Abigail Calkin

Based on Skinner’s philosophy, behavioral work and writings, on Lindsley’s seminal work and research in identifying, counting, and analyzing learning, management, and inner behavior, and on the 1,000-plus research-based inner behavior standard celeration charts (SCC) from six different countries, this practical workshop looks at thoughts, feelings, and urges as behaviors that a person can observe, count and change. It takes the participants on a journey to some of their own and their clients’ present and potential inner behaviors. Data from people include those with those with no problems, with autism, trauma history from war or abuse, and other behavioral issues. It includes charts of those who have counted inner behaviors from 50 years ago to the present. Peer-reviewed studies have appeared in U.S. and international journals. The workshop expects participants to use the SCC to record the frequencies and changes of any inner behavior, and to read data on the chart. After covering each of the major parts of the workshop, such as background and current research, definitions, possible behaviors to examine, participants will discuss each critical area in small groups and bring their major discussion points to all participants. The method also includes examination of strengthening of pleasant self-feelings, elimination of negative thoughts, and identifying urges such as urges to eat undesirable foods, or abusive thoughts.

Paul Meng

A model for establishing evidence-based practices with Precision Teaching, and for advancing Precision Teaching as an Evidence-based Practice will be described. Building off of successfully funded projects centering Precision Teaching within an array of effective practices, participants will learn new ways to articulate the benefits of their work to public school partners in the compelling language of evidence-based practices. Participants will actively workshop ideas for collaborative efforts with which they can take part within the context of their existing professional roles. Participants can expect to leave with new research and practice collaborators, a clear understanding of what is required for PT to be recognized as an Evidence-based Practice, and actionable steps they can take to advance this work when they return from the conference.

Jonathan Amey

This workshop will teach participants the steps of Precision Teaching with particular emphasis on reading and charting human performance on the Standard Celeration Chart (SCC). Participants will learn: to write precise performance statements (pinpointing), the three important dimensions of behavior to monitor, the features of the SCC, standard charting conventions,, and how to analyze performance on the chart to assist in making data-based decisions. Data will be connected to decision making across reading, math, handwriting, and motor based programs. The instructors will draw from long and varied histories of success using the SCC in a range of setting to illustrate the key concepts taught in the workshop.

Jonathan Amey

The Happy Learner Model was created by Eric and Elizabeth Haughton with the aim of creating a positive learning experience for every learner. Participants will learn how to create a teaching, measurement, and practice plan that supports learners across all skill sets. Each element of the teaching, measurement, and practice plan will be presented with ample opportunities to apply to specific case scenarios. Skills overviews, data analysis, decision making, and channel wrapping will all be emphasized within the model.

Amy Evans

Are you using the SCC to its fullest potential? Many practitioners use the SCC regularly but shy away from using certain features or conventions. Others use the SCC for a few things but have not yet taken the leap to expand their use to other instructional arrangements or “tricky” measures. Or you may be one of many who are missing out on the efficiency of decision making on the SCC because the metrics can be overwhelming. In this workshop, we’ll tackle the most common questions we’ve gotten in our years of teaching the chart to educators and behavior analysts. We’ll be sure to also cover some of the things you might not know you don’t know. Build your fluency and flexibility with interpreting, charting, and analyzing different types of data on the SCC. Leave this workshop and head into the conference with confidence in your skills and a renewed excitement about all that the SCC has to offer.

Jonathan Amey

Assent is presently a popular topic among behavior analysts given its inclusion in the 2022 BACB Ethics Code, and the current political climate around Applied Behavior Analysis. The Code defines assent as “vocal or nonvocal verbal behavior that can be taken to indicate willingness to participate in research or behavioral services…” (p. 7). Although there has been plenty of discourse around assent, its meaning remains ambiguous. Can assent, or lack thereof, be defined procedurally in terms of contingency arrangements? This workshop will begin by defining assent though a Nonlinear Contingency Analytic lens. The provided conceptualization defines assent based on the presence or absence of certain contingency arrangements, which goes beyond the common topographical definitions. True assent will be distinguished from apparent assent utilizing a degrees of freedom analysis. Examples and non-examples will be provided to illustrate this distinction. Attendees will then identify examples and non-examples of vignettes based on situations commonly encountered by Precision Teachers working with Autism Spectrum diagnosed learners. If assent is determined to be absent or withdrawn, how can a clinician/practitioner proceed while honoring the learner’s dissent? The Constructional Approach will be introduced as a way to create assent-informed programs by asking a few guiding questions related to desired outcomes, entry repertoires, maintaining consequences, and programming sequences. The answers will help clinicians create programs that build on learners’ entry repertoires that lead to full participation in the program. Attendees will leave the workshop with a clear nonlinear contingency analytic definition of assent, be able to determine whether true learner assent is present, and tips/strategies of how to create a constructional program that incorporates and honors learner assent.

Guy Bruce

Are you satisfied with the progress of your clients and students? This workshop will teach you how to design and implement an organizational performance engineering process, to change how providers work together so that every client and student makes efficient progress.

Organizational Performance Engineering is an application of behavior analysis with the following steps: 1) Evaluate student progress, 2) Analyze provider performance problems, 3) Recommend changes in provider resources, training, and management, and 4) Solve provider performance problems by designing and implementing recommended solutions.

The workshop will provide a workbook with practice exercises, 7 sets of practice cards, and free subscriptions to ProgressCharter, a software application that will facilitate design and implementation of the EARS process.

Jonathan Amey

All skills are rooted in the psychomotor domain. Common activities like brushing our teeth, stocking grocery store shelves, swimming, and communication require complex and coordinated movement plans that when dysfluent can create barriers to growth and participation in society. This workshop will cover the foundation skills for gross, fine, and oral motor movements. Attendees will learn about the actual motor movements required to complete common activities of daily living, vocational skills, and those required for sound production.