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Atypical Behavior Analyst

Atypical Behavior Analyst

By Atypical Behavior Analyst
Exploring the fringes of behavior analysis in a quest to find and understand more about the application of behavior analytic principles in various environments and structures. If you're curious about other ways to apply the science of behavior, then you're in the right place.
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Ep34 Lived Experience and Self-Advocacy with Michau van Speyk
When creating goals, targets, programs, addition/removal of accommodations, are we genuinely listening to the needs and preferences of autistic individuals? Or do we find ourselves more likely to adhere to data and mastery criterion to direct our behaviors? As practitioners, we may mean well, but it is in our best interest to set aside our pride and take some time to listen to the voices of those who have personally experienced what we claim to understand. In this chat, we meet with Michau, autistic self-advocate, to discuss his experiences growing up Canada. He provides his perspective on what he found supportive, unhelpful, or painful/traumatic, and how and when he finally felt his voice being heard. He’ll also discuss his work in self-advocacy, long and short-term goals, and how others can do better for the autistic community. Learning Objectives: 1. Recognize the importance of co-production for treatment, accommodations, and interventions not just with other professionals and practitioners, but with autistic individuals themselves. 2. Describe how to incorporate the individual’s voice, preferences, values when establishing programs and goals. 3. Identify multiple potential variables that can affect placement, treatment, and social and learning opportunities for individuals. Worth 1 Learning, 1 Ethics CEU Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:10:44
June 21, 2022
Ep33 Tools of Empowerment: Emotions and the Constructional Approach with Jonathan Amey
Behavior Analysts know that the learner is always right, but there are cases where people start doubting this because of how disturbing some behaviors seem. It is important to always remember that the behavior is rational and makes sense regardless of how bizarre it may seem. In the Constructional Approach, no behavior is considered maladaptive. Behavior is considered always to be adaptive, although it can also often be very disturbing or costly. And therein lies one of its salient features: there are no magical procedures, no simple recipes such as “if this diagnosis, do that.” Israel Goldiamond developed the Constructional Approach and laid down a set of procedures that guides the investigation of these disturbing behaviors. TV Joe Layng added to this investigation with his work on emotions as contingency descriptors.  This important work enriches and expands the contingency analysis furthering the tools available to both clinician and client.       Join us for this LIVE event with Jonathan Amey from Heart the Chart, to discuss how emotional behavior and the Constructional Approach can open up new pathways for client outcomes.  Learning Objectives: 1. Extrapolate the broad impact of emotions when it comes to contingency management and program implementation. 2. Describe the value of analyzing emotional contingencies when applying behavior principles to parent training. 3. Demonstrate ways to collect data on emotions that are effective and useful. Take Aways- your bite-sized educational noms - We’re all familiar with the concept of emotional responding; it looks pretty similar to an extinction burst. When we don’t come in contact with something reinforcing there is that we a chance we react  “emotionally”, perhaps in hopes that the “emotion” can force the desired reinforcement to occur, but at what cost? It’s better to take a step back and respond, rather than react to the situation. Stress and anxious emotions lead to a decrease in executive functioning which can lead to poor folow through with treatment recommendations. - Incorporating emotions into analysis can help to determine settings when caregivers are more or less likely to adhere to program recommendations. Caregivers are also competing contingencies whether they occur in their work/personal life, personal histories and backgrounds.  - Dr. Israel Goldiamond created the Constructional Logs to help his patients learn to become their own Contingency Analyst which includes “responding” to emotional descriptors, rather than “react”. By taking data on one’s emotions during situations throughout the day, a caregiver can learn how to control their “emotional responding” when things turn on their heads.  Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:50:50
June 13, 2022
Ep32 Gravitational Pulls- First Loves and Instructional Design with Anika Costa (Supervision)
Life is an adventure and adventures put you in contact with a multitude of experiences. In turn, those experiences help shape your professional and personal development. We learn, what works, what’s aversive, where our strengths and passions lie, and how to be flexible. For some of us, there’s a trend that seems to follow. In today’s LIVE talk we meet with Anika Costa BCBA, professor, instructor, and co-author of the best-selling book QUICK Responses for Reducing Misbehavior and Suspensions: A Behavioral Toolbox for Classrooms and School Leaders, to discuss how her career has put her in contact with a wide variety of settings, and she found opportunities for growth and a better understanding of how humans learn and behave. She’ll discuss what it means to be flexible in your instruction and how learning to manage your learning environments is both behavior analytical and effective and can be applied not just to clients but also to supervision. Learning Objectives: 1. Discuss the importance of experience and learning to put them through a behavior analytic lens which can help us be flexible in new spaces. 2. Differentiate between the concept of "classroom management" and behavioral strategies that apply (how the science fits in classroom/environmental management. It's not just about token boards and FAs). 3. Describe the importance of mentoring and supervision across environments and how it benefits both the supervisor and supervisee. Worth 1.5 Learning, 1.5 Supervision CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:31:07
June 01, 2022
Ep31 Feeling Alien in Your Own World with Rebecca H.
Picture this, you’re a student in a classroom. The letters and numbers on the paper shift and move. The lights aren’t just too bright, they’re also too loud. One of your classmates apparently changed their shampoo and that’s all you can smell now. With all these stimuli, what is a learner to do? Many of the individuals we work with experience the world in a vastly different way than their able-bodied and neurotypical peers. In this live talk, we have the privilege to listen to Rebecca as she tells her story of living with sensory, auditory, and speech language processing disorders, ADHD, and Dyspraxia. Her first-hand experience while going through the education system, employment, and life will be an important lesson in perspective taking.  Learning Objectives: 1. Describe the potential overt and covert impacts that could occur when finding placement for learners if we only look at diagnoses and ignore the whole person. 2. Provide recommendations to improve environments in order to improve the quality of the lives of those with disabilities, impairments, diagnoses, etc.  3. Discuss how our own stories impact and influence our professional practice.  Worth 1 Learning, 1 Ethics CEU Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:05:41
May 20, 2022
Ep30 Removing the Mask Hiding Trauma: Discovering and Altering the Functions of Challenging Behavior with Dr. Jeannie Golden
Children who are traumatized by maltreatment often learn to engage in functional survival behaviors. Living in a chaotic environment, with intermittent reinforcement for challenging behavior, unpredictable aversive stimuli, deprivation of attention, care and comfort, and discriminative stimuli for punishment of expression of emotions, can create the setting conditions for unattached, callous, and unemotional behaviors.  The emotional and physical hurt and pain from maltreatment are so severe that they become an establishing operation for escaping negative emotions, making the reinforcement value of escape more salient and stronger. By blocking or numbing the pain, sadness, and/or anxiety so they cannot feel these emotions, children can be negatively reinforced and thus more likely to continue blocking those emotions. When they start to feel anxiety, pain, or hurt, or even sad, guilty, or ashamed, they escape those feeling by blocking them or becoming numb. Often what survives are anger and rage expressed in the form of challenging behavior.  This presentation will address ways for behavior analysts to discover these setting events, distal antecedents, and establishing operations masking hidden traumas and to provide effective treatments. Learning Objectives: 1. State some of the devastating effects of maltreatment of children and the types of challenging behaviors that can serve survival functions for these children.  2. Describe how childhood maltreatment can create setting events, distal antecedents, and establishing operations for challenging behaviors in these children. 3. Describe how maltreated children can receive negative reinforcement in the form of avoiding or escaping negative emotions and how that can affect their behavior. 4. Describe treatments that can be effective in reducing challenging behaviors of maltreated children by assisting them in feeling safe, developing trust, establishing relationships, and regulating emotions.  Worth 1.5 Learning CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:36:27
May 16, 2022
Ep29 CPP Rides Again! Pt5 Professional Development Across the Galaxy (supervision)
It only took us a few extra months, but PBS Matters and ATBA ride again in part 5 of our Cross Pollination Podcast! In this discussion, Paddy, Jo, Shana, and Kelly discuss professional development (we also have a special vocal appearance from the lovely Hetty).  We review the importance of listening to your supervisee in order to have a mutually beneficial relationship, understanding the layers and complexity of supervision, and how to improve our own practices and the practices of whom we supervise and mentor. Learning Objectives: 1. Differentiate between potential layers of supervision.  2. Recognize the importance of collaboration even during the supervision experience.  3. List some compassionate leadership skills. 4. Consider potential barriers when it comes to gaining supervision, continuing education, and how to work through those hindrances. Take Aways- your bite-sized educational noms - There are potentially several layers when it comes to supervision. It isn’t always just supervisor to supervisee but can also include the company’s professional development. If you work and supervise in these types of systems, one should ask, “Are they supportive each other?” If the supervisee’s interests for continuing education venture into outside of the current environment, will they be supported in their quest for additional knowledge, or will it be dampened?  - Just like we discussed with Tyra in Ep28, know what you don’t know. It’s okay and totally normal to not know everything! But it’s crucial to understand where your scope of competence and practice ends, and someone else’s collaboration is needed and begins. - We’ve all heard the buzz phrase “compassionate care” and it’s a practice that all practitioners should practice but it doesn’t end at clients. We need to consider the competing contingencies, resources, and accessibility when helping supervisees improve and develop. It is important to listen to all voices, including those you are supervising. The relationship needs to be reciprocal, not transactional.  - There will most likely always be barriers to continuing education opportunities- whether it’s a lack of opportunities or accessibility, limited resources (let’s be honest, CEUs and conferences aren’t always affordable), and lack of motivation. Many of these barriers we as supervisors can help our supervisees overcome, it may take us being creative and exploring what’s out there, but we should always seek to better ourselves and our supervisees. Worth 1 Learning, 1 Supervision CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:08:29
May 02, 2022
Ep28 Shaping Supervisors to be Suns not Shooting Stars with Dr. Tyra Sellers (SUPERVISION)
Supervision is something that all incoming BCBAs will experience and many BCBAs will chose to provide. But it isn’t as easy as checking off a task list and signing documents. Humans are complex and we each come with our own unique set of contingencies, teaching, learning, and feedback styles. We want our supervisees to shine bright for years, not be a shooting star who burns out quickly. Come join us as we meet with Dr. Tyra Sellers, JD, PhD, BCBA-D, AND co-author of the book Building and Sustaining Meaningful and Effective Relationships As A Supervisor and Mentor, to delve more into the vast galaxy that is supervision. It’s sure to be a stellar time! Learning Objectives: 1. Discriminate between situations in which professionalism will look different based on your audience. 2. Describe uncomfortable situations that may occur during supervision and best practices for working through this discomfort. 3. Discuss the importance of being flexible during the supervision experience. Take Aways- your bite-sized educational noms - Everyone comes with their own unique set of learning histories, preferences, and knowledge. Supervisors need to ensure that they are taking these individual differences into account when supervising. With someone with a strong background in applied, they may need minimal assistance with completing the task list but may require more support in the area experimental analysis. Or someone may come from a theoretical, research background and may require more assistance with application in a treatment setting.  - Not only should supervising BCBAs be aware of their supervisee’s educational and application background they should also be aware that everyone comes with their own histories regarding feedback and instructions. These should also be individually tailored to supervisees. Feedback goes both ways and both parties need to have an understanding of the purpose behind feedback and further instructions.  - Yet another area of consideration is the cultural backgrounds of supervisees. We need to provide a supervisory experience that is judgement free.  - While these considerations may seem intimidating, consider the vast array of creative possibilities and learning opportunities for everyone! What may seem to a barrier, may really a learning opportunity. Learning to be creative and flexible can greatly improve treatment, consultations, and the overall supervisory experience.  Worth 1.5 Learning, 1.5 Ethics CEUs Website: https://atypicalba.com/ Email: kelly@atypicalba.com Check out all our links here: https://linktr.ee/ATypicalBA Insta: https://www.instagram.com/atypicalba/ Bookface: https://www.facebook.com/AtypicalBA LI: https://www.linkedin.com/company/74174258/admin/ Support the show: https://www.buymeacoffee.com/AtypicalBA
01:32:54
April 18, 2022
Ep27 *Actual Results May Vary Follow Up with Dr. Merill Winston
During our initial LIVE talk with Dr. Merrill Winston there were several comments and questions in the chat we felt needed to be further addressed. In this “ATBA after dark” follow-up, Merrill addresses the concerns that come with medications being administered for behavior reduction (including challenging and sexual behaviors), tips for collaborating with prescribing professionals, and the importance of objective measurements. Learning Objectives: 1. The importance of understanding deductive and inductive reasoning when it comes to treatment. 2. Provide ideas on how to collaborate with prescribing physicians, psychiatrists. 3. Create behavioural definitions to help collect data on potential medication side effects. 4. Understand the expectations of medication- what is it supposed to look like if things go right? 5. Understand the ethical considerations when it comes to “dampening” medications, whether it be aggression, self-injury, sexual behaviors. Take Aways- your bite-sized educational noms - Deductive reasoning is a logical approach that moves from general ideas to more specific conclusions. Inductive reasoning on the other hand draws conclusions by moving from the specific to generic. - Building relationships and rapport not only includes with our client and their caregivers but should involve the whole team for the client, and this may include prescribing physicians and psychiatrists.  Collaborating with these other professionals allows us the chance to remain in our scope of competence but remain curious and advocate for the client. - The science of behavior provides the opportunity to set clear measures for medication, not just “feels better”. What are the medications prescribed for? Depression or because the individual cries throughout the day? What are some of other variables that could be affecting this behavior? Remember from Ep23, medications affect the effect, and effect the affect. If the medications “work”, what will others observe? - Ethically we need to consider who the medication is benefiting and why. Are medications given that limit sexual desire because the individual engages in masturbation when instead a lesser intrusive method could include ruling out medical issues, skills deficits, training. Worth 1.5 Learning, 1.5 Ethics CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:23:49
April 04, 2022
Ep26 What Does it Mean to be Constructional? with Awab Abdel-Jalil
Let’s be honest, working with humans can be difficult. To formulate successful programs for clients, there are a variety of contingencies to consider, and several approaches that can be taken. There are multiple competing contingencies, learning histories, and the ebb and flow of potentiating variables. It may seem to be an overwhelming task, but there are a variety of ways to help interpret/understand the complexities of human behavior and construct programs to address them.  In this live talk we meet with Awab Abdel-Jalil co-author of Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice to learn about the history and creation of Dr. Israel Goldiamond’s nonlinear contingency analysis and Constructional Approach. He will also discuss how these approaches can work with various populations.  Learning Objectives: 1. Discuss how the constructional approach and behavior analysis go hand in hand. 2. Label different ways to encourage more accurate self-reports from clients.  3. Discuss the broad applications of the constructional approach with a variety of clients.  Take Aways- your bite-sized educational noms - The Constructional Approach expands or puts another layer to Skinner’s description of behavior analysis. Humans are complex and the Constructional Approach can help to interpret the complex and often competing contingencies. It also helps bridge the gap between Behavior Analysis and Clinical Psychology. - While the logs may seem to rely on self-reports (and they do), what has been observed is participants are more likely to reports accurately because they want to see a change. When changes aren’t happening or progress seems slow, the behavior analyst can investigate the motivation and contingencies. Is the individual not motivated? Do they have the skills? Does the log need to be modified to promote more accurate responding? The Constructional Approach strongly encourages problem solving both for the participant and the behavior analyst.  - The Constructional Approach can be used with a variety of seemingly complex behaviors such as schizophrenia, eating disorders, depression, career and life goals. Other areas of application include caregiver, staff, and parent involvement. Potential areas for research could be in the area of looking at logs of parents, siblings, other group home members to analyze their interwoven contingencies and how they impact everyone.  Worth 2 Learning CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:54:50
March 25, 2022
Ep25 Non-Compliance Doesn’t Mean Defiance- Assent, Consent Follow-Up (Ethics)
There was a lot of discussion in the chat during our previous LIVE Assent and Consent talk so we wanted to take some time to address those comments and questions. In this follow-up, we meet again with Nyetta, Jennifer, Sarah, Summer, and introducing Treichae, to talk more in depth about specific aspects of consent, token economies, and generalized compliance issues. Again, disclaimer, some of the topics addressed may cause some discomfort and that’s okay! Take some time to sit in that uncomfortable state and learn more about yourself and how you interact with your client and their world. Learning Objectives: Discriminate between will versus skill versus communication abilities in regard to instruction following and “compliance”. Discuss interoceptive experiences and how these should be considered when creating and implementing programs and recommendations. Describe ethical considerations when teaching a variety of skills from safety to instruction following. Examine how one’s own culture and the culture of clients should be handled in order to promote success. Discuss the ethical considerations when implementing escape extinction and token boards. Take Aways- your bite-sized educational noms - While people may be inclined to see refusal to complete a task as just that, refusal. How often do we explore the “why?”. When analyzing “behavior”, behavior analysts should look beyond the ABC diagram to ensure that all variables and potential competing contingencies are taken into account before recommending interventions. Sometimes, people don’t do things because they don’t understand, they don’t have the repertoire to say “all done” or “it’s too hard”. The assumption that “non-compliance = defiance” is inappropriate without further exploration. - Humans are complex, from child to adult. Each person should be viewed as an individual without the assumption that “most” recommendations will work regardless of further analysis. The individuals we work with come with their own histories of learning, reinforcement, and punishment. We aren’t always made aware of a person’s internal processings but that doesn’t mean they should be ignored. - There are moments in life that BCBAs may need to break bodily autonomy and act “more aggressively” to ensure the safety of clients. BUT, BCBAs should proactive and have these uncomfortable conversations before the potential scenario unfolds to ensure teaching and learning rather than fear and potential long-term discomfort. Worth 1.5 Learning, 1.5 Ethics CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Image by Matt Nelson @ Unsplash Music by: www.purple-planet.com
01:22:35
March 21, 2022
Ep24 A Day in the Life of an OBM Senior Consultant with Dr. Cloyd
The teacher, the baker, the organizational systems maker! Join us as Dr. Cloyd Hyten, from Aubrey Daniels International, Inc., regales us with his experiences in the organizational behavior management universe! If you’ve be curious about how behavior analysis can be implemented with organizational systems, this talk should provide some enlightenment. Dr. Hyten has an extensive background in teaching and consulting and will provide examples and discussion about how he incorporates behavior analytic principles during his day improving safety in high-hazard work settings.  Learning Objectives: 1. Discuss applications of behavior analysis when improving safety within organizations. 2. Discuss how management support at multiple levels is required to implement and sustain organizational change. 3. Tact various ways behavior analysis can be implemented across different systems.  Take-Aways: your bite-sized educational noms - Behavior analytic principles can be found every where and it no different when working with organizations. Each employee comes with their own learning histories, motivation, and reinforcement preferences and each company comes with their own values, environmental arrangements, and reinforcement. You don’t have to be an expert in a particular field, but you do need to have an understanding of behavior analytic principles, contingency, and environmental management.  - Many organizations have more than the surface or direct employee level; there are managers, supervisors, administrators and they as individuals and as a group operate under different contingencies. If a change happens at one level, then there will be subsequent changes across the rest of the company. For interventions to be successful and maintain, the multiple levels need to be addressed.  - There are common tools across the scope of behavior analysis that can be applied to organizations and employees such as preference/reinforcement assessments, environmental changes (least to most intrusive is still applicable!), feedback loops, and training the trainer to promote maintenance and fading.  Worth: 1.5 Learning CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Introduction Music: "A Day in the Life" The Beatles Music by: www.purple-planet.com Find all our links here: https://linktr.ee/ATypicalBA
01:23:19
March 07, 2022
Ep23 *Actual Results May Vary- The Behavioral Contribution to Medication Administration (Ethics CEU)
There is a long, interwoven history between behavior support services and medication administration. While many of us are not explicitly trained in medications and diagnostics, we often find ourselves collaborating with psychiatrists and doctors. So how is a BCBA supposed to navigate the many layers of care while still maintaining their scope of practice AND making sure their client receives the care they need?  Join us and our favorite vulgar professional, Dr. Merrill Winston, to discuss how diagnoses and medications can affect the effect, and effect the affect of the individuals we work with and serve. Learning Objectives: 1. Discuss best practices for remaining within a BCBA’s scope of practice when recommending medical assessments and evaluations. 2. Tact potential behaviors and affects that may emerge due to the administration of medication. 3. Identify some of the barriers that may impact client behaviors and subsequent medications and diagnoses.  Take Aways- your bite-sized educational noms - “It takes a village” We should remember that we aren’t the only stimulus impacting the individuals we work with. While prescribing medications is not within our scope of practice, we should be aware of their behavioral impacts on our clients.  - If you’ve ever taken medication, you may be aware that there are side effects! It takes a sophisticated repertoire to tact and label physiological sensations and internal events in such a way that makes sense to the listener. Many learners lack this skills and BCBAs are in a prime position to help interpret the behaviors that may emerge with changes to medication .  - If there is a lack of functional communication (not just being able to answer, “what do you want?”) then some of the side effects of medication may demonstrate as challenging behaviors. Imagine this- you don’t have the ability to speak, and every time you take a certain medication it makes you feel nauseous. How do you let people know? Often times we may interpret behaviors as direct responses to outside stimuli when in reality they are responses to private events.  Worth 1.5 Learning, 1.5 Ethics CEUs Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Find all our links here: https://linktr.ee/ATypicalBA
01:36:44
February 21, 2022
Ep22 Exercise, Movement, and Improving Client Health with ABA ft. Dr. Nick Green
The applications of the science of behavior analysis aren’t quite limitless but it can feel close. In this episode, we meet with Dr. Nick Green to further our discussions about how behavior analysis can be applied to athletes, employees, and others who can benefit from movement/fitness/better health choices. He discusses the importance of listening to your clients, goal setting, and data collection. Behavior analysis provides a unique lens in which we can work with people of all types to improve their daily habits.  Learning Objectives: 1. Understand the scope of competence of a behavior analyst when it comes to working in the areas of health and fitness. 2. Discuss how goal setting, measurement, and data collection can look when working within fitness. 3. Discuss the importance of motivating operations and individual variables when working with learners who are seeking to “fine tune” their own behaviors and behavioral patterns.  Take Aways- your bite-sized educational noms - The science of behavior analysis can be “translated” from multiple other sources and professions but it’s important to know what you don’t know and when it’s time to ask for help and another set of eyes.  - Health and fitness improvement involve a multitude of variables and it’s important for behavior analysts to flexible and seek out methods that improve desired behaviors. Like working with younger learners and/or those with disabilities, the goal posts may shift, interventions and recommendations may change based on the data and that’s all okay. The goal is to find progress.  - Each person we work with comes with their own histories of reinforcement, punishment, and motivation. If we want our programs “to work” then we have to consider these variables when setting goals, which means actively listening (close those feedback loops!), remaining unbiased, and understanding how competing contingencies can affect our learners.  - Data collection is important, AND it needs to tell a story! We need to present our beloved data in such a way that makes sense to the learner. Data can and should be an MO for continued changes/maintenance of behaviors.  Worth 1 Learning CEU Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Find all our links here: https://linktr.ee/ATypicalBA
01:14:21
February 07, 2022
Ep21 That Time We Talked Sex with Kerri Isham
Talking about sex can be an uncomfortable, delicate, and often times a confusing conversation BUT it is a necessary discussion regardless of the population you work with. In this talk, we meet with Kerri Isham to talk sex, masturbation, and what we can do to help teach these difficult concepts to vulnerable populations. Learning Objectives: 1. Tact the importance of pairing accurate terminology, physiological sensations, and environmental contexts when teaching sexual education and how it can generalize to other areas of their life. 2. Describe how deprivation of sexual release can affect a learner’s behavior. Take Aways- your bite-sized educational noms - It is important to teach learner’s accurate terminology so they are able to correctly state feelings and sensations. We should consider teaching our vulnerable populations about 5yrs before they encounter physiological changes. Not only give the learner the words to use, but also benefits later medical visits, potential counselling with giving the learner a repertoire that is understood by others. - Sometimes hoarding faecal matter doesn’t fit neatly into a functional analysis. There’s more to it than just simple escape. If the individual feels unsafe or uncomfortable in their environment then they may engage in behaviors that increase the “feeling of safety”. - While teaching sex education may not seem in a BCBA’s wheelhouse, there are multiple tools that a BCBA can utilize- collaboration with other professionals, use of schedules, task analysis, and discriminative stimuli. - If a person is deprived of sexual release for an extended period of time, they may “act out” in ways that are considered inappropriate. There should be significant consideration of the principles of reinforcement as well as an analysis of the functions of behavior when working with sexual behaviors. - We can and should collaborate with other professionals and utilize their materials in a way that fits our science. Worth: 1 Learning, 1 Ethics CEU Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Intro Music: "Let's Talk About Sex" by Salt-N-Peppa Music by: www.purple-planet.com
01:14:50
January 24, 2022
Ep20 Reaching the Remote- Rural Communities and ABA with Dr. Brittany Hott
From political science to juvenile justice to working with rural schools and teaching graduate and doctoral students, Dr. Brittany Hott has explored a vast galaxy. In this adventure, she describes how she utilizes the many layers of behavior analysis to work with rural communities to improve the lives and families of students. She presents a beautiful description of how systems and communities can be improved through building relationships, teaching, mentoring, and maintaining the mantra of progress over perfection.  She also discusses Project SPIDERS, a collaborative project across three universities- University of Oklahoma, University of Louisville, and University of North Florida. Project SPIDERS stands for: School-University Partnership Influencing aDvocacy and Engaging Rural School educators. This scholarship is for a doctoral program for students dedicated to special education and are interested in becoming an educational leader.  Learning Objectives: 1. Describe how to shape desirable behaviors utilizing the individual’s strengths.  2. Tact how various “small variables” can impact a learner’s day and subsequent learning and how BCBAs can work with schools to make small changes.  3. Discuss how different learners will require different accommodations and how that impacts other stakeholders in the system in regards to risk-benefit analysis.  Take-Aways your bite-sized educational noms: - Consider the child who gets up early in the morning to perform chores and work on a ranch. While we may see the early wake up as detrimental, there are many behaviors and skills learned during these activities that can benefit and strengthen the learner in other areas such as following a schedule and task list to completion. Look to the learner’s strengths for guidance.  - Instead of blaming or judging the behaviors, we should look at a variety of contingencies that impact our learners. Are they hungry and cranky when they come to school? Make sure they get breakfast/snack and some calm down time. The learner and the environment need to both be prepped and ready if learning is to occur.  - Some of our learners will need certain accommodations while others will need different supports. It is important to consider each learner’s (whether it’s a teacher, student, or administrator) individual strengths, skills, and variables if we’re going to strive for progress over perfection. Worth: 1 Learning Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
52:14
January 10, 2022
Ep19 Superhero Scientist- Getting in the Ring(s) with Dr. Paulie Gavoni
Like the many rings of Saturn, Behavior Analysts in our field find themselves working across various environments. In this episode, we talk with Dr. Paulie Gavoni, BCBA, OBM consultant, former Golden Gloves Heavyweight Champion, and professional MMA coach. For many educators, sometimes going into the school setting can feel like stepping into the ring or cage as they fight through various obstacles to help students achieve In this episode, Paulie talks with us about how he incorporates the same behavioral strategies he uses to train and coach his fighters to to train and coach educators. Learning Objectives: 1. Select potential strategies that are applicable to novel settings and learners. 2. Discuss the importance of setting small, achievable goals and how a BCBA can become an SD for those   behaviors 3. Discuss the importance of fading oneself out so the learner can perform in the natural environment. Take-Aways: your bite sized educational noms - Feedback loops are important not just when teaching teachers, but also when working with fighters and athletes! The learner needs to be aware not just what they did wrong (let’s be honest, they probably know that) but what they did right and what discriminative stimuli helped make the behavior successful. - BCBAs desire their programs to be successful in the long run and it is a multi-step process. There needs to be a deliberate establishing process for the desired behavior (making yourself a potential discriminative stimulus) and then a fading process that encourages the learner to perform independently in the natural environment. - Learning isn’t just the occurrence of a behavior, but can the behavior occur under the specific environmental contingencies without assistance. Worth 1 Learning CEU Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
54:29
December 27, 2021
Ep18 Consent and Assent- More than Just Yes or No
Assent. Consent. Compliance. Withdrawal. These words can evoke a lot of emotions from caregivers, clients, and BCBAs alike. They are used throughout the field of behavior analysis but what do they really mean? Come join us for a live discussion with a panel of neurodivergent BCBAs who have experienced the multiple facets of treatment as they discuss the definitions, applications, and implications of consent and withdrawal. Additional areas of concern include sexual abuse, individuals with limited functional communication skills, and cultural awareness. Learning Objectives: 1. Select behaviors that can be considered giving consent or withdrawal of consent for a variety of clients and settings. 2. Discuss some of the cultural variables BCBAs may encounter when working with neurodivergent individuals. 3. Discuss the importance of teaching advocacy and bodily autonomy when working with vulnerable populations. Take Aways- your bite-sized educational noms - Consent can be more easily determined- the learner stays near, remains engaged in the activity, and may have a pleasant affect. Withdrawal of consent can be more subtle such as turning away from the instructor, pushing stimuli away, closing/covering eyes, tearing up materials. - Withdrawal of consent should evoke the instructor to re-evaluate their teaching, reinforcement schedule, prompts, materials, etc. Assess the situation and the learner and do what’s best for the learner. It’s okay to take it slow. - Part of our ethical code includes being culturally aware. Listening, asking questions, gathering information, remaining impartial and without judgement are important when developing relationships, rapport, and subsequent programs. - Cultures may differ in a variety of ways from how we play with others, how we talk to each other, the language used, mealtimes, respect for elders/persons in authority. And it’s important to consider and respect these differences. - The stats for sexual abuse for neurodivergent individuals are terrifying. At least 1 in 4 individuals have experienced sexual abuse. The stats are worse when looking at females with neurodivergence. Part of teaching consent and assent should include teaching bodily autonomy, safe and consensual methods for sex and alternatives, acceptance of self. Worth 1.5 Learning, 1.5 Ethics Purchase CEUs for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at https://www.facebook.com/atypicalba Check us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Graphic from: Matt Nelson @ Unsplash.com
01:30:15
December 13, 2021
Ep17 Exploring Behavior Analysis in Fitness with Wes Lowery
Interested in levelling up your athletic prowess? Or maybe you’ve found yourself in a coaching position and want to improve your players’ performance? In this talk, Wes Lowery from TeamABA University, discusses the 4 C’s of precision athletics: Collaboration, Contingency, Combos, and Competition. He also describes how he incorporates the concept of “invisible antecedents” to teach how past events and behaviors can impact future behaviors with the goal to identify replacement behaviors and teach new contingencies.  Learning Objectives: 1. Select the possible “invisible antecedents” that can affect programs and identify ways to mitigate these contingencies.  2. Identify potential motivating operations that can impact the choices of someone’s diet and/or fitness routine.  3. Recognize the importance of collaboration with other professionals in the health and fitness area.  Take-Aways:  - While we tend to look at immediate antecedents when analyzing behavior, sometimes the events that happened earlier in the day or week can be more impactful. For example- staying up late to watch a movie and snack can disrupt future workouts, eating habits, and sleep schedules. - Competition can be a powerful MO for athletes. For some, it may just be about playing the sport a better, but for others scholarships can be on the line which substantially enhances their motivation. - It is important to remember the scope of your own practice and we should encourage reaching out and collaborating with other professionals. Team work makes the dream work! Worth 1 Learning, 0 Ethics, 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
56:05
November 29, 2021
Ep 16 Behavior Analysis, Mental Health, and Classroom Culture with Jessica Minahan
The culture and management of a classroom setting, in most cases, is vastly different than what most BCBAs are accustomed to. Given the current rates of mental health challenges in students, behavior analysts who lack training in mental health best practices will be at a disadvantage in attempting to support students and untrained teachers in a school setting. Listen as Jessica Minahan discusses how she works with teachers and students on looking at behavior through a different lens- one that’s more compassionate and understanding and leads to the acquisition of desired and appropriate replacement behaviors. Learning Objectives: 1. Extrapolate how various events in a learner’s day may impact their anxiety and threshold in terms of motivation. 2. Describe potential and practical ways a teacher may work with the learner to teach new skills with a student who is engaging in agitated, anxious behaviors. 3. Select examples of cognitive distractions and their replacement behavior. 4. Describe the value of seeking education outside of behavior analysis. Take Aways- your bite-sized educational noms - The concept of thresholds provides a beautiful image to help teachers understand their students’ emotional capacity in conjunction with their executive functioning abilities and subsequent learning opportunities. - Research and review outside of the field of behavior analysis is necessary. Review the research through a behavior analytic lens and translate the research into our terms and what works. - Cognitive distractions can function to build in replacement behavior. How does your intervention teach students to make better choices when their threshold is low? Worth: 1.5 Learning. 0 Ethics, 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:16:49
November 15, 2021
Ep15 Behavior Analysis and the Shaping of Modern Animal Welfare with Dr. Eduardo J. Fernandez
If, like so many others during the pandemic, you acquired a pandemic puppy, attempted to teach your old dog new tricks, or perhaps took on the daunting task of litter training your cat, you may have learned that animal training isn’t all treats and clickers.  In fact, the field of working with nonhuman animals is a complex process with a rich behavior analytic history. Join us as we take an adventure into the world of animal welfare with Dr. Eduardo J. Fernandez. Learning Objectives: 1. Tact some of the events and persons that helped shape the modern zoo and animal enrichment. 2. Select some of the behavioral principles used when creating an enriching environment for animals. Take Aways- your bite-sized educational noms - The science of behavior has and can be utilized to assist in improving the lives of not just animals in zoos, but also their keepers and handlers.  - Other areas that can benefit from behavior analysis include conservation and enrichment. - Enrichment is pragmatic and purposeful, should simulate the natural environment and stimulate natural movements. It is not the same things as reinforcement.  Worth: 1.5 Learning CEU, 0 Ethics, 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:30:29
November 01, 2021
Ep14 Communication and Motivation in the Workplace with Dr. Todd Ward
If you have listened to the previous few episodes, you’ve probably noticed some common themes from the various guests and topics we’ve hosted. This conversation continues to explore the themes of listening, communication, and the role of a behavior analyst when working with others outside our field. In this discussion, I meet with Dr. Todd Ward who has worked in several environments including clinics, corporations, and even starting his own company. His varied adventures lend themselves to observing the science of behavior and its vast applications through a unique lens.  Learning Objectives: 1. Tact behavioral principles that are commonly found in corporate environments.  2. Compare and contrast how behavioral procedures can be applied in different settings and with diverse clientele.  Take Aways- your bite-sized educational noms - If your curious about how to use your behavioral skills in areas outside of traditional practice, start with looking to your strengths. What are you interested in? And then, scan the boards.  - In some circumstances, companies aren’t specifically looking for a BCBA. For example, they may instead want is someone who has a thorough understanding of feedback, or instructional design.  - Listening and gathering information are valuable skills that are applicable across settings and work environments.  Worth 1 Learning, 0 Ethics, 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:01:35
October 18, 2021
Ep13 Not Ready for Mogwai- Marketing Behavior Analysis with Dr. Merrill Winston
While behavior analysts often tout the desire to “save the world through behavior analysis”, our proverbial doors aren’t being knocked down by the needed masses.  In this snapshot, Leah and Merrill Winston (with special guest George the dog) discuss the art of being “apparently vacuous yet stealthily scientific”- presenting our help in a way that is utilized and maintains after we leave. Additionally, they touch on the differences between being a scientist, practitioner, and behavioral engineer.  Learning Objectives: 1. Tact behavioral principles found in marketing and sales. 2. Describe how other professions can contribute to behavior-based programs. 3. List some possible ways to determine if the environment is ready for a behavioral intervention.  Take Aways- your bite-sized educational noms  - You can’t change an emotional response with logic and data.  - Be open to the idea that other professions can help address variables that affect behavior.   - We can’t fix everything. But we can help. And other people can and should help.   - Different applications but same principles, applications, and results   Worth .5 Learning 0 Ethics 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
39:26
October 04, 2021
Ep12 Learning to Compassionately Navigate Trauma with Dr. Kolu
In an optimal universe, lives would be free of adverse events and lingering effects from trauma. Unfortunately, most people will experience some kind of event that alters their learning history, contingencies of reinforcement and behavior.  In this live event, Dr. Camille Kolu, founder and instructor of Cusp Emergence University, takes the helm and guides us on what it means to include and navigate these delicate historical variables when working through assessments. The concept of compassionate care isn’t new in the field of behavior analysis, and it is beginning to re-emerge as the world takes on new understandings of human behavior.  Learning Objectives: 1. Discuss how traumatic events may influence behavior.   2. Select reasons behavior analysts and other providers should incorporate screening of trauma related variables in functional behavior and risk assessments.  3. Select examples of ethical ways to incorporate concepts and techniques that take traumatic variables into consideration when developing programs and providing treatment recommendations for those who have experienced adverse and traumatic life events. Take Aways: your bite-sized educational noms - Trauma can impact everyone and we would be remiss if we did not consider the experiences of the client and the members of their team. - When assessing behavior, it is important to review the historical context as well as the current context. - Prioritize the agenda: You can’t treat in an environment that isn’t appropriate, prepared, or safe. - Gathering information from members of the team is imperative. If the staff/caregivers lack prerequisite skills or knowledge, then the environment may not support the intervention. It’s more beneficial in the long run to address those concerns upfront.  - Being honest regarding your boundaries and competence will help when trying to determine if additional assistance or knowledge is necessary before treating. It’s always okay to transfer the individual to a more appropriate professional. Worth: 1.5 Learning. 0 Ethics, 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
01:18:27
September 20, 2021
Ep11 Telehealth- Should It Stay or Should It Go?
The year 2020 brought disruptions felt around the world. As communities shifted, behavior analysts also felt a shift in the way we practice. Many BCBAs were accustomed to teaching and training in-person, providing valuable in situ feedback, frequent fidelity checks, and development of a relationship/rapport with clients and their teams. On the other hand, utilizing technological advances have been shown to provide quality and effective outcomes; and the data isn’t just from recent years.  In this episode Shana and special guest, Julie, discuss the history of telehealth and then consider several pros and cons for utilizing telehealth in a behavior analytic practice. Whether working with adults or children, direct care or consulting with caregivers and team members, providing the option of telehealth may be worth investigating.  Learning Objectives: 1. List similarities from professions who utilized telehealth historically to modern applications.  2. Tact pros and cons for utilizing telehealth with a variety of clients.  3. Determine some of the pre-requisite skills for utilizing telehealth. 4. Modify and create goals when moving from face-to-face sessions to telehealth. Take Aways- your bite-sized educational noms - Navigate the options on an individual basis- what’s best for the client’s progress? Doesn’t have to be only face to face or telehealth, can utilize both modalities. - Trial and error is okay! It’s a part of growing and learning and developing new skills. - Be patient! Consider it a learning opportunity- grow your problem-solving skills, enhance your skills and repertoire.  Worth: 1 Learning, 0 Ethics, 0 Supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Intro Music- The Clash “Should I Stay or Should I Go” Music by: www.purple-planet.com
01:12:32
September 06, 2021
Ep10 CPP! Pt4 Listening- How do you respond to an SOS? (Ethics CEU)
Picture this- you’re out cruising the galaxy and a distress signal pings across your board. You immediately respond with, “We’re here!” and you deploy rescue pods, only to have them float aimlessly through space, never completing their mission. What happened? Often times our eagerness to help prevents us from taking the time to ask some very critical questions. What are your coordinates? What caused this to happen? What is the environment like going in? Can it be a clean rescue or do the processes need to be reviewed first in order to be more successful? In our previous encounter with the PBS Matters team, we discussed the value of being fluent in the science; meaning, our language should be as easily interpreted by someone in the field as well as those implementing our recommendations. As behavior analysts we come equipped with a variety of tools that can be applied to a variety of settings. We’re taught to look at the environment, analyze the function, and then recommend/prescribe an intervention. But when progress stalls, to whom do we listen? Sure we check the data, but what about checking in with the people who produce the data? Learning Objectives: 1. Describe the values of listening and taking time to build rapport 2. Troubleshoot some of the barriers when taking time to listen 3.  Describe some examples of active listening Take Aways- your bite-sized educational noms • Culture- of the learning/treatment environment, histories of clients and stakeholders. • Communication- appreciative inquiry. Ask purposeful questions. Get comfortable building rapport. • Context- of the behavior, the speaker, the client. Talk about the rationale for programs and why they are important; what’s the point? • Contingencies- that progress learning forward, that hinder learning and teaching. Worth: 1 Type Learning CE, 1 ethics, 0 supervision References: - Seligman’s PERMA+ Model Explained: A Theory of Wellbeing. - Jumping Into the Chaos of Things - David Pitonyak - Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the Cultural - Awareness Skills of Behavior Analysts. Behavior analysis in practice, 9(1), 84–94. https://doi.org/10.1007/s40617-016-0111-6 - Biglan A. The Need for a More Effective Science of Cultural Practices. Behav Anal. 2016 Feb 4;39(1):97-107. doi: 10.1007/s40614-016-0051-z. PMID: 27606190; PMCID: PMC4883505. https://pubmed.ncbi.nlm.nih.gov/31976264/ - Beaulieu L, Addington J, Almeida D. Behavior Analysts' Training and Practices Regarding Cultural Diversity: the Case for Culturally Competent Care. Behav Anal Pract. 2018 Dec 7;12(3):557-575. doi: 10.1007/s40617-018-00313-6. PMID: 31976264; PMCID: PMC6743533. - Callahan, K., Foxx, R. M., Swierczynski, A., Aerts, X., Mehta, S., McComb, M. E., Nichols, S. M., Segal, G., Donald, A., & Sharma, R. (2019). Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners. Journal of autism and developmental disorders, 49(9), 3557–3570. https://doi.org/10.1007/s10803-019-04082-1 Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Intro Music- "Message in a Bottle"- Sting and the Police Music by: www.purple-planet.com Graphic by: Nikko Macaspac at Unsplash
01:07:15
August 02, 2021
Ep9 Cognitive Behavioral Therapy through a Behavior Analytic Lens
Behavior analysis is not the only method people turn to when they seek to improve their quality of life. Some people utilize other methodologies such as Cognitive Behavior Therapy. But is it so different than behavior analysis? Come explore the similarities and differences between CBT and ABA and maybe learn that we have more in common than we originally thought. Learning Objectives: - Describe the similarities between CBT and behavior analysis. - Provide examples of parallels in behavior analytic research to CBT. - List some cognitive distortions and create operational definitions. - Describe some potential replacement behaviors for the distortions. Take Aways- your bite-sized educational noms - CBT can be applicable in many settings, including those in which BCBAs often find themselves. - Cognitive distortions can be described in observable and measurable terms. - Replacement thoughts and behaviors can be developed with the clinician and client and can be defined in such a way that allows for data collection. - The Constructional Approach (Israel Goldiamond) uses similar data collection methods: environment, emotions, etc. Worth: 1 Type Learning CE, 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Graphic by Nagy Arnold from Upslash.com
01:14:06
June 28, 2021
Ep8 CPP! Pt3 Tuning your Babel Fish- Understanding Fluency in the Science of Behavior Analysis
“How do you know someone is fluent?” When they demonstrate certain behaviors? Emit certain phrases and buzz words? Complete their SAFMEDS in record time? What about the outcomes we’re usually interested in: understanding what other people are doing and why they are doing it, and describing it in such that a way that ties it to behavioral principles. Meaning, breaking down the information we’re given into relevant behavior elements (Humility Note: don’t break it down and feed it back to them. Please do it in your own head unless they ask you). Once you have your internal translation, use plain language to gauge your own and your listener’s understanding, instead of relying on jargon.  Learning Objectives: 1. Provide definitions of fluency in both behavior analytic and layman’s terms.  2. Describe the values of being fluent in one’s practice and science.   3. Describe ways to assess fluency. Take Aways- your bite-sized educational noms: - Check your audience: Provide examples with topics that are known and understood in that person’s repertoire and experiences. Forcing jargon doesn’t change a person’s understanding (and it probably doesn’t do great things for rapport and pairing). - Receive instead of transmit: Instead of prescribing, consider what question to ask next to gain more information and paint a more accurate picture. Operate under the assumption that everyone has something to add.  - Values of Fluency: Deeper understanding of what other people are doing and why they are doing it, efficacy, improved perspective taking.  - Something to consider- we require new practitioners (RBTS, newly certified BCBAs,and BCaBAs) to use perfect jargon when answering questions, interacting with other professionals and stakeholders, yet, they lack experience. How does this style of training potentially hinder the progress of our field and consumers? Worth: 1 Learning , 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
58:38
June 07, 2021
Ep7 The Behavior Analytic Elements of Self-Awareness
In this episode of the Atypical Behavior Analyst, we venture inwards to discuss self-awareness. We begin by stating what it is and reviewing the potential benefits to the service provider, clients, and their stakeholders. We then provide you with information on how to increase self-awareness, to include how that can be done in a behavior analytic manner. In an effort to fine-tune the work that we do as behavior analysts, improving our abilities to help our clients and their stakeholders, we explore self-awareness – what it is, its benefits, the disadvantages associated with limited self-awareness, and how to increase it. Learning Objectives: 1. Describe various definitions of self-awareness and their critical components 2. Provide benefits of increasing both internal and external self-awareness and disadvantages of limited self-awareness in our professional and personal lives 3. Evaluate the benefits of teaching self-awareness to others, including supervisees, stakeholders, and clients 4. Describe how to work on and increase your self-awareness 5. State the similarities between assessing client behavior and working on self-awareness Take Aways- your bite-sized educational noms - Self-awareness can be described in a variety of ways. Broken down behaviorally, self-awareness is the behavior of responding to certain variables in the environment with the outcome being a change in behavior. - You can use self-monitoring as a technique to improve your own self-awareness. Provide a place for others to give feedback, ask questions and seek out information. - Behavior analytic breakdown: critical variable/event occurs- quickly review the context of the behavior and environment- respond in a more preventative way. - Questions to further self-awareness should include more “what” questions instead of “why”. “What” furthers changes in behaviors instead of ruminating on past events. Worth: 1 Type Learning CE, 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Photo by Greg Rakozy on Unsplash
56:29
May 24, 2021
Ep6 Human Performance across Multiple Settings- Finding Commonalities Among the Stars
You’ve set your coordinates and are on the adventure of a lifetime. But what happens when your course gets thrown off by a passing meteor or you find yourself trapped in an unexpected asteroid field? Come with us as we learn to navigate these events by finding how the principles of behavior analysis can be applied across multiple settings and a variety of performers. In this episode we meet with Becky Herring, Procurement Operations Project Management at Lockheed Martin. She regales us with stories of how her original course took an unexpected turn and what she learned exploring different career paths. She describes how her behavior analytic skills generalized to the various work settings she found herself. Becky also provides examples on garnering information on preferences for reinforcement and feedback when working with adults in large corporations- surveys and Likert Scales can provide useful information! Learning Objectives: 1. Describe how performance management systems can look across various settings and levels of administration. 2. Provide examples of similarities and differences when working with different types of performers and learners. 3. Create organization-based preference assessments for staff that are inclusive of multiple methods of praise and reward systems. 4. Once feedback and information are received, determine how the feedback will be reviewed and implemented across the organizational system. Take Aways- your bite-sized educational noms - Keep an open mind: Your career may change. Your goals may change. It’s okay. - ABA will sneak into all aspects of your life: Parenting. Significant others. Advice for friends. - Build your network: In Becky’s experience, more opportunities arose due to who she knew, rather than what she knew. - Find 1-2 mentors: 1 that has similar goals, aspirations, successes; Another that is different and can show you new ways of thinking Worth: 1 Type Learning CE, 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
56:05
May 10, 2021
Ep5 CPP Pt2 Interpersonal Skills- Learning to Communicate with the Unfamiliar (Supervision CEU)
What do Atilla the Hun, Notorious B.I.G., and behavior analysis have in common? Tune in to find out! We meet again with our across-the-pond pals to talk about interacting with humans on a less robotic level. For some of us, these skills don’t come easily, and we often fail to realize the power behind our interactions. Come with us on a reflective journey where we discuss the value of complex internal behaviors and how our intentions may not always hit their mark. We can’t see the galaxy for the stars; we’ve become so focused on goals at hand that we’ve overlooked all the staff, caregivers, and clients behavior that are standing in the way. So buckle in, adjust your ear buds, and prepare for your inflight discussion on the value of evaluating our own public and private behavior and the impact on the work we set out to accomplish. Learning Objectives: Describe how interpersonal skills can fit in an antecedent-behavior-consequence contingency. Evaluate current professional relationships and consider areas for improvement regarding interpersonal skills. Understand and provide examples on how using interpersonal skills can improve behavior analytic practice and      treatment. Create and evaluate different labels for “soft-skills” while consider their topography, function, outcomes, and social validity. Take Aways- your bite-sized educational noms Interpersonal skills are useful additions to your practitioner toolbelt and can improve relationships, rapport, and      treatment adherence. No matter what job you have or position in life, interpersonal/soft skills/non-technical skills will serve you. To improve your skills: - Identify interpersonal skills where you feel you could use improvement. - Ask a trusted friend, colleague, cohort to give you feedback on the selected behavior. - Actively practice the skill so they can provide you feedback. - Make action steps to change interactions based on feedback. · Actively move the field forward by using and modeling interpersonal skills for others Worth: 1 Type Learning CE, 0 ethics, 1 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Intro Music: "Why Can't We Be Friends?" WAR
57:25
April 26, 2021
Ep4 Hanging out in Constellation Canis Major with Laura P.
Kelly here! Have you ever watched an animal training show and thought, “They’re using the same techniques I do with my clients!”? Or have you tried to train your pet to perform on command during your zoom calls in an attempt save your sanity during quarantine and lockdown? Then congrats! You’ve seen how behavior analysis can also be applied to the animal world. In this conversation, we’ll discuss some other similarities between working with humans and working with animals, in this case, dogs. Today, I meet with Laura Perkins (socially distanced via Zoom) to discuss her world of animal training, specifically dogs (though we do learn about some other critters she has had the pleasure of working with). She tells us about her history in behavior analysis, her experiences dog training in a pre- and post- pandemic world, and some of the discussions that go on in the animal training community. She also provides some cool resources and information for those interested. Learning Objectives: 1. Identify the behavior analytic principles applied during animal training and compare their implementation to working with other organisms. 2. Evaluate the similarities and differences between working with humans and working with animals. 3. Describe how professional development can look in various applications of behavior analysis outside of human performance. Take Aways- your bite-sized educational noms - Same science, same principles, different organisms. - There are similarities in treating animals and treating humans such as toilet training, sibling training, shaping and reinforcement. - There are several avenues to explore in animal training: zoos, rescues, personal consultant, shows and competitions to name a few Worth: 1 Type Learning CE, 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com References: www.lauraperkinsanimalbehavior.com/ http://sipsofscience.com/
59:33
April 12, 2021
Ep3 Cross Polli-nation Podcast! Common Ground Pt1 Range (Supervision CEU)
What happens when behavior analysts stateside meet with behavior analysts across the pond? You get the Cross Polli-nation Podcast! Meet Paddy and Jo, the hosts of PBS Matters in the UK. (!!IMPORTANT NOTE PBS is different in the UK than PBS in United States!!) We discuss finding common ground not just with ourselves, but the other lifeforms we come across in our journey. Expanding and improving one’s range of knowledge and skill should be actively sought after through experience, supervision, and collaboration. Part of our ethical code as behavior analysts states that we should be educating ourselves, furthering our skills, and expanding our repertoires. Unfortunately, for a lot of us, we tend to stay in our comfort zone, the behavior analytic echo chamber, where we talk to people who share the same ideas and concerns of ours. But that’s not how we grow as organisms or as a field. In an effort to find common ground amongst ourselves (even if we’re several miles or kilometres apart) but also with those with whom we work alongside. In this first part of the CPP- Finding Common Ground, we talk about ways to expand your range as a behavior analyst. Learning Objectives: 1. Discuss the value in having a range of experience and supervisors throughout your behavior analytic career including outside of your area of emphasis. 2. Discuss the importance of communication and collaboration with others outside of the field . 3. Describe how these factors can contribute to finding common ground amongst behavior analysts and the world. Take Aways- your bite-sized educational noms 1. You can expand your repertoire and knowledge by extending communication to people and opportunities outside the field. 2. While our science is really cool, other fields and sciences are doing equally cool things and if we combine our “powers”, we can do a whole lot of good. 3. If you’re a supervisor, make sure to speak about and model communication with others outside of our field as well as with each other. Worth: 1.5 Type Learning CE, 0 ethics, 1.5 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com Intro Music: "Why Can't We Be Friends?" WAR References: https://pbsmatters.wordpress.com/ https://www.bild.org.uk/about-pbs/ Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended Practices for Individual Supervision of Aspiring Behavior Analysts. Behavior analysis in practice, 9(4), 274–286. https://doi.org/10.1007/s40617-016-0110-7 Sellers, T. P., LeBlanc, L. A., & Valentino, A. L. (2016). Recommendations for Detecting and Addressing Barriers to Successful Supervision. Behavior analysis in practice, 9(4), 309–319. https://doi.org/10.1007/s40617-016-0142-z
01:17:37
March 28, 2021
Ep2 Close Encounters of the Unfamiliar Kind
Per the latest data on the BACB website regarding professional areas of emphasis, most BCBAs are working with children with autism. Join us as we take a short jaunt to a nearby planet as we discuss how the science of behavior analysis is applied to working with adults with disabilities. There are several similarities when working with humans, regardless of age, but there are several potential variables that make working with adults with disabilities a different sort of challenge. While at first glance, working with other persons who may be close in age if not older than ourselves may seem daunting, it can best be reviewed through a behavior analytic lens. While the applications may look different (eg reinforcers, program methodologies) the science remains the same. In this episode we discuss four differences that behavior analysts working with adults will encounter. We also provide some ideas for solutions and strategies for working through these variables. Learning Objectives: 1. Recall the value of expanding experience and opportunities both professionally and personally. 2. Compare and contrast some of the variables between working with children with disabilities compared to adults with disabilities. 3. Understand the importance of these mitigating strategies and discuss how to include them in treatment planning. 4. Describe and create methods and strategies that can assist with the creation of more inclusive treatment recommendations. Take-Aways: your bite-sized educational noms: • Working with adults has similarities to working with children, but there are some key areas of difference. • These difference include: the learner’s themselves, the stakeholders, the behaviors of concern, and the methods and strategies used with adults. • These differences are more easily worked through when you work with others through  building rapport and actively listening. Worth: 1 Type Learning CE, 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
53:49
March 27, 2021
Ep1 Outer Limits- Behavior Analysis in the Fringes (Ethics CEU)
“Behavior analysis is not a profession in and of itself; it is a science of behavior and hence, should be a foundation of any profession that deals with human behavior.” Norman and Kohn 2013 (Don’t Wag the Dog: Extending the reach of behavior analysis) In the early dawn of behavior analytic time, Skinner arose from respondent ashes to show that behavior could also be controlled by its consequences. From the not-so-simple basic principle of reinforcement to the shaping and development of culture and organizations, the science of behavior analysis shows applications across the galaxy. Unfortunately, these other galaxies and planetary applications may not be as widely known as the application of behavior analysis with certain populations. In this episode, we review where the field started, where it’s at currently regarding diversity in application, and what are just some of the potential options for exploration. Learning Objectives: 1. Identify some of the potentially unknown areas of application from early scientist-practitioners in the field. 2. Describe potential variables that currently maintain the status quo for the field of behavior analysis. 3. Describe the importance of expanding competencies and potential recommendations for doing so ethically. 4. Recognize and give examples of “BA on the fringes”- how other behavior analysts apply the science. Take Aways- Your on-the-go educational nom · The history of behavior analysis is full of individuals who demonstrated the versatility in research and application. · Behavior analysis is a really cool science that is applicable across organisms and environments. · For those who are looking to diversify outside of their professional area of emphasis, there are several parts of our field to explore. · Some of those include but are not limited to health and wellness, sports, anxiety and mental health, animal rescue and training. Worth: 1 Type Learning CE, 1 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com References: • Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A Call for Discussion About Scope of Competence in Behavior Analysis. Behavior analysis in practice, 11(4), 424–435. https://doi.org/10.1007/s40617-018-00303-8 • Critchfield T. S. (2002). Evaluating the function of applied behavior analysis a bibliometric analysis. Journal of applied behavior analysis, 35(4), 423–426. https://doi.org/10.1901/jaba.2002.35-423 • Golden, J. A. (2009). The etiology and treatment of significant societal problems: Behaviorists diving into murky Waters with Strangers. International Journal of Behavioral Consultation and Therapy, 5(1), 1-11. http://dx.doi.org/10.1037/h0100869 • Leblanc, L. A., Heinicke, M. R., & Baker, J. C. (2012). Expanding the consumer base for behavior-analytic services: meeting the needs of consumers in the 21st century. Behavior analysis in practice, 5(1), 4–14. https://doi.org/10.1007/BF03391813 • Normand MP, Kohn CS. Don’t wag the dog: extending the reach of applied behavior analysis. Behav Anal. 2013 Spring;36(1):109-22. doi: 10.1007/BF03392294. PMID: 25729134; PMCID: PMC3640876.
01:00:41
March 26, 2021
Ep.5 The Relationship Manager Role within Feedback Loops
In this episode of the Atypical Behavior Analyst, we review the Human Performance System, feedback loops, the role of the relationship manager, and why everyone should have a Shana. Human performance in an system is influenced by multiple variables including skills and repertoire, knowledge o expectations, and feedback. We discuss how feedback should be actively sought from not only the performer but those in the performer’s system. Feedback should also be purposeful, with the intent to set and follow-up on goals and progress. Learning Objectives: 1. Explain the Human Performance System 2. Explain the difference between technical and non-technical skills 3. Describe feedback loops and their importance 4. Discuss potential barriers to gathering and delivering feedback 5. Discuss the role and importance of a Relationship Manager position within feedback loops Take Aways- your on the go educational nom • Human performance occurs within a system • HPS can be used to diagnose, predict, and change performer’s behavior • Use feedback to assist in making those changes • Purposefully and intentionally seek feedback • Contact relevant persons and team members • Ask questions • Deliver feedback to performer • Set goals and follow-up Worth: 1 Type Learning CE, 0 ethics, 0 supervision Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com References: · Chadwell, M.R., Sikorski, J.D., Roberts, H., Allen, K.D. (2018). Process Versus Content in Delivering ABA Services: Does Process Matter When You Have Content That Works? American Psychological Association, https://dx.doi.org/10.1037/bar0000143 • Goldiamond, I. (1978). Insider-Outsider Problems: A Constructional Approach. Rehabilitation Psychology, 22(2), 103-116. • Hayes, S.C. (2001). The Greatest Dangers Facing Behavior Analysis Today. The Behavior Analyst Today, • Rummler, G. A., & Brache, A. P. (1988). The Systems View of Human Performance. Training: The magazine of human resource development, 9. 45-53. • Taylor, B.A., LeBlanc, L.A., Nosik, M.R. (2018). Compassionate Care in Behavior Analytic Treatment: Can Outcomes be Enhanced by Attending to Relationships with Caregivers? Behavior Analysis in Practice, https://doi.org/10.1007/s40617-018-00289-3
54:24
March 25, 2021
Welcome to the Atypical Behavior Analyst- an Intro
Are you a behavior analyst looking for some inspiration? Curious about new and different applications of the science of behavior analysis? Then you’ve found your place in the behavior universe. Welcome to the Atypical Behavior Analyst Podcast, where we hope to provide you with new insights and information, interesting applications of the science, and encounters with some out-of-this-world beings. We are ACE approved so after listening to an episode, cruise on over to our website, www.AtypicalBA.com to purchase your CEUs for $8. So until next time, fellow knowledge seekers, make sure to grab your towel, keep exploring, and we’ll see you on the fringes. Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/ Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba Check out us out on Instagram: https://www.instagram.com/atypicalba/ Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA Contact us at: info@atypicalba.com, CE@atypicalba.com Music by: www.purple-planet.com
00:48
January 21, 2021