Atypical Behavior Analyst

Home dynamics are different than any other environment a person contacts. There are multiple competing contingencies, constantly fluctuating variables- laundry, meals, clean up, practice, therapy, appointments, medical issues, work, bills. Yet professionals often require parents to have the highest amount of fidelity regarding program implementation.

This is the point where the scientific and ever-growing, ever-expanding technological world collide and produce a something that supports the needs of caregivers and the clients while still building skills, maintaining rapport, and contining collaboration. In this LIVE chat, we meet with Alan and Stewart of Attend|Behavior to talk about meeting families where they’re at, building programs AND data collection that are accessible and usable, and improving the overall family dynamics. 

Learning Objectives:

1. Discuss alternative ways to provide program prompts and feedback to parents and caregivers.

2. Discuss the pros and cons of using technology such as an app alongside programming. 

Take Aways- your bite-sized educational noms

- Timing of prompts and reinforcement is a vital piece of any behavior analytic programming. Too early, too late, too delayed, and the desired may not happen or it may not be met with the current reinforcing contingencies (following through with programs isn’t always naturally reinforcing to start with!). Technology can improve the delivery of prompts, check-ins, and reinforcement by giving more immediate and reliable stimuli to the caregiver instead of waiting until the next appointment to debrief and provide feedback.

- While technology has many benefits, there are still potential issues- not always reliable (sometimes notifications are turned off), it can be an expensive resources that not all clients have access to. To elaborate, not all clients have access to smart phones, reliable internet access, supportive data plans. Practitioners also shouldn’t become reliant on technology to interact with clients and caregivers; being present and listening is an important part of building rapport and thus buy-in for program recommendations. 

Worth 1.5 Learning CEUs

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Being an adult is difficult. Being an adult with disabilities is even harder. And being a caregiver (parent, family member, direct care staff) can be overwhelming, discouraging, often times leads to burn out. Many of these dyads (individual and caregiver), will be forced to navigate multiple systems, interact and adhere to professional recommendations and treatments, not to mention long learning and reinforcement histories that can lead to tangled webs of competing, interlocking, and overlapping contingencies. Wahler 1980 discusses the difficulties of the “Insular Mother”- limited reinforcing interactions, demands and advice from all sides. Everything is a priority. Everyone else has the answers. Sadly, over the last 40yrs, not much has changed for these persons. Disabilities are still misunderstood, surrounded by preconceived notions and biases, family and caregiver dynamics overlooked, and there is still too much talking and not enough listening to those in the thick of it. It may seem a compliment to label these caregivers as “resilient”, but the truth of the matter is they are tired, broken, and struggling. Resilience can be costly and can lead to disingenuous consent, placations, and a lack of adherence to treatment and intervention recommendations. It’s tough to stay on top of things when the rest of the world is piling more things on. 

Working with adults presents its own unique challenges but utilizing Goldiamond’s Nonlinear Analysis and Constructional Approach can help bridge the gap between the frustrations and unheard cries of these caregiving dynamics and providing beneficial, effective, and successful supports.

Worth 1 Learning CEU

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“They blinded me with science!”

Many have had the experience of entering a session, excited to impart all the behavior analytic knowledge, only to watch the audience’s eyes glaze over. Aaaaaaaaaaaaaaaaand they’ve tuned out completely. The reality is, people go to professionals to get solutions for their problems, they don’t want a science class. It’s on the trainer to determine how to translate from technical jargon to a language that makes sense to the learner. 

And in this LIVE talk we’re going to talk about these translations and not just when working with humans, but also with animals! Our guest, Andrew Taylor-Baptiste, KPA CTP, Head Trainer at Operant Animal Training, has been honing this skill throughout his career, from working with dolphins and manta rays, to teaching puppies and their parents to live in harmony. He’ll discuss how he has applied behavioural techniques across a wide variety of settings and animals, along with the importance of exploring and learning about the species- communication methods, sleep and wake cycles, social behaviors are just some areas of curiosity. Knowing the organism inside and out can help make for efficient and successful training programs.

Learning Objectives:

1. Examine the idea of translating the science of behavior programs into language that our learner understands.

2. Describe the importance of learning the communication system of the learner when building new skills and maintaining current repertoires. 

3. Describe ways to provide choices throughout training and the short- and long-term value of choices.  

Take Aways- your bite-sized educational noms

- When people seek out help from professionals, they are seeking solutions, not a science class. Instructors should actively translate and reword information in such a way that the learner understands. This doesn’t mean that the scientific principles can’t and shouldn’t be taught! It means that instructors need to shape up the verbal and physical behaviors in their learners; set up the environment and learning for success.

- Animal training involves not only learning the communication and learning styles of the human participant but also the unique communication style of the animal, including their breed and specicies characteristics. It’s valuable to research what the animal’s natural inclinations and responses are and incorporate that into training to ensure success.

- Easy choices to provide- what the learner is working for (natural or contrived reinforcement), where the learner wants to work, when the session is over. Providing choices helps to establish trust and rapport between the learner and instructor. 

Worth 1.5 Learning CEUs

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Anyone else ever get bored and just randomly start looking up various diagnoses and diseases to learn more about how it can present behaviorally? Or had a client on your caseload with a diagnosis you were unfamiliar with? There’s been an increase in discussion and representation of mental health over the last several years and as technology and research continue to advance, the likelihood of professionals working with unfamiliar diagnoses increases. There have also been changes in perspectives and practice over the years and it is important to understand the history of psychiatric diagnoses in order to have a more well-rounded understanding of other’s interpretations, expectations, and understanding of different diagnoses. Behavior is rationale and there are certain patterns of behavior that may warrant an additional diagnosis. And being aware of the overt observable and the nuanced behaviors that come with certain diagnoses is important for the success of treatment.

In this fantastic talk we meet with Sue Gabriel, PMHNP-BC, a psychiatric nurse practitioner to talk about some of the history of psychiatric interventions, and working with people who have difficult to manage psychiatric and/or behavior problems in association with their neuro-developmental challenges. Sue currently provides direct psychiatric supports for persons dealing with the full range of mental health needs (neurodevelopmental challenges, full range of psychiatric concerns and/or personality disorders) for a county mental health center in MI. In addition to direct clinical care, she has been involved in local, state-level, and national level groups to create new service delivery options. Medications serve a purpose and professionals should agree on the purpose for administration and the observable and measurable responses that determine improvement and success.

Learning Objectives:

1. Describe some of the responses and behaviors that are observed for different psychiatric diagnoses such as Borderline Personality Disorder, Bi-Polar.

2. Describe some of the measurement techniques that BCBAs can use to collect data on diagnoses outside of autism.

3. Recognize how collaboration with diagnostic and prescribing entities is important to the success of the client and patient.

Take Aways- your bite-sized educational noms

- There are many observable and measurable responses that a BCBA can collect data on to measure the effectiveness of a particular medication. If a medication is prescribed to help someone “feel better” what are the observable events that signal “feeling better”? Some things are going to be unique to the individual but there are common markers professionals can collect data on such as sleep, appetite/food consumption, activity and engagement.

- Some individuals have limited communication skills and that may make determining the effectiveness of treatment more difficult. Professionals need to be extremely observant in these situations in order to help translate accurately what the person is trying to communicate.

- When collaborating with other professions it is important to listen first, seek out information, rule of physical issues and potential manifestations of side effects, and talk about results/goals/progress/regression in observable and measurable terms and behaviors.

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Some of our previous guests have talked about applying the science of behavior analysis to health, fitness, and wellness; creating programs for others, or oneself, to build and improve physical fitness. But sometimes, bodies give out and injuries happen. Then what? Can the science behavior analysis be applied to recovery?

Dr. Brennan Armshaw joins us today to discuss how by expanding our perspective on WHAT IS behavior analysis we can begin to change the HOW of the HOW IS behavior analysis applied. Dr. Armshaw will discuss the landscape of behavioral medicine with a particular focus on how behavior analysis in combination with technology (electromyography and apps) can be applied to improve physical therapy outcomes and re-establish muscular responses which may otherwise be undetectable. He will describe how he has approached collaboration with physical therapists, surgeons, and patients to improve physical therapy outcomes for patients recovering from total knee replacement surgery; the techniques and systems he developed along the way and the balance of translational and applied research when taking a bench to bedside approach.

Learning Objectives:

1. Describe the scientist-practitioner model when collaborating with physical therapists and other medical professionals.

2. Recognize the critical variables to approaching and collaborating successfully with other professionals.

3. Discuss considerations when expanding ones applied scope while maintain ethical practice and research competency.

4. Recognize the diversity of the behavior analytic unit.

Take Aways- your bite-sized educational noms

- Continuing the discussion from Ep 46 with Julie, understanding the science behind behaivor analytic principles can lead to a better understanding and interpretation of other fields’ and professionals’ research. Listening and then putting that information through the behavior analytic lens can help lead to deeper understanding, more effective collaboration, and successful outcomes overall.

- Understanding the science and spending the time listening to other collaborators leads to an easier translation of language and terms to behavior analytic terminology.

- Learn what you know but more specifically what you don’t know and then go find someone who is an expert in that thing!

- A behavioral unit can be as small as a muscle flex or as large as the production of a product or system. One important consideration- is the unit observable, measurable? Then maybe we can start to play.

Worth 1.5 Learning CEUs

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Overtime. Pushing for a spot on the team. Gotta make the billable hours. No Pain, No Gain. Have to make the grade. These behaviors may ring too true for many, and they come with potentially fantastic reinforcers but how costly are these behaviors in the long run? It’s not uncommon these behaviors can signal burnout is on the horizon. And that’s ok. It’s understandable! Behavior is a product of the environment, multiple contingencies, competing reinforcement and burnout can be analyzed and addressed through multiple behavior analytic lenses. In this LIVE event we’re meeting with Dr. Julie Slowiak, PHD, BCBA-D, and Founder of InJewelLLC, to talk about her behavior analytic exploration and how it’s lead her to investigate the burnout phenomenon that is pervasive across environments and people.

Julie’s current research interests focus on issues related to worker wellbeing, particularly within human service professions, and specifically as they relate to personal and professional self-care and burnout. In addition, she is interested in issues related to psychological safety in sport and how it affects both student-athlete mental health and coach burnout. And further still! exploring organizational factors that influence wellbeing and sustained employment of those with invisible and episodic chronic health conditions. Burnout is pervasive across environments, organizations, and people. Some will experience burn out during school, pushing hard to get the grade. Others in their job with trying to meet all the billing requirements. Yet others will experience burn out as a caregiver; caring for another individual can take a lot of energy and time, with little down time to “recharge”.  

So schedule some down time for yourself and register to hear Julie’s discussion about observing, preventing, and working through burnout using a variety of behavioral techniques and methods. 

Learning Objectives:

1. Compare and contrast IO-Psych and OBM and describe ways to translate between the two fields.

2. Describe the scientist-practitioner model and how it can be applied to BCBAs and behavior analysts.  

3. Describe burnout within a behavioral framework and provide examples of internal and external contextual variables that can contribute to this phenomenon.

Take Aways- your bite-sized educational noms

- Both IO-Psych and OBM seek to solve a similar problem: making an organization more effective, efficient, productive, but there are some differences: conceptual and methodological processes, research methodology and strategies. 

- Someone who has a strong foundation in the science of behavior analysis is going to have an easier time understanding and interpreting other research through that behavior analytic lens. Improved fluency in the science is beneficial when interpreting other research and creating effective programs.

- Burnout occurs for a variety of reasons, environments, and is unique to the individual. It’s important to have a level of self-awareness- learning to observe when behaviors start to shift and the private events (eg emotional responding, thought patterns) that come with and then making adjustments. Julie comments that it’s easy to analyze all the other contingencies (eg clients) but applying the science to one’s self can be uncomfortable but for health reasons, necessary. 

Worth 2 Learning CEUs

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We’re putting on our theory and philosophy hats for this one! In this LIVE talk with Kellie Sisson Snider, MS, artist, writer, and aggression consultant, we’re going to discuss the concept of reinforcement, Constructional Aggression Training, and Art in the behavioural sciences. Kellie worked with shelter animals, private practice, and her application of negative reinforcement to teach consent and approach behaviors with aggressive dogs, was ground-breaking, especially when it came to the concept of reinforcement. Utilizing the constructional approach Kellie was able to create a technique that is successful because it incorporates the critical consequence- what is already reinforcing the behavior- instead of forcing the pairing of a new consequence when the animal isn’t ready.

Like most new techniques and methods, CAT was developed out of a need and has been expanded upon with creativity. Learning to interpret an animal’s behaviors can be difficult and requires curiosity, investigation, and artistry. Trainers should be aware of what stimuli are salient for the organism and that sometimes, what is already maintaining their behavior may not be convenient for training. That’s where creativity comes in. Breaking down larger desired behaviors into smaller more attainable components, helps meet the learner at their current level; building upon already learned behaviors can be much easier than teaching a brand-new skill.

Learning Objectives:

1. Describe Reinforcement as a concept and not just part of the “Four Functions”.

2. Recognize how art and creativity are a critical part of behavioural science and vice versa.

3. How “creative behaviors” can emerge, both “good” and “bad”, and how to be flexible with in the situation.

4. Define the concept of “trigger stacking” and how it can impact behavior and treatment.

Worth 2 Learning CEUs

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Oh man this is gonna be so cool! We’re gonna talk layers of reinforcement! We’re gonna talk animal training! We’re gonna talk about zoo animals learning to consent to receive necessary injections! AND we’re gonna talk Goldiamond and the importance of stories and listening, unpacking the organism/learner, and how behavior analysis can improve the lives of animals, their keepers, handlers, and fur/feathered/and scaley parents.

In this LIVE chat with Lisa Clifton-Bumpass, animal trainer, expert consultant, supervisor, and so much, much more! She’ll relay her story of working with animals (and humans) and discuss how working with animals has shifted and changed throughout the years. Stories and histories provide lessons for others to further explore. This curiosity is important when it comes to understanding the learner, be they fur legged, scaley, or feathered, and then building interventions and programs through the Constructional Approach. Behavioral science is unique in the fact it can be applied to multiple layers, systems, responses, and learners, even if they look a little alien. Curiosity and creativity help expand the science, lead to improved adaption and flexibility within various situations, and further growth for both the practitioner and the learner.

Learning Objectives:

1. Understand the importance of incorporating non-linear contingency analysis in a wide variety of environments and learners.

2. Describe ways to incorporate creativity into the Constructional Approach and its benefits.

3. Describe how programming goals, including consent, for animals can be defined in observable and measurable terms.

Take Aways- your bite-sized educational noms

- The NLCA differs from the traditional three and four term contingencies by collecting data on a variety of both private and public variables that can affect behavior and choices. It has been used with individuals diagnosed with a variety of psychiatric issues to improve their communication skills with others, improving family dynamics, supervision of humans, organizations, and systems.

- One goal of the Constructional Approach (reminder from Ep43- it is a program, not a procedure) is to teach learners to become their own contingency analyst so that when they encounter different environments and stimuli they can analyse their own behaviors and responses. It also shapes behaviors, meeting the learner where they are at and building skills and repertoires without focusing on decreasing less desirable behaviors.

- Behavior is communication and when working with an animal, trainers need to learn how that specific animal communicates- observations of happy, angry, calm. Lisa talked about working with a team that taught a kookaburra to consent to receiving medical injections. The handlers and vet did not even need to enter the bird’s enclosure; he would fly to them and perch. The handler could then feel the weight of the bird shift towards or away from the injection; if he moved away, everything paused. All withdrawals of assent were honoured. Using a constructional approach to train this behavior helped instil trust, built rapport, and the kookaburra enjoyed interacting with the humans during interactions.

Worth 2 Learning CEUs

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“We don’t ever need to remove reinforcement from the learner to achieve success.” Maasa and Sean ABAI 2022

Many behavior analysts and animal trainers are familiar with the concept of differential reinforcement and planned ignoring- an undesired behavior occurs, and attention is removed until a desired behavior emerges then attention is delivered. But this quote from ABAI 2022 has resonated with our ATBA team. Has consideration been taken about the potential long-term emotional effects that could occur when attention is completely removed? For organisms with complex verbal repertoires, it can be “easy” to talk about why the attention/reinforcer is being removed, but many behavior analysts work with learners who struggle to express emotional discomfort in ways that can be understood by the public.

In this LIVE talk we meet with Maasa and Sean (of CAAWT and other cool things) to talk about the Constructional Approach, shelter dogs, and animal welfare. Constructional Approach to Animal Welfare and Training is a non-profit organization whose mission is to provide free training to individuals and organizations that need training and cannot afford it. Their utilization of the Constructional Approach demonstrates how incorporating a level of compassion by implementing a conjugate reinforcement schedule can increase skill acquisition, improve relationships and rapport, and dare we say, achieve behavioural cusps that may have a life-long impact on the learner’s quality of life. 

Learning Objectives:

1. Describe the critical components of the Constructional Approach and how it is different from traditional approaches.

2. Describe conjugate reinforcement schedules and provide examples.

3. Examine the relationship between empathy, compassion, and the Constructional Approach

Take Aways- your bite-sized educational noms

- Being “Constructional” isn’t a procedure rather it is a way of programming for the success of the learner and their environment for long-term by using the critical features of: Current Relevant Repertoire; Terminal Goals; Systematic Approximations to Terminal Goal(s); Tracking the Performance Data

- Conjugate reinforcement occurs when the magnitude of reinforcement is delivered based on the behavior emitted and its approximation to the target behavior. It’s an ebb and flow of increase and decrease as the behavior is shaped up. At no point does reinforcement have to be removed from the learner. Consider the potential for an extinction burst; conjugate reinforcement can mitigate an increase in undesirable behavior. Maasa and Sean provide touch and affection towards shelter dogs and can micro-shape “pick me” behaviors simply by responding to the dog and offering more or less touch (one or two hands for example). 

- When reinforcement is removed, there is often a high probability of other behaviors emerging to gain the desired reinforcement, critical consequence. It can leave the learner in a state of distress and damage rapport and trust with the instructor. By using a constructional approach, providing conjugate reinforcement and the critical consequence, the learner is more likely to learn and maintain the responses, while enjoying the learning experience and building skills that will further improve their quality of life.

Worth 2 Learning CEUs

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There’s a common adage: “You can’t understand another person until you’ve walked a mile in their shoes.” Sometimes those shoes take you into lesser charted territories. In a previous episode we discussed applications of behavior analysis in rural communities, but not all rural communities are the same, and we would be remiss to assume so! In this LIVE talk we meet with Matt Cicoria, owner of Positive Behavioral Outcomes LLC, co-author of Remote Fieldwork Supervision for BCBA Trainees, AND host of Behavioral Observations. His work with rural schools in the Northeastern United States will provide an interesting shift in perspective from our previous rural discussion in the Southwest. He will discuss the concept of quality of life through a behavior analytic lens specifically when working in this geographical location. He’ll also provide ideas and recommendations for rapport building and having unbiased discussions about quality of life with those from unfamiliar backgrounds and those with differing sets of values. 

Learning Objectives:

1. Determine “friction points/pain points” when working with schools, families, and communities and how best to work through those issues.

2. Understand the importance of reviewing quality of life through an objective lens, overlapping contingencies, and incorporating others’ values into practice.

Take Aways- your bite-sized educational noms

• When working within multiple systems, it’s beneficial to spend time building rapport, listening and hearing, observing the values, motivations, and contingencies of all members of a team. Look for quick wins that help teach contingency management and provide reinforcement for those implementing recommendations.

• Some common friction points that may get overlooked: sleep, routine, meals

• Professionals should not expect resources will be readily available. There are multiple competing contingencies, and it is important to identify where behavior analysis can fit in and be effective.

• Everyone comes from a unique background, their own individual tapestry of their lives which leads to distinct preferences, cultural understanding, motivations, and so on. When working with individuals outside of one’s own comfort zone, it is important to set aside biases and preconceived notions and allow oneself to hear the individual and meet them where they are. 

• Behavior is rational and it is imperative for success to build on the current strengths and motivations.

Worth 1.5 Learning CEUs

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When people go about their daily activities, there is variable privilege in navigating the world. One way this shows up is in ableism, and people with non-disabled privilege may not even notice the ease they have with navigation and mobility, accessibility to escape uncomfortable situations with ease, and privilege in their opinions, choices, consent, and assent being acknowledged. For those with non-disabled privilege, this ease may feel “invisible” and like a given or a norm, however a social model of disability (Oliver, 2013) considers the ways in which this ease is a function of cultural selection and is socially and environmentally constructed.

In this LIVE talk, we meet with Worner Leland, MS, BCBA (they/them)! Worner is an agender, neurodivergent human, a former researcher and educator with Upswing Advocates, and a current educator with Sex Ed Continuing Ed and we are going to dig deep to discuss ableism and consent! They’ll provide their own lived experiences and some of the subtle and not so subtle barriers a person contacts when they have a disability. They’ll also review the concept of consent when it comes not just to basic programs and interventions, but also when teaching sexual behaviors. Consent is nuanced but it can be observed, taught, and respected. Humans have layers and it is in everyone’s best interest to review our teaching methods and interactions through all the layers, not just the ones that feel comfortable. We can always strive to do better.

Learning Objectives:

1. Provide examples of situations that require consent and when consent has been given/withdrawn when working with autistic and IDD individuals.

2. Describe similarities and differences when considering consent for treatment about non-sexual behaviors and sexual behaviors.

3. Define bodily autonomy and consent when it comes to teaching skills and sexual behaviors.

Take Aways- your bite-sized educational noms

- Consent doesn’t just apply to sexual behaviors. Consent is given for treatment, interactions, following instructions, as just a few examples. Consent also isn’t just a “yes and done”; it should be checked for consistently, which means being observant and aware of the learner’s behaviors and communication. For example, stimuli are brought out for a program and the learner turns away. Instead of forcing the learner to engage, it can be more beneficial to pause and asses why the learner may be withdrawing their consent to continue with programs. Do they need a break? Is the task too hard? Been paired with little reinforcement and more correctional feedback (which may be aversive)? Withdraw of consent should evoke the response to pause and reflect on the situation and check in with the learner.

- From Planned Parenthood- Consent should be Freely Given, Reversible, Informed, Enthusiastic, Specific (FRIES)

- It is vitally important to teach and honor consent and withdraw of consent when working with individuals with a disability and other vulnerable populations. Teaching learners who, what, where it is safe to engage in certain behaviors and how to withdraw consent from situations that make them uncomfortable. Which means that those working with them, need to model honoring “no” as well. To reiterate, “no”, or a refusal doesn’t mean the person is being defiant. It should signal that something is wrong and we need to take a step back and reassess.

Support: - Virginia Sexual and Domestic Violence Action Alliance https://vsdvalliance.org/get-involved/support-our-work/donate/

- Teaching Consent http://www.teachconsent.org/ 

Worth 1.5 Learning, 1.5 Ethics CEU

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“‘ABA’ -- You keep using this term. I do not think it means what you think it means.”  

While many practicing in the field of behavior analysis would like to believe the general populace has an accurate understanding of the science, it  can’t be ignore that quite the opposite is true. Spend a few minutes googling “ABA” and one can find there is a plethora of misinformation and misunderstandings about the application of behavior analysis. And while the first reaction may be defensive, it’s worth taking a breath, a pause, and listening to the concerns and statements. Research and applications are just as susceptible to reinforcement as the humans involved in those systems. But! There is still a light at the end of a narrowly closing tunnel!

In this LIVE talk we’re meeting with Nicholas (he/they), MAMFT, MSPSY, LBA, CSC, and BCBA to unpack how applied behavior analysis started, how systems and contingencies have shaped the field into what it is now, and what can be done to regain trust in the science. He’ll also discuss how he implements some creative solutions to support the complex needs of the individuals he works with, while still practicing in the parameters of the science. 

Learning Objectives:

1. Review the history of (applied) behavior analysis and describe the critical variables that differentiate behavior analysis as a science compared to what the general population considers “ABA”.

2. Describe the impact and barriers that these changes in perception/understanding/interpretation have generated on the systems and cultures neurodivergent individuals have to navigate including insurance and interventions/treatment.

3. Provide examples of creative interventions to help teach new and complex skills while still following the seven dimensions of behavior analysis.

Take-Aways: You're bite-sized educational noms:

- Skinner founded the science of behavior analysis in the 1940s. The applied side of behavior analysis refers to the various applications of the science. The science remains the same, though the applications may look different. Consider working in organizations, government systems, animal training, classroom management. All of these utilize the science of behavior analysis, whether or not it is implicit; the principles are underlying. ABA should not be synonymous to only working with autism or other individuals with disabilities.

- There is a lot of discussion about the harm that “ABA” has caused and it is an important conversation to have, even if it’s difficult. Listening to other’s perceptions and experiences is valuable knowledge for the field going forward. How is it being presented, what information is being disseminated and what is happening outside of our echo chamber.

- Nicholas discusses how he has been overlaying the dimensions of behavior to teaching social skills while playing Dungeons and Dragons. There are so many methodologies and technologies available that one can put through their behavior analytic lens! Nicholas has found that this method provides an environment where his clients have freedom of choice, can provide and withdraw consent in safe environment, and still have fun and learn about themselves and others.

Support: Metro Trans Umbrella Group https://www.stlmetrotrans.org/

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

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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.

Take Aways- your bite-sized educational noms:

- Individuals who receive therapies are often bombarded with a variety of competing stimuli and contingencies. Goals for this, programs for that, being pulled out of class here, attending an appointment there. It’s… a lot, to put it mildly. And too often the individual in the middle of it all, the one actually experiencing the things put in place, is overlooked; their voice, opinions, values, needs are left overlooked. Instructors, teachers, professionals need to be aware of the overlapping contingencies and requests that are being placed upon the individual and take those into consideration when creating programs, setting goals, and mastery criterion.

- And speaking of mastery- As a professional, the inclination may be to only gauge mastery based on numbers and education- 80% mastery across three settings/persons for example- but what about the learner’s interpretation of “a mastered skill?” How often do we check in and ask, “you got this? What else do you need help with? What would help? What isn’t helping?” The individual is the one most aware of their needs and it’s a disservice to disregard their voice. 

- There are multiple variables that can affect placement including but not limited to the goals of the administration/governing body, teachers, individual therapies, family culture, and community culture. Let’s just take a moment to look over schools and placement- the learner is often pulled out of class, assessments run, data analysed based off brief periods of interaction, and then decisions made. BUT Are we building enough rapport to get an accurate understanding of the learner we’re working with during assessment? Are we hearing what they perceive as their needs and goals? It takes time to build rapport, build trust and skills for people who don’t feel like they often fit into “normal”. Check biases and preconceived notions and let the learner lead.

Worth 1 Learning, 1 Ethics CEU

Support: https://ontarioautismcoalition.com/

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While there is plenty of discussion about the increase in autism diagnoses during the current and recent generation, we cannot forget there’s a generation of individuals, particularly female, who were overlooked. Depending on when a person receives a diagnosis, the changes and opportunities for an individual shift. 

In this LIVE talk, we meet with Sarah, who received her diagnosis of autism later in life. She’ll discuss the difficulties she encountered whilst growing up and how practitioners can assist with spotting issues earlier on, advocating for clients regardless of age and development. Autism, disabilities, look different for everyone and it is imperative that we remember to treat each individual as their own person, putting aside our biases and stigmas that may come with a diagnosis. 

Learning Objectives:

1. Discuss how a diagnosis affects the contingencies of an individual when it is received at different stages in one’s development. 

2. Describe ways that BCBAs can advocate for their clients who may be seeking out additional diagnoses and services and the barriers they face. 

3. Provide better descriptions of individuals based on objectively measured skills versus using subjective terminology such as “high-” and “low-functioning”. 

Take Aways- your bite-sized educational noms

- If a child receives a diagnosis early in their life, there may be more opportunities for support, resources, better understanding. But when it occurs later in life, it can lead to moments of reflection, “huh. That makes sense now,” and sometimes heartache with the realization that extra support was needed but lacking the communication, language to gets those needs met. Autistic females have a history of being under or misdiagnosed. Females of color or indigenous people have an even greater percentage of being un- or misdiagnosed.

- Asking for more information is ok. Seeking out additional education, knowledge can be beneficial when working with an individual who is struggling. Listening to the client and their support system’s values and concerns is advantageous when developing successful programs.

- Concepts and terms like “high” and “low” functioning are too vague when it comes to providing a well rounded and understood description of an individual. For example, there are many neurodivergent individuals who may have limited communication skills but have fantastic receptive abilities. Focusing on the skills a person has continues to uphold the uniqueness and success of the individual rather than focus on their deficits, limitations, and diagnoses.

Support: The LEAP Institute The Lighthouse for Equitable Access and Practices https://www.leapaba.org/

Worth 1.5 Learning, 1.5 Ethics CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

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In previous episodes we’ve reviewed the basic components of the Constructional Approach and have discussed how it can be applied to families, parent training, interpreting emotional contingencies. In this episode we expand further into the Constructional galaxy to meet with Jessica Winne, BCBA, to talk about how she applied the Constructional Approach in an autobody shop. Behavior is rational and even though there are many interlocking contingencies within a company, the Constructional Approach can be adapted to assist with understanding values, goal setting, and recommendations for improvement in a company. Jessica describes her process of building rapport, listening to and learning from the layers of the organization to build achievable goals, and how those recommendations were implemented. 

Learning Objectives:

1. Provide examples on how to adapt the Constructional Approach Questionnaire to organizational systems.

2. Discuss the overlaps between 6-Boxes, Constructional Approach, and Non-Linear Analysis. 

3. Discuss the importance of setting goals that are agreed upon across all systems and are achievable using the Constructional Approach.

4. Provide examples of the broad utilization of Behavioral Skills Training when working with organizations outside of an autism clinic, RBT training. 

Worth 1.5 Learning CEUS 

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Behavior analysis isn’t limited to working with humans or their systems and organizations. In fact, there’s a whole field of study revolving around animal behavior. And similar to their human counterparts, animals are unique creatures and the science of behavior analysis can help bridge the gap to understanding and working with animals. In this LIVE talk, we meet with BAAAB (Behavior Analysts Analysing Animal Behavior), comprised of Dr. Erica Feuerbacher, Dr. Eduardo J. Fernandez, and Laura Perkins, to discuss how the methodology of behavior analysis that many are familiar with when working with humans can also be applied to working with animals. In particular, we’ll be discussing functional analysis, preference assessments, programming and training, and data collection.

Learning Objectives:

1. Give examples of various functions of behavior and how the principles of behavior analysis work with functions of animal behavior (and subsequent "programming")

2. Discuss the generalization of various behavioral methods such as data collection, preference assessments, food reinforcement.

3. Unpack “buzzwords” to define them in behavior analytic terms and goals to better serve clients.

Take Aways- your bite-sized educational noms

- Behavior is behavior is behavior, regardless of the organism we’re working with. What makes working with animals different is the need to consider their biology and how the function of their behavior may present itself.

- Animal trainers use similar methods to assess reinforcement preference and functions of behavior. Some trainers will recommend the parents of their fur-clients perform preference assessments before training. Not only does it continue to build rapport but consider the behavioral momentum that can occur and roll over onto training more difficult skills.

- Marketing is something many people are familiar with; if you want to get more clients, you have to market yourself. We need to consider the information, services that our potential clientele are looking for (what’s reinforcing for them) and make sure that we behaviorally define those buzzwords that attract clients.

Worth 1.5 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

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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. 

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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/

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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

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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

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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

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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:

1. Discriminate between will versus skill versus communication abilities in regard to instruction following and “compliance”.
2. Discuss interoceptive experiences and how these should be considered when creating and implementing programs and recommendations.
3. Describe ethical considerations when teaching a variety of skills from safety to instruction following.
4. Examine how one’s own culture and the culture of clients should be handled in order to promote success.
5. 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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Intro Music- The Clash “Should I Stay or Should I Go”

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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

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Graphic by Nagy Arnold from Upslash.com

“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

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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

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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

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References:

www.lauraperkinsanimalbehavior.com/

http://sipsofscience.com/

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

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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

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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

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.

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