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SUMMARY:Don't Save It All For The CABs: How to assess\, identify\, and teach relevant skills within HRE
DESCRIPTION:Join presenters Emily Kearney and Taylor Johnson to talk about teaching during HRE!CEUs: 1.5 General \n\n\n\n\nRegister here\n\n\n\n\nCourse Abstract: When you are designing treatment centered on SBT\, the cornerstone of the process involves teaching from joy. Finding contexts with varying dimensions that bring joy to our learners and involve high levels of happiness\, relaxation and engagement is well worth spending time developing before attempting to move through the rest of the steps of SBT. Depending on our learner’s history and setting\, we may find ourselves spending a bit of treatment time working on this context before we can move ahead with the process. There may be pressure from caregivers\, employers or funders to begin “working on the goals\,” but moving ahead with the process before we have consistent reinforcement can actually impede progress and potentially set us up for unsuccessful treatment. Often\, when we speak to people who said\, “We tried SBT but it didn’t work\,” we find errors within the process that explain the results\, and moving ahead too quickly before developing HRE can be one of the top reasons. Addressing skills within the reinforcement context also allows us to work on boundary acceptance\, which can be a challenge for maintaining HRE for many learners. When staff feel like the reinforcement context is a “free for all” time with no rules or instruction\, this makes the process very challenging in shared spaces and difficult for staff to sustain for any period of time. \n\n\n\nIn this presentation\, we will talk about the importance of developing a strong HRE context and\, in doing so\, assessing and identifying skills that can be taught within that context. Some of these skills will allow for speedier progress with later steps of the SBT process; some of them will strengthen the learner’s leisure repertoires and allow for wider ranges of reinforcement activities (thus lowering the EO for severe problem behavior); and some of them will be skills that could have been saved for a CAB branch\, which you can teach right away instead. Embedding learning trials within the reinforcement context also paves the way for longer SBT sessions with more learning trials for the specific steps of the chain and allows the implementers to develop instructional control within shared joy. \n\n\n\nLearning Objectives: \n\n\n\n\nDescribe the importance and utility of setting learning goals within the reinforcement condition of SBT.\n\n\n\nIdentify methods to assess for skills that can be taught or strengthened within the reinforcement condition of SBT.\n\n\n\nIdentify and operationally define learning goals within the reinforcement condition of SBT.\n\n\n\nIdentify specific activities and interventions that can be used within SBT\, customized to a specific learner to both match their HRE components while teaching new skills embedded in those components.\n\n\n\n\nPresenter Bios: \n\n\n\nEmily Kearney is a BCBA in the US who focuses on using the nuance of our science across populations to teach effectively and safely. She is guided by the Constructional Approach\, which aims to alleviate and prevent distress and discomfort by focusing on missing skill repertoires rather than behavior reduction. Using a component/composite analysis allows us to determine what is missing and why the behavior that might otherwise be labeled as disruptive\, challenging and so forth\, is perfectly logical from the perspective of the learner. The SBT process fits very nicely into this framework for some learners and Emily really enjoys mentoring other BCBAs to understand the components in a deep way so that they can best apply them in unique combinations for their learners\, and really tease out the best teaching methodology to reach socially-significant outcomes for their learners. \n\n\n\nTaylor Johnson has an MS in Behavior Analysis and Therapy and is a BCBA. She is also an Internationally certified Behavior Analyst (IBA) and a Board Certified Autism Professional. (BCAP). She has been implementing Skills-Based Treatment for over 5 years and has also been a Moderator in the PFA and SBT Facebook group since June 2021. She has implemented the process with both highly verbal learners as well as non-verbal learners and in both English and German. She has completed over 25 hours of online training with FTF consulting. She was clinical director of one of the first ABA clinics in Stuttgart\, German
URL:https://www.pfasbtcommunity.com/event/dont-save-it-all-for-the-cabs-how-to-assess-identify-and-teach-relevant-skills-within-hre-2/
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DTSTART;TZID=America/Detroit:20250430T200000
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DTSTAMP:20260519T054922
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UID:9171-1746043200-1746046800@www.pfasbtcommunity.com
SUMMARY:Reflective Practice and SBT: An Intentional Way to Develop Your Skills
DESCRIPTION:This course is worth 1 Supervision CEU \n\n\n\nCourse Abstract: Throughout education\, medicine\, social work\, and other related fields\, reflective practice is widely regarded as an essential characteristic of professional competence (Mann et al.\, 2009). Despite its support across these fields\, reflective practice has only begun to be included in behavior analytic literature (Cirincione-Ulezi\, 2020; Contreras et al.\, 2021;Coy et al.\, 2024; Gatsunis et al.\, 2022; Slim & Reuter-Yuill\, 2022; Wright\, 2019). This presentation addresses this disparity by examining how structured reflection serves as a critical component when implementing intricate behavioral interventions that require continuous clinical decision-making. Skill-Based Treatment (SBT)\, with its synthesis of behavioral principles and skill acquisition procedures\, presents practitioners with moment-to-moment opportunities that may benefit substantially from systematic reflection. We analyze how reflective practice enables practitioners to evaluate antecedent conditions\, behavioral responses\, and treatment outcomes during SBT implementation. Additionally\, reflective supervision practices enhance both clinicians’ conceptual understanding and technicians’ procedural integrity (Tobin et al.\, 2024). When implemented within supervisory structures\, these reflective practices may produce measurable improvements in treatment fidelity\, effectiveness\, and independent decision-making. This presentation will provide live opportunities to engage in reflection on personal experiences and provided examples. \n\n\n\nLearning Objectives: \n\n\n\n\nParticipants will be able to identify at least three key components of reflective practice and explain their application within behavior analytic interventions.\n\n\n\nParticipants will be able to analyze the relationship between reflective practice and skill-based treatment implementation.\n\n\n\nParticipants will develop a structured framework for implementing reflective supervision practices that enhance both conceptual understanding and procedural integrity.\n\n\n\n\nPresenter Bio:Edward Sanabria\, Ph.D holds a Doctoral degree in Applied Behavior Analysis (ABA) from The Chicago School and is a Board Certified Behavior Analyst (BCBA) with licensure in 7 states including Connecticut and Massachusetts. Edward’s research interests include interdisciplinary collaboration\, large scale adoption of behavioral interventions\, reflective practice and humility as well as the application of behavior analysis to adaptive aquatics.   \n\n\n\nHe is currently the Senior Director of Functional Analysis and Treatment Implementation at Centria Autism where he helps oversee company-wide training and implementation of clinical initiatives across the country including but not limited to the mentorship for training Practical Functional Assessment and Skill Based Treatment. Through consultation and training with the clinicians in his region\, he guides clinical practices that prioritize safety\, dignity\, effectiveness\, and rapport for clients with challenging and interfering behaviors.  \n\n\n\n\n\n\n\n\nRegister here!
URL:https://www.pfasbtcommunity.com/event/reflective-practice-and-sbt-an-intentional-way-to-develop-your-skills/
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