennaIG: @drnicoleviennaTikTok @laforensicpsychologistFacebook: Vienna Psychological Group, Inc.Helpful Autism Spectrum Disorder (ASD) Journal Articles: Alge, D. (2019). Autism, culpability and the criminal law. New Vistas, 5(1), 18-22.Allely, C. S., & Cooper, P. (2017). Jurors' and judges' evaluation of defendants with autism and the impact on sentencing: a systematic Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) review of autism spectrum disorder in the courtroom. Journal of law and medicine, 25(1), 105-123.Berryessa, C. M., Milner, L. C., Garrison, N. A., & Cho, M. K. (2015). Impact of psychiatric information on potential jurors in evaluating high-functioning autism spectrum disorder (hfASD). Journal of mental health research in intellectual disabilities, 8(3-4), 140-167.Brewer, R. J., Davies, G. M., & Blackwood, N. J. (2016). Fitness to plead: the impact of autism spectrum disorder. Journal of Forensic Psychology Practice, 16(3), 182-197.Chaplin, E., McCarthy, J., & Forrester, A. (2017). Defendants with autism spectrum disorders: what is the role of court liaison and diversion?. Advances in Autism.Cheely, C. A., Carpenter, L. A., Letourneau, E. J., Nicholas, J. S., Charles, J., & King, L. B. (2012). The prevalence of youth with autism spectrum disorders in the criminal justice system. Journal of autism and developmental disorders, 42(9), 1856-1862.Foster, S. (2015). Autism Is Not a Tragedy-Ignorance Is: Suppressing Evidence of Asperger's Syndrome and High-Functioning Autism in Capital Trials Prejudices Defendants for a Death Sentence.Lincoln Memorial Law Review, 2, 9.Freckelton, I. (2012). Expert evidence by mental health professionals: The communication challenge posed by evidence about Autism Spectrum Disorder, brain injuries, and Huntington's Disease. International journal of law and psychiatry, 35(5-6), 372-379.Freckelton, I. (2013). Autism spectrum disorder: Forensic issues and challenges for mental health professionals and courts. Journal of Applied Research in Intellectual Disabilities, 26(5), 420-434.Katz, N., & Zemishlany, Z. (2006). Criminal responsibility in Asperger's syndrome.The Israel Journal of Psychiatry and Related Sciences, 43(3), 166–173.Mayes, T. A. (2003). Persons with autism and criminal justice: Core concepts and leading cases. Journal of Positive Behavior Interventions, 5(2), 92-100.O'Sullivan, O. P. (2018). Autism spectrum disorder and criminal responsibility: historical perspectives, clinical challenges and broader considerations within the criminal justice system. Irish Journal of Psychological Medicine, 35(4), 333-339.Salseda, L. M., Dixon, D. R., Fass, T., Miora, D., & Leark, R. A. (2011). An evaluation of Miranda rights and interrogation in autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 79-85.Woodbury-Smith, M., & Dein, K. (2014). Autism spectrum disorder (ASD) and unlawful behaviour: where do we go from here?. Journal of autism and developmental disorders, 44(11), 2734-2741.
In Don't @ Me (2:11), Tom opens by recounting his work with George Sugai in the early 2000s and describes why George is on his Mount Rushmore of career influencers. Then, Tom is joined by George Sugai (14:04) in part one of their conversation about the origins of the OSEP Center for Positive Behavior Interventions and Supports. Finally, in Assessment Corner (1:04:28), Tom focuses on the importance of student mindset and belief and how it greatly influences their receptivity to feedback and their willingness to keep learning. George Sugai does not have a web or social media presence. Email the Podcast: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com
Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Daniel Roberts yn trafod sut yr aeth ati i ddysgu mwy am ddefnyddio cyd-destun dilys wrth addysgu mewn ysgol gynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy gofrestru i wrando ar bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau. Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership Cyfeirnodau Aspy, D. N., Aspy, C. B., Quinby, P. M. (1993) What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), t. 22–25. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), t. 369–398. Braund, M., Reiss, M. (2006) Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), t.1373–1388. Brown, J. S., Collins, A., Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, t. 32-42. Callison, D., Lamb, A. (2004) Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(4), t. 34-39. Deci, L., Vallerand, R., Pelletier, L., Ryan, R. (1991) Motivation and Education: The Self-Determination Perspective. Routledge. t.325-346 Donaldson, G. (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o'r Cwricwlwm a'r Trefniadau Asesu yng Nghymru. Cymru, UK: Crown. Donovan, M. S., Bransford, J. D., Pellegrino, J. W. (Eds.). (1999) How people learn: Bridging research and practice. Washington, DC: National Academy Press. Duke, N. K., Purcell-Gates, V., Hall, L. A., Tower, C. (2006) Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), t. 344–355. Estyn (2018) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru. Ar gael yn: https://www.estyn.llyw.cymru/system/files/2020-07/Estyn_Annual%2520Report_Accessible_Welsh_2018.pdf Gardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: BasicBooks. Hobart, P. (2005) Authentic learning beyond the classroom: Authentic learning, VELS, and PoLTs. Ethos, 13(1), t. 12–19. Hui-ju, L. (2015) Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching & Research, Vol 6 t. 1165-1175 Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K. (2006) Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8, t. 10–23. Llywodraeth Cymru (2020a). Canllawiau Cwricwlwm i Gymru. Caerdydd: Llywodraeth Cymru. Llywodraeth Cymru (2020b) Ystyriaethau gweithredu ac ymarferol -rhan o Cynllunio eich cwricwlwm. Caerdydd: Llywodraeth Cymru. Llywodraeth Cymru (2015) Cwricwlwm i Gymru – cwricwlwm am oes. Caerdydd: Llywodraeth Cymru. Maina, F. W. (2004) Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), t. 1-8. Parsons, S. A., Ward, A. E. (2011) The case for authentic tasks in content literacy. The Reading Teacher, 64(6), t. 462–465. Pearson, P.D., Raphael, T.E., Benson, V.L., Madda, C.L. (2007) Balance in comprehensive literacy instruction: Then and now. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction. New York: Guilford. t. 30–54. Prince, M. (2004) Does Active Learning Work? A Review of the Research. Journal of Engineering Education. t.223-231 Renzulli, J. S., Gentry, M., Reis, S. M. (2004) A time and a place for authentic learning. Educational Leadership, 62(1), t. 73-77. Rule, A. C. (2006) The components of authentic learning. Journal of Authentic Learning, 3(1), t. 1–10. Ryan, R., Deci, L. (2000) Intrinsic and extrinsic motivation. Contemporary Educational Psychology. University of Rochester. Santrock, J. W. (2011) Educational psychology (5th ed.). New York, NY: McGraw-Hill. Stiggins, R. J. (2005) Assessment FOR learning defined. Portland, OR: Assessment Training Institute. Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. D., Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), t. 496–536. Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., Díez-Palomar, J. (2009) Everything is math in the whole world: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), t. 136–157. William, D. (2017) Embedded Formative Assessment: Strategies for Classroom Assessment That Drives Student Engagement and Learning. Solution Tree Willems, P., Gonzalez-DeHass, A. (2012) ‘School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students', School Community Journal, 22(2) t. 9-30
Dr. Bikowsky is a Child & Adolescent Clinical Therapist and an Educational Staff Associate Certified School Counselor with a Ph.D. in Educational Counseling/Psychology. Bella has diverse experience in the education and mental health fields spanning 20 years. Over her career, Bella has gained clinical experience working in long-term residential treatment centers as well as at Seattle Children's Hospital in their inpatient psychiatric unit. Additionally, Bella has been a school counselor in the Seattle Public Schools as well as a Counselor and Behavior Specialist in the Edmonds School District. Bella is also a part of Brooks Powers Group, an Educational and Psychological Assessment team in the Seattle area as well as Sound Supports, an educational consulting company focused on building systems through a 3-tired model—Multi-Tiered Systems of Support (MTSS). Bella has extensive knowledge working with school teams and districts in helping to create systemic change using the Multi-Tiered Systems approach capitalizing on evidenced-based interventions such as Positive Behavior Interventions and Supports, Restorative Justice Practices, Trauma-Informed and Culturally Responsive Practices, Social-Emotional Learning, Mental Health integration into the school systems, and Function-Based Assessments and interventions.
Dr. Bikowsky is a Child & Adolescent Clinical Therapist and an Educational Staff Associate Certified School Counselor with a Ph.D. in Educational Counseling/Psychology. Bella has diverse experience in the education and mental health fields spanning 20 years. Over her career, Bella has gained clinical experience working in long-term residential treatment centers as well as at Seattle Children's Hospital in their inpatient psychiatric unit. Additionally, Bella has been a school counselor in the Seattle Public Schools as well as a Counselor and Behavior Specialist in the Edmonds School District. Bella is also a part of Brooks Powers Group, an Educational and Psychological Assessment team in the Seattle area as well as Sound Supports, an educational consulting company focused on building systems through a 3-tired model—Multi-Tiered Systems of Support (MTSS). Bella has extensive knowledge working with school teams and districts in helping to create systemic change using the Multi-Tiered Systems approach capitalizing on evidenced-based interventions such as Positive Behavior Interventions and Supports, Restorative Justice Practices, Trauma-Informed and Culturally Responsive Practices, Social-Emotional Learning, Mental Health integration into the school systems, and Function-Based Assessments and interventions.
Dr. Bikowsky is a Child & Adolescent Clinical Therapist and an Educational Staff Associate Certified School Counselor with a Ph.D. in Educational Counseling/Psychology. Bella has diverse experience in the education and mental health fields spanning 20 years. Over her career, Bella has gained clinical experience working in long-term residential treatment centers as well as at Seattle Children's Hospital in their inpatient psychiatric unit. Additionally, Bella has been a school counselor in the Seattle Public Schools as well as a Counselor and Behavior Specialist in the Edmonds School District. Bella is also a part of Brooks Powers Group, an Educational and Psychological Assessment team in the Seattle area as well as Sound Supports, an educational consulting company focused on building systems through a 3-tired model—Multi-Tiered Systems of Support (MTSS). Bella has extensive knowledge working with school teams and districts in helping to create systemic change using the Multi-Tiered Systems approach capitalizing on evidenced-based interventions such as Positive Behavior Interventions and Supports, Restorative Justice Practices, Trauma-Informed and Culturally Responsive Practices, Social-Emotional Learning, Mental Health integration into the school systems, and Function-Based Assessments and interventions.
In this episode, let's talk about an evidence-based behavioural intervention known as Positive Behaviour Support. References: Clarke, S., & Dunlap, G. (2008). A descriptive analysis of intervention research published in the Journal of Positive Behavior Interventions: 1999-2005. Journal of Positive Behavior Interventions, 10, 67-71. doi: 10.1177/1098300707311810. LaVigna, G.W., & Willis, T.J. (2012). The efficacy of positive behavioural support with the most challenging behaviour: The evidence and its implications. Journal of Intellectual and Developmental Disability, 37(3), 185-195. doi: 10.3109/13668250.2012.696597. Prior, M., & Roberts, J. (2012). Early intervention for children with autism spectrum disorders: Guidelines for good practice. Canberra: Australian Government Department of Social Services. Retrieved 29 June 2020 from https://www.dss.gov.au/our-responsibilities/disability-and-carers/program-services/for-people-with-disability/early-intervention-for-children-with-autism-spectrum-disorders-guidelines-for-good-practice-2012. Prior, M., Roberts, J.M., Rodger, S., Williams, K., & Sutherland, R. (2011). A review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorders. Canberra: Australian Government Department of Families, Housing, Community Services and Indigenous Affairs. Retrieved 29 June 2020 from https://www.dss.gov.au/sites/default/files/documents/10_2014/review_of_the_research_report_2011_0.pdf. Weitlauf, A.S., McPheeters, M.L., Peters, B., Sathe, N., Travis, R., Aiello, R., Williamson, E., Veenstra-VanderWeele, J., Krishnaswami, S., Jerome, R., & Warren, Z. (2014). Therapies for children with autism spectrum disorder: Behavioral interventions update. Comparative Effectiveness Review no. 137 [AHRQ Publication No. 14-EHC036-EF]. Rockville, MD: Agency for Healthcare Research and Quality. Retrieved 29 June 2020 from https://www.ncbi.nlm.nih.gov/books/NBK241444/. Wong, C., Odom, S.L., Hume, K., Cox, A.W., Fettig, A., Kucharczyk, S., Brock, M.E., Plavnick, J.B., Fleury, V.P., & Schultz, T.R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(7), 1951-1966. doi: 10.1007/s10803-014-2351- Links: To find a psychologist, go to https://www.psychology.org.au/Find-a-Psychologist NDIS Financial Support - https://www.ndis.gov.au/contact https://raisingchildren.net.au/autism/therapies-services/therapies-interventions/therapy-hours-asd https://www.autismspectrum.org.au/uploads/documents/Fact%20Sheets/Factsheet_Positive-Behaviour-Support_20170306.pdf https://www.autismspectrum.org.au/uploads/documents/Aspect%20Practice/PBS/Aspect-Practice-PBS-Measuring-Behaviour-Change.pdf For more information, head over to Aspect Australia - www.autismspectrum.org.au. Disclaimer: I'm not a professional, just a student with a passion for autism.
Episode Notes In this episode we discuss implementation strategies used to bring Positive Behavior Interventions & Supports (PBIS) to the school bus. We cover initial planning, communication and training to staff and students as well as share some tips on what we should have thought of. This is a great episode to listen to if you are looking for strategies to reward positive behaviors! Support Hey, Bus Driver! by contributing to their Tip Jar: https://tips.pinecast.com/jar/hey-bus-driver
Continuing our look into the acronyms of education, this week's Alphabet Soup focuses on a long-standing educational initiative, Positive Behavior Interventions and Supports (PBIS).
Though many of us have probably spent much of our careers fretting over how we can help autistic children stop engaging in stereotypic or seemingly ritualistic behavior, have we spent enough time asking whether attending to these unique interests might actually be beneficial? This week we’re joined by Tameika Meadows from I Love ABA to flip the script on that old chestnut and see what research tells us about all of the benefits to appreciating a person’s preferences, no matter how different they may be. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Baker, M.J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66-84. doi: 10.1177/109830070000200201 Vismara, L.A. & Lyons, G.L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9, 214-228. doi: 10.1177/10983007070090040401 Boyd, B.A., Conroy, M.A., Mancil, G.R., Nakao, T., & Alter, P.J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1550-1561. doi: 10.1007/s10803-006-0286-8 Davey, L. (2020). Using the special interests of autistic children to facilitate meaningful engagement and learning. Good Autism Practice, 21, 43-64. Bannerman, D.J., Sheldon, J.B., Sherman, J.A., & Harchik, A.E. (1990). Balancing the right to habilitiation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79-89. doi: 10.1901/jaba.1990.23-79 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
It’s our 5th anniversary! And to celebrate, all the episodes this month have silly titles! But the topics we’ll be discussing are anything but silly. More like timely, relevant, and professionally fulfilling. First, we’ll be putting out our hot takes on the updated BACB ethics code. Then we’ll be joined by some special guests, Dr. Evelyn Gould and Tameika Meadows from I Love ABA and Dr. Josh Felver, to talk about acceptance and commitment therapy and its impact on our practice (and ourselves!) during the COVID-19 pandemic, how we can use student perseverative interests to improve learning outcomes, and the research behind utilizing mindfulness curricula in schools. Not all at once of course. That would be a really confusing episode. Wondering if you should get us a gift for our anniversary? Nothing would make us happier than seeing you over at our Patreon page so we can all get together to discuss our March Book Club topic, “Neurotribes”. And, starting this month, patrons get access to our episodes a week early! Articles for March 2021 The New Ethics Code: Skybridge to Tomorrow Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. Littleton, CO: Author. Introducing the new Ethics Code for Behavior Analysts. (December 2020). BACB Newsletter, 1-4. https://www.bacb.com/wp-content/uploads/2020/12/BACB_December2020_Newsletter-201209.pdf Acceptance and Commitment Therapy in the Time of COVID-19 w/ Dr. Evelyn Gould Coyne, L.W., Gould, E.R., Grimaldi, M., Wilson, K.G., Baffuto, G., & Biglan, A. (2020). First things first: Parent psychological flexibility and self-compassion during COVID-19. Behavior Analysis in Practice. doi: 1007/s40617-020-00435-w Fiebig, J.H., Gould, E.R., Ming, S., Watson, R.A. (2020). An invitation to act on the value of self-care: Being a whole person in all that you do. Behavior Analysis in Practice, 13, 559-567. doi: 1007/s40617-020-00442-x Neuringer, A. (1991). Humble behaviorism. The Behavior Analyst, 14, 1-13. doi: 10.1007/BF03392543 Incorporating Unique Interests w/ Tameika Meadows Baker, M.J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66-84. doi: 10.1177/109830070000200201 Vismara, L.A. & Lyons, G.L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9, 214-228. doi: 10.1177/10983007070090040401 Boyd, B.A., Conroy, M.A., Mancil, G.R., Nakao, T., & Alter, P.J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1550-1561. doi: 10.1007/s10803-006-0286-8 Davey, L. (2020). Using the special interests of autistic children to facilitate meaningful engagement and learning. Good Autism Practice, 21, 43-64. Bannerman, D.J., Sheldon, J.B., Sherman, J.A., & Harchik, A.E. (1990). Balancing the right to habilitiation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79-89. doi: 10.1901/jaba.1990.23-79 Teaching Mindfulness w/ Dr. Josh Felver Felver, J.C. & Singh, N.N. (2020). Mindfulness in the classroom. New Harbinger Publications, Inc.
A goblin horde approaches your part of adventurers. Roll for attack! If the above statement brings back positive memories of your friends, you’re probably a fan of games. If not, you may either a) hate games as much as Jackie or b) benefit from research on improving turn-taking and game-playing abilities. Don’t worry, everyone can learn the basics of playing a game and in this week’s episode, we break out the research instruction manual on just how to support children with a variety of disabilities to do just that. It’s like rolling a natural 20. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Turn Taking Oppenheim-Leaf, M.L., Leaf, J.B., & Call, N.C. (2012). Teaching board games to two children with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 24, 247-358. doi: 10.1007/s10882-012-9274-4 Davis-Temple, J., Jung, S., & Sainato, D.M. (2014). Teaching young children with special needs and their peers to play board games: Effects of a least to most prompting procedure to increase independent performance. Behavior Analysis in Practice, 7, 21-30. doi: 10.1007/s40617-014-0001-8 Barton, E.E., Pokorski, E.A., Sweeney, E.M., Velez, M., Gossett, S., Qiu, J., Flaherty, C., & Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20, 138-148. doi: 10.1177/1098300717753833 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
While the month may be short on days, it’s certainly not short on awesome behavior analytic content! When we’re not giving each other virtual flowers, we’re finding awesome, new guests to share their knowledge with us. Between discussions of turn-taking, best practice teaching in higher education, and traumatic brain injury, February’s episodes will be as delicious and varied as a Valentine’s box of chocolate. Articles for February 2021’s Episodes Turn Taking Oppenheim-Leaf, M.L., Leaf, J.B., & Call, N.C. (2012). Teaching board games to two children with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 24, 247-358. doi: 10.1007/s10882-012-9274-4 Davis-Temple, J., Jung, S., & Sainato, D.M. (2014). Teaching young children with special needs and their peers to play board games: Effects of a least to most prompting procedure to increase independent performance. Behavior Analysis in Practice, 7, 21-30. doi: 10.1007/s40617-014-0001-8 Barton, E.E., Pokorski, E.A., Sweeney, E.M., Velez, M., Gossett, S., Qiu, J., Flaherty, C., & Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20, 138-148. doi: 10.1177/1098300717753833 Traumatic Brain Injury w/ Dr. Megan Heinicke Heinicke, M.R. & Carr, J.E. (2014). Applied behavior analysis in acquired brain injury rehabilitation: A meta-analysis of single-case design intervention research. Behavioral Interventions, 29, 77-105. doi: 10.1002/bin.1380 LeBlanc, L.A., Heinick, M.R., & Baker, J.C. (2013). Expanding the consumer base for behavior-analytic services: Meeting the needs of consumers in the 21st century. Behavior Analysis in Practice, 5, 4-14. doi: 10.1007/BF03391813 Heinicke, M.R., Carr, J.E., & Mozzoni, M.P. (2009). Using differential reinforcement to decrease academic response latencies of an adolescent with acquired brain injury. Journal of Applied Behavior Analysis, 42, 861-865. doi: 10.1901/jaba.2009.42-861 Higher Order Thinking in Higher Education w/ Dr. Darlene Crone-Todd Crone-Todd, D.E., Pear, J.J., & Read, C.N. (2000). Operational definitions for higher-order thinking objectives at the post-secondary level. Academic Exchange Quarterly, 4, 99-106. Crone-Todd, D.E. & Pear, J.J. (2001). Application of Bloom’s taxonomy to PSI. The Behavior Analyst Today, 2, 204-210. doi: 10.1037/h0099931 Pear, JJ., Crone-Todd, D.E., Wirth, K.M., & Simister, H.D. (2001). Assessment of thinking levels in students’ answers. Academic Exchange Quarterly, 5, 94-99. Crone-Todd, D.E. (2007). Assessment of thinking in adult learners. Behavioral Development Bulletin, 13, 43-46. doi: 10.1037/h0100500
Episode #16: Positive Behavior Interventions and Supports promote strategies and mindsets that lead to positive behaviors in classrooms and schools. Special Guest Dr. Eva Allen, Learning Environment Specialist for Student Support Services with the Pittsburgh Public School District, Founder of Culturally Connected Education, joins Matt to share examples on how it should be correctly implemented for success.
Dr. Bikowsky is a Child & Adolescent Clinical Therapist and an Educational Staff Associate Certified School Counselor with a Ph.D. in Educational Counseling/Psychology. Bella has diverse experience in the education and mental health fields spanning 20 years. Over her career, Bella has gained clinical experience working in long-term residential treatment centers as well as at Seattle Children’s Hospital in their inpatient psychiatric unit. Additionally, Bella has been a school counselor in the Seattle Public Schools as well as a Counselor and Behavior Specialist in the Edmonds School District. Bella is also a part of Brooks Powers Group, an Educational and Psychological Assessment team in the Seattle area as well as Sound Supports, an educational consulting company focused on building systems through a 3-tired model—Multi-Tiered Systems of Support (MTSS). Bella has extensive knowledge working with school teams and districts in helping to create systemic change using the Multi-Tiered Systems approach capitalizing on evidenced-based interventions such as Positive Behavior Interventions and Supports, Restorative Justice Practices, Trauma-Informed and Culturally Responsive Practices, Social-Emotional Learning, Mental Health integration into the school systems, and Function-Based Assessments and interventions.
An in-depth discussion on Positive Behavior Interventions and Supports (PBIS) and Social-Emotional Learning (SEL) with guest Dr. Don Kincaid. Key factors to school success and areas of possible deficiencies are examined, as well as points of concern stemming from closures due to the coronavirus pandemic for the upcoming school year.Host Bio: Dr. Chris Balow is the Chief Academic Officer at SchoolMint. Dr. Balow has a Ph.D in Educational Psychology and served for 33 years as an educator in various roles with focuses on literacy, mental health, and the behavioral and emotional growth of students. He has worked the last 6 years in the educational technology field to promote student success on a larger scale.
Training people the first time is easy. Actually ensuring that they’ve learned the target skills…is a tiny bit harder. Fortunately, special guest, Dr. Paula Braga Kenyon has some research-based ideas on how clinicians can use self-monitoring and technology to improve procedural integrity. And not just in one setting, but in multiple settings. Plus, you get to use performance feedback, our favorite! Articles discussed this episode: Pelletier, K., McNamara, B., Braga-Kenyon, P., & Ahearn, W.H. (2010). Effect of video self-monitoring on procedural integrity. Behavioral Interventions, 25, 261-274. doi: 10.1002/bin.316 Mouzakitis, A., Codding, R.S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17, 223-234. doi: 10.1177/1098300715573629 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
What’s the hottest vacation destination for BCBAs this summer? Why the ABA Inside Track virtual studio of course! For the remainder of these hot-hot days (in the Western Hemisphere, at least), grab a cold drink, your beach towel, and favorite podcast player as we travel the world (of ABA topics) with our special guest tour guides. We’ll be visiting the island of Prompt Dependency with Dr. Cividini-Motta, soaring the heights of Mt. Procedural Integrity with Dr. Braga-Kenyon, and zooming down the open road on Rt. Trauma-Informed Care with Brian Middleton (a.k.a., the Bearded Behaviorist). Plus, this vacation package is entirely free! Articles for July 2020 Prompt Dependency w/ Dr. Catia Cividini-Motta Cividini-Motta, C. & Ahearn, W.H. (2013). Effects of two variations of differential reinforcement on prompt dependency. Journal of Applied Behavior Analysis, 2013, 640-650. doi: 10.1002/jaba.67 Karsten, A.M. & Carr, J.E. (2009). The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism. Journal of Applied Behavior Analysis, 42, 327-334. doi: 10.1901/jaba.2009.42-327 Gorgan, E.M. & Kodak, T. (2019). Comparison of interventions to treat prompt dependence for children with developmental disabilities. Journal of Applied Behavior Analysis, 52, 1049-1063. doi: 10.1002/jaba.638 Component Analysis of Behavior Skills Training Himle, M.B., Miltenberger, R.G., Flessner, C., & Gatheridge, B. (2004). Teaching safety skills to children to prevent gun play. Journal of Applied Behavior Analysis, 37, 1-9. doi: 10.1901/jaba.2004.37-1 Ward-Horner, J. & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavioral Interventions, 27, 75-92. doi: 10.1002/bin.1339 Kornacki, L.T., Ringdahl, J.E., Sjostrom, A., Nuernberger, J.E. (2013). A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders. Research in Autism Spectrum Disorders, 7, 1370-1376. doi: 10.1016/j.rasd.2013.07.012 Procedural Integrity w/ Dr. Paula Braga-Kenyon Pelletier, K., McNamara, B., Braga-Kenyon, P., & Ahearn, W.H. (2010). Effect of video self-monitoring on procedural integrity. Behavioral Interventions, 25, 261-274. doi: 10.1002/bin.316 Mouzakitis, A., Codding, R.S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17, 223-234. doi: 10.1177/1098300715573629 Trauma-Informed Care w/ Brian Middleton (a.k.a., the Bearded Behaviorist) Slocum, S.K. & Vollmer, T.R. (2015). A comparison of positive and negative reinforcement for compliance to treat problem behavior maintained by escape. Journal of Applied Behavior Analysis, 48, 563-574. doi: 10.1002/jaba.216 Kunnavatana, S.S., Bloom, S.E., Samaha, A.L., Slocum, T.A., & Clay, C.J. (2018). Manipulating parameters of reinforcement of reduce problem behavior without extinction. Journal of Applied Behavior Analysis, 51, 283-302. doi: 10.1002/jaba.443 Kupferstein, H. (2018). Evidence of increased PTSD symptoms in autistics exposed to applied behavior analysis. Advances in Autism, 4, 19-29. doi: 10.1108/AIA-08-2017-0016
Anna and Victoria interview Jeremy Resnick, a Curriculum and Instruction Director at the Ventura County Office of Education. Jeremy has dedicated much of his professional career to PBIS (Positive Behavior Intervention Supports) and is meeting with Anna and Victoria to discuss how teachers might use PBIS in a Distance Learning model. For links to resources see https://www.vcoe.org/TFT
When Anna and Victoria both worked at the Ventura County Office of Education, they would stand around one of their cubicles and discuss their most recent learnings. Here, Anna and Victoria are recreating that casual collegial conversation about what they learned in Episode One about PBIS. As in every episode, Anna and Victoria will continue to share what they are currently reading and how we can talk to students about what they are reading. For links to resources see https://www.vcoe.org/TFT
As online communication becomes our new normal—at least for the time being—BCBAs are left scrambling to figure out how to adapt their services to their clients. Fortunately, telehealth systems have been in use in the medical field for some time. This week, we review a bevy of articles describing some of the ways training over telehealth can occur, some troubleshooting tips for your telehealth setup, and a nice think piece on rethinking how we address problem solving with our clients. And, to say thank you to all of our listeners (and to do what we can to help our BCBA friends out there), this episode’s 1.0 learning credit can be purchased for FREE!! Articles discussed this episode: Wacker, D.P., Lee, J.F., Dalmau, Y.C., Kopelman, T.G., Lindgren, S.D., Kuhle, J., Pelzel, K.E., Dyson, S., Schieltz, K.M., & Waldron, D.B. (2013). Conducting functional communication training via telehealth to reduce the problem behavior of young children with autism. Journal of Developmental and Physical Disabilities, 25, 35-48. doi: 10.1007/s10882-012-9314-0 Lee, J.F., Schieltz, K.M., Suess, A.N., Wacker, D.P., Romani, P.W., Lindgren, S.D., Kopelman, T.G., & Dalmau, Y.C. (2015). Guidelines for developing telehealth services and troubleshooting problems with telehealth technology when coaching parents to conduct functional analyses and functional communication training in their homes. Behavior Analysis in Practice, 8, 190-200. doi: 10.1007/s40617-014-0031-2 Brookman-Frazee, L. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 4, 195-213. doi: 10.1177/109830070400600040201 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
Today I talk to Dr. Jenn Earl Foss, a passionate public school educator with a strong background in advocating for ALL students. Working in the field of education since 1995, Dr. Earl’s career spans across multiple states and school districts, but she has always served Title I communities. Dr. Jenn Earl Foss is also my sister! After completing her doctorate at Arizona State University, Jennifer began her adventure in California where she became the proud Principal of Herbert Hoover High School (HHS) in Glendale, California. Under Dr. Earl’s leadership, HHS has received many accolades and special recognitions. Hoover High School was named a 2015 California Gold Ribbon School, including recognition for exemplary Arts program and Title I Academic Achieving High School. HHS has Silver recognitions from both U.S. News and World Reports and Positive Behavior Interventions and Supports (PBIS). Dr. Earl was named Secondary Principal of the Year in 2018 by Association of California School Administrators (ACSA) and Mayor’s Commendation via the Character and Ethics Committee for her work with the Special Olympics in Glendale Unified School District (GUSD). In her roles as coach, teacher, Student Council advisor, student advocate and administrator, Jenn has continuously maintained a growth mindset for herself and those she serves. She has been trained by Gender Spectrum to create gender-sensitive and inclusive school environments. Her strong belief in ALL students is evidenced in the many clubs and programs that have been developed under her leadership, such as UNICEF and “Sneaker Culture Club”. Dr. Earl’s students are taught to leave their legacy by creating programs and clubs that they feel fit their needs. A lifetime learner and health fitness enthusiast, Jenn is currently working towards becoming a Pilates Instructor. She shares her passion with athletes at her school and has hopes of sharing with the community on a larger scale. Jenn’s motto is to Choose Joy & Share Joy whenever possible. I hope you enjoy this week’s episode. You can follow Dr. Jenn on Instagram @docjae.
Speech & Language Recovery - From ASD to StrokeKimberly Tice, MS, CCC-SLP, & Venita Litvack, MA, CCC-SLP, provide speech intervention for language, learning, literacy, and balanced feeding to people with autism spectrum disorder as an SLP [speech language pathologists]. Kim Tice is a certified special educator. She co-authors the Lou Knows What to Do book series and co-hosts the Speechie Side Up podcast with Venita Litvack. Tice is an affiliate of ASHA Special Interest Groups 1, Language Learning and Education and 12, Augmentative and Alternative Communication. With her colleague, Venita Litvack, both serve as speech coaches and trainers people with autism spectrum disorder to stroke in a variety of settings as speech and language recovery experts. Both work within the same augmentative and alternative communication community. Photo by https://unsplash.com/photos/-juj1-lre5c?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText (Sharon McCutcheon) on https://unsplash.com/?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText (Unsplash) Speech & Language References [https://en.wikipedia.org/wiki/Digital_object_identifier (doi Explained in this link)]Adams, L., Gouvousis, A., Vanlue, M., & Waldron, C. (2004). Social Story Intervention. Focus on Autism and Other Developmental Disabilities,19(2), 87-94. doi:10.1177/10883576040190020301 Dodd, S., Hupp, S. D., Jewell, J. D., & Krohn, E. (2007). Using Parents and Siblings during a Social Story Intervention for Two Children Diagnosed with PDD-NOS. Journal of Developmental and Physical Disabilities,20(3), 217-229. doi:10.1007/s10882-007-9090-4 Gray, C. (2014). Comparison of Social Stories™ 10.0 – 10.2 Criteria. Retrieved September 2018 from: https://carolgraysocialstories.com/wp-content/uploads/2015/09/Social-Stories-10.0-10.2-Comparison-Chart.pdf Gray, C. A., & Garand, J. D. (1993). Social Stories: Improving Responses of Students with Autism with Accurate Social Information. Focus on Autistic Behavior,8(1), 1-10. doi:10.1177/108835769300800101 Hutchins, T. L., & Prelock, P. A. (2012). The social validity of Social Stories™ for supporting the behavioural and communicative functioning of children with autism spectrum disorder. International Journal of Speech-Language Pathology,15(4), 383-395. doi:10.3109/17549507.2012.743174 Kuoch, H., & Mirenda, P. (2003). Social Story Interventions for Young Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities,18(4), 219-227. doi:10.1177/10883576030180040301 Lorimer, P. A., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2002). The Use of Social Stories as a Preventative Behavioral Intervention in a Home Setting with a Child with Autism. Journal of Positive Behavior Interventions,4(1), 53-60. doi:10.1177/109830070200400109 Norris, C., & Dattilo, J. (1999). Evaluating Effects of a Social Story Intervention on a Young Girl with Autism. Focus on Autism and Other Developmental Disabilities,14(3), 180-186. doi:10.1177/108835769901400307 Norton, Donna E. and Saundra E. Norton. Through the Eyes of a Child: An Introduction to Children's Literature. 6th ed. Upper Saddle River, NJ: Merrill Prentice Hall, 2003. Robson, D. How to Write Social Stories. Retrived September 2018 from: https://www.andnextcomesl.com/2017/03/how-to-write-social-stories.html Schneider, N., & Goldstein, H. (2009). Using Social Stories and Visual Schedules to Improve Socially Appropriate Behaviors in Children With Autism. Journal of Positive Behavior Interventions,12(3), 149-160. doi:10.1177/1098300709334198 Witmer, S. E., Nasamran, A., Parikh, P. J., Schmitt, H. A., & Clinton, M. C. (2014). Using Parents and Teachers to Monitor Progress Among Children With ASD. Focus on Autism and Other Developmental Disabilities,30(2), 67-85. doi:10.1177/1088357614525659 Website And Speech...
Shauna King has a talent and passion for connecting with adults who have chosen to serve children. Shauna is a former principal, classroom teacher, intervention specialist and Positive Behavior Interventions and Support (PBIS) coordinator from Prince George’s County, MD. In addition to being a highly sought after presenter, Shauna serves as an adjunct instructor for LaSalle University and The Regional Training Center. As an independent consultant, Shauna is committed to supporting schools and school districts that are implementing positive and proactive initiatives. She also serves as a certified presenter for the Upside Down Organization, and has presented nationally and internationally on topics including executive function, student engagement, gender differences and the power of words. Her articles on positive talk and transitions in the middle school have been featured in the AMLE (Association for Middle Level Education and the NAREN (National At Risk Education Network) magazines.King holds a Bachelor’s Degree from Morgan State University, a Master’s degree in Education from Bowie State and an Education Specialist degree in Adult Learning from Walden University.An active member of her church and community, Shauna is also a proud wife and mother of two elementary age children, Matthew and Morgan, who are the joy of her life. Connect with Shauna F. King Ed.S.-Educator, Author & Speakerwww.shaunafking.comwww.schoolsmartbook.com
Shauna King has a talent and passion for connecting with adults who have chosen to serve children. Shauna is a former principal, classroom teacher, intervention specialist and Positive Behavior Interventions and Support (PBIS) coordinator from Prince George’s County, MD. In addition to being a highly sought after presenter, Shauna serves as an adjunct instructor for LaSalle University and The Regional Training Center. As an independent consultant, Shauna is committed to supporting schools and school districts that are implementing positive and proactive initiatives. She also serves as a certified presenter for the Upside Down Organization, and has presented nationally and internationally on topics including executive function, student engagement, gender differences and the power of words. Her articles on positive talk and transitions in the middle school have been featured in the AMLE (Association for Middle Level Education and the NAREN (National At Risk Education Network) magazines.King holds a Bachelor’s Degree from Morgan State University, a Master’s degree in Education from Bowie State and an Education Specialist degree in Adult Learning from Walden University.An active member of her church and community, Shauna is also a proud wife and mother of two elementary age children, Matthew and Morgan, who are the joy of her life. Connect with Shauna F. King Ed.S.-Educator, Author & Speakerwww.shaunafking.comwww.schoolsmartbook.com
Subscribe on iTunes Subscribe on Google Play Subscribe on Stitcher SPOILER WARNING! FCT is superior to many other treatments. If you want to know which treatments, you'll have to go 5 rounds with Diabolical Dr. D in the ring, suffer through Rob's snooty New England anecdotes, and share your favorite foods to eat while reading journal articles with Jackie. Only then will you have the joy of hearing a discussion about Carr and Durand and the epic Tale of FCR. And you won't even need to use an FCR response (or should that be FC response?) to witness the heartwarming return of the lag schedule. This podcast is like EZ tasks 100, folks! Articles discussed this episode: Carr, E.G. & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126. doi: 10.1901/jaba.1985.18-111 Reeve, C.E. & Carr, E.G. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2, 144-160. doi: 10.11777/109830070000200303 Adami, S., Falcomata, T.S., Muething, C.S., & Hoffman, K. (2017). An evaluation of lag schedules of reinforcemetn during functional communication training: Effects of varied mand responding and challenging behavior. Behavior Analysis in Practice doi:10.1007/s40617-017-0179-7 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.
Subscribe on iTunes Subscribe on Google Play Subscribe on Stitcher Subscribe on YouTube Next week we'll be discussing some blast from the past articles related to functional communication training (FCT) as well as a revisit with our old friend lag schedules. But first, we thank our listeners from upstate New York and India for their Jackie-fandom and grow increasingly incensed at all those people trying to nip us in the "butt". Articles discussed next week: Carr, E.G. & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126. doi: 10.1901/jaba.1985.18-111 Reeve, C.E. & Carr, E.G. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2, 144-160. doi: 10.11777/109830070000200303 Adami, S., Falcomata, T.S., Muething, C.S., & Hoffman, K. (2017). An evaluation of lag schedules of reinforcemetn during functional communication training: Effects of varied mand responding and challenging behavior. Behavior Analysis in Practice doi:10.1007/s40617-017-0179-7
Today we're talking about behavior management systems and alternatives to charts and rating models. Follow: @bamradionetwork @raepica1 @jess_hannigan @Corwinpress @myers_Berkowicz #edchat #edreform #ece #earlyed #AskingWhatIf Dr. Jessica Djabrayan Hannigan trains schools on the Positive Behavior Interventions and Supports (PBIS) Champion Model System. She is an adjunct professor at Fresno State in the Educational Leadership Department and co-author of The PBIS Tier One Handbook and Don't Suspend Me!. Jill Berkowicz Ed.D. co-authored The STEM Shift with Ann Myers, Ed.D. and together they write a blog Leadership360 for Education Week.
We are excited to welcome back V. Mark Durand to discuss the important topic of educating our medical professionals outside of the specialized field of autism. Dr. Durand's book Autism Spectrum Disorder: A Clinical Guide for General Practititioners is aimed at helping clinicians screen for autism spectrum disorder (ASD), treat higher functioning individuals with ASD, and assist family members. V. Mark Durand is known worldwide as an authority in the area of autism spectrum disorders. Dr. Durand is currently a member of the Professional Advisory Board for the Autism Society of America and is on the board of directors of the International Association of Positive Behavioral Support. He is the co-editor of the Journal of Positive Behavior Interventions and serves on a number of editorial boards. His books include Severe Behavior Problems: A Functional Communication Training Approach, Sleep Better! A Guide to Improving Sleep for Children with Special Needs, and most recently, When Children Don't Sleep Well: Interventions for Pediatric Sleep Disorders. Dr. Durand developed a unique treatment for severe behavior problems that is currently mandated by states across the country and is used worldwide. He also developed an assessment tool that is used internationally and has been translated into more than 15 languages. He has been consulted by the departments of education in numerous states and by the U.S. Departments of Justice and Education. His current research program includes the study of prevention models and treatments for such serious problems as self-injurious behavior. All Autism Talk (allautismtalk.com) is sponsored by Autism Spectrum Therapies (autismtherapies.com) and Trellis Services (trellisservices.com) and Learn It Systems (learnitsystems.com)
From bedtime tantrums to bedwetting, sleep problems can be one of the biggest sources of worry and frustration for parents of children with special needs. V. Mark Durand joins our show to share insights from his updated book, Sleep Better! Dr. Durand will discuss widely tested, easy-to-use techniques that work for all children, with and without disabilities. Psychologist and father Mark Durand helps families tackle sleep issues with optimism and proven strategies drawn from clinical and personal experience. V. Mark Durand, Ph.D., is known worldwide as an authority in the area of autism spectrum disorders. He is a professor of psychology at the University of South Florida St. Petersburg, where he was the founding Dean of Arts & Sciences and Vice Chancellor for Academic Affairs. Dr. Durand is a fellow of the American Psychological Association. Dr. Durand is currently Co-editor of the Journal of Positive Behavior Interventions, is a member of the Professional Advisory Board for the Autism Society of America, and is on the Board of Directors of the international Association of Positive Behavioral Support. His books include several best-selling textbooks on abnormal psychology, Severe Behavior Problems: A Functional Communication Training Approach (Guilford Press, 1990), Sleep Better! A Guide to Improving Sleep for Children with Special Needs (Paul H. Brookes Publishing Co., 1998), and When Children Don't Sleep Well: Interventions for Pediatric Sleep Disorders, Therapist Guide (Oxford University Press, 2008). All Autism Talk (allautismtalk.com) is sponsored by Autism Spectrum Therapies (autismtherapies.com) and Trellis Services (trellisservices.com) and Learn It Systems (learnitsystems.com)
© 2020-2025 Ivy Podcast Discovery LLC
