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Monday, June 10, 2019

Conference - Montana Association for Behavior Analysis

September 12-13, 2019

Billings

Teaching Intraverbal Behavior
Many children with autism acquire mand and tact repertoires but fail to develop intraverbal responding.  Failure to acquire intraverbal behavior leads to difficulties in academic, social and over all communication. In the past few years the behavior analytic literature has included reports of methods to teach the intraverbal. The purpose of this workshop is to present the current research on teaching  intraverbal responding which extends Skinner’s 1957, analysis of this verbal operant.  A sequence for teaching intraverbal responding from simple to complex will be offered with many video illustrations of teaching methods within applied settings.
The Role of Joint Control in Teaching Complex Listener Responding to Children with Autism and Other Disabilities
Skinner’s (1957) analysis of language has much to offer clinicians interested in teaching verbal behavior to persons with autism.  Much of the research in this area has emphasized the teaching of speaker behavior with less work dedicated to a thorough analysis of the contingencies operating on the behavior of the listener. Possibly due to this lack of attention cognitive explanations of comprehension, understanding and word recognition have persisted. A special form of multiple control called joint stimulus control may provide an alternative and cogent behavioral analysis of complex listener and other  behavior. The purpose of this presentation is to provide an overview of the conceptual analysis of joint control and the basic and applied research that has followed.  Video demonstrations of the teaching of joint control with participants from a recently published study and additional clinical applications will be presented to illustrate the implementation of joint control procedures in applied settings.

The Struggles of a Teenage Girl With a Late Autism Diagnosis

Until very recently, autism has been viewed as a male disorder. Statistics have shown that boys diagnosed with autism spectrum disorder outnumber girls at a rate of 4:1. However, Maria Szalavitz provides three good reasons to question these figures, in her 2016 article in Scientific American, “Autism – It’s Different in Girls.”
First, the foundational research on autism had been conducted on boys, meaning that the criteria on which an autism diagnosis is made are based on the presenting characteristics of boys. Second, girls have been less likely to be given an autism diagnosis unless they exhibit more extreme behaviors than boys and have an intellectual disability. Third, autistic girls are different from autistic boys in significant ways which have led to them being overlooked.
Recent research has found that girls on the autism spectrum make more effort to learn and mimic social rules, go to greater lengths to camouflage their social differences, have a stronger desire to connect, and are less likely to exhibit repetitive behavior and obsessive interests. Girls like Nikki very easily fly under the ASD radar. Many are misdiagnosed, diagnosed at later ages or as adults, or never diagnosed at all.

The Story Collider presents: Stories from Spectrum

The Story Collider partnered with Spectrum for a storytelling event about experiences with autism. 

View the videos here at Spectrum. 

Archived Webinar - Camouflaging in autism



You can view the archived webinar here. 

Wednesday, June 5, 2019

Ealy Childhood Assessments

This document from PA Department of Education is useful in comparing a variety of early childhood (0-8) assessment tools by different purposes and functions of assessment.

Tuesday, June 4, 2019

Glendive Training July 2019

The following trainings will be at the Holiday Inn Express in Glendive:


July 24 –Tips and Tricks for Easy Data Collection and Analysis      8:30 a.m. – 3:30 p.m.

 
Why do we write so much? Why do we make notes that no one will read again? Why do we use so much paper? Why don’t we spend more time analyzing data we recorded so we make timely decisions on progress? This workshop will answer these questions and show you easy ways to instantly analyze data!
 

July 25 –FBA Booster           8:30 a.m. to 3:30 p.m.

This workshop is designed to remind school IEP team professionals about necessary steps in this evidence-based practice. The development of specific targeted positive behavior intervention plans and evaluation of intervention effectiveness within those plans is of major concern as well as safety and crisis planning.

 
July 26 - Latest Research and Best Practices in Autism Spectrum Disorders      
8:30 a.m. – 12:00 p.m.

What is going on in the world of autism? What’s the latest information on evidence-based practice, prevalence, medical treatment, and services? What legal and ethical issues have arisen in school-based practices that we should know about and prevent?