Behavior Analysis Association of
BCBA Supervisor Training
(All BCBA Supervisors will be required to have training
as of the beginning of 2015)
9 a.m. - 6 p.m.
Saturday March 22, 2014
(Science Building, Eastern Michigan University)
9 BCBA Type-II CEUs
$160 (Lunch included)
Guy Bruce, Ed.D., BCBA-D
workshop is for supervisors “of those who deliver behavior-analytic
services and those who are pursuing BACB certification.” The Behavior
Analysis Certification Board has developed a curriculum outline of the
skills required for effective supervision. “After December 31, 2014,
only individuals who complete a training experience based on this
curriculum outline will be permitted to supervise individuals pursuing
the BCBA or BCaBA credentials or practicing BCaBAs.” “This training
program is based on the BACB Supervisor Training Curriculum Outline but
is offered independent of the BACB.”
you work as an employee, supervisor, or director of an agency that
provides services to clients with learning difficulties? Are you
satisfied with your clients’ progress? Behavior Analysis has developed
a powerful technology for helping people, but too many clients don’t
receive the benefits. Why not? The easy answer is that employees don’t
do what they are told. But the employees’ performance, just like their
clients’ performance, is a product of their environment. Do employees
have the resources, training, and management necessary to help their
clients achieve their goals? What about their supervisors? What about
their directors? Organizations are groups of individuals who must work
together to provide their clients with the outcomes they want. The
failure of clients to make adequate progress is not usually an
individual employee performance problem, but a performance problem at
the system process, and individual levels of the organization. This
workshop will provide you with a set of tools to pinpoint
organizational performance problems, analyze their causes, recommend
the best solutions, solve the problems by designing and implementing
solutions that might include more efficient resources, training, and
management practices, and evaluate their effectiveness, efficiency, and
return on investment.
Define desired client results and necessary performance then measure
and evaluate current client results and performance, including measures
of client progress called "learning efficiency."
Define desired staff performance at the system, process, and individual
levels, measure and evaluate current staff performance at each level.
3) Perform a data based analysis of staff performance problems to identify their causes.
4) Recommend solutions to performance problems with the best return on investment.
5) Design and implement those solutions, which may include staff resources, training and management.
6) Evaluate the effectiveness, efficiency, and return on investment of those solutions.
workshop will provide case studies, practice exercises, practice cards,
project worksheets, and computer-based charting software. Participants
will be asked to practice some of the component skills necessary to
complete an organizational performance-engineering project and to begin
planning their own projects.
Guy Bruce Biography
earning his Ed. D. in Educational Psychology from the Behavior Analysis
in Human Resources program at West Virginia University, Dr. Bruce has
taught behavior analysis in both undergraduate and graduate programs
and worked as consultant to for-profit and not-for-profit
organizations. He has supervised students completing their intensive
practicum training for BCBA certification. He is the author of
“Instructional Design Made Easy,” a workbook for designing more
efficient learning programs and PARSE™, a data-based process that can
be used by schools to help their students achieve desired learning
outcomes. His goal is to help individuals and organizations achieve
desired results through the use of positive methods to improve their
buffs, try this in class. It shows the power of immediate verbal
stimulus control over delayed control:
In-Class Experiment on Instructional
Control & Observer Bias
is also an excellent demonstration of unconscious cueing or bias.
It shows how difficult it is for observers to avoid biasing an outcome
D.W., Fuller, V.A., & Sparrow, B. (2003). Clever hands: Uncontrolled
intelligence in facilitated communication. Journal of Personality
and Social Psychology, 85, 5–19. (PDF)
BAAM Movies: ABA in Natural Settings
Now available for viewing on
mobile web browsers including iPhone and iPod Touch!
Take a look at BAAM's new video series, "Applied Behavior Analysis in Natural
Settings." This series of 32 video vignettes shows how ABA is
applied in natural settings to promote more effective teaching and
generalization of skills.
Designed primarily for parents and new professionals, each video includes
a brief descriptive introduction and a detailed explanation of the
important elements of each teaching interaction. BAAM has also provided
an overview of ABA and glossary of basic behavioral terms to help those new to ABA
appreciate the technical details of the presentations. A technical assistance page will guide those few who might
not already have a compatible web-browser*. Although these videos
are not designed to teach therapeutic techniques, they will provide
an appreciation for the range of settings and circumstances in which
high-quality ABA teaching can and should occur.
*All videos require a Quicktime compatible viewer or web browser.
All videos and related material are for personal use only. The videos
and related materials may not be downloaded, re posted, distributed,
collected, or used for any commercial purpose without the expressed
written permission of BAAM.
a "Virtual Member"
Virtual membership page
BAAM Statement of Purpose
The Behavior Analysis Association of Michigan has been organized to
support and promote scientific research on the basic principles
of behavior and the extension of those principles to create
demonstrably effective and humane outcome-based therapies
with the primary goal of establishing and enhancing functional
independent living skills.
Attention to Eyes Less in Infants Who Develop Autism
Beyond Autism: Did
you know that the most effective (by far), intervenions for cocaine
addiction and smoking during pregnancy, multibillion dollar problems,
were designed by behavior analysts using empirically validated learning
From the Abstract: "Here we show in a prospective longitudinal study that infants later diagnosed with autism spectrum disorders (ASDs) exhibit mean decline in eye fixation from 2 to 6 months of age, a pattern not observed in infants who do not develop ASD."
Applied Behavior Analysis
What is ABA? It is the use of laboratory- and application-tested learning principles to teach important academic, social, and life skills.
Is ABA proven?
ABA is not
an untested "theory" being sold in advance of scientific validation.
Applied behavior analysis is based directly on scientific
findings. If you need the new
behavior to persist, ABA therapists know how to use special schedules
of reinforcement--proven in the lab for over 75 years--to make that
happen. If you need the newly learned behavior to work at home
and school, ABA therapists know how to use scientific knowledge about
generalization--based on 100 years of science--to make that happen.
Does ABA with autism involve mindlessly repeated trials using M&Ms as rewards?
Only in the misleading advertising of those offering "treatments" that
don't have good scientific support. ABA uses the most effective
rewards, chosen specifically for the person, and does not waste time
teaching things that have already been successfully learned.
We need to remind those outside our field that ABA is far more
than a teacher sitting knee-to-knee with a student endlessly
repeating discrete trials.
Vincent Strully, Director of the New England Center for ChildrenWatch some genuine ABA done in a natural setting. ABA uses the most appropriate reward for the situation in the most appropriate setting to teach effective behavior as quickly as possible.
Want a little more information? Look at the links below.
take on pseudoscience
Behavior Analysis Certification Board Publishes ASD Treatment Guidelines for Applied Behavior Analysis
Health Plan Coverage of Applied Behavior Analysis Treatment for Autism Spectrum Disorder.
B.F. Skinner's William James Lectures and Columbia
University Verbal Behavior course notes by Ralph Hefferline
Skinner's 1948 William James Lectures were his 1957 book Verbal
Behavior in draft form. Shared for decades in mimeographed
form among a few lucky behavior analysts, this is the first time
this classic has been generally available. Ralph Hefferline's
1947 class notes from Skinner's Columbia University course in
verbal behavior show even earlier development of the same ideas.
These are true classics in the history of psychology, made available
through the generosity of the B.F.
BAAM Science and Practice
Facilitated Communication is back and growing in popularity. People
are once again being falsely accused of abuse, and facilitated
communication advocates are once again being given lavish attention and financial rewards for their dangerous and scientifically discredited pseudoscience.
sign the BAAM Resolution on the Scientific Evidence Against "Facilitated
by other medical, professional, scientific, and support organizations
on ineffectiveness of facilitated communication
"Rubber Hands Illusion"
Stroke a rubber
hand with a laser pointer light. If the fake hand is positioned
such that the subject believes it is their own hand, over 60% "feel"
the light, mostly where the fake hand is.
This is a very nice demonstration of "conditioned feeling."
It demonstrates that private sensations are conditioned like other
responses. The stimulus control over the response is so strong that
the subject actually locates the source of stimulation outside the
body, not where the subject's hand actually is, but where the light
F.H. et al. (2007). Rubber hands feel the touch of light. Psychological
Science, 18(2), 152-157 (PDF)