BAAM 2000 Conference Agenda (Subject to Change)

 

Thursday, March 9, 2000

Registration (Opens at 8 a.m.)

9 - 9:50 a.m. Auditorium II
Keynote Address: A Critique of Current Biochemical Theories of Mental Illness
   
Elliot S. Valenstein (University of Michigan

10 - 11:50 a.m. Room C
Symposium: Advances in Behavioral Self-Management of Migraine Headache
Chair: Janet L. Pietrowski (Eastern Michigan University)
Case Studies in Behavioral Lifestyle Modification
Scott Smith & Flora Hoodin (Eastern Michigan University)
Case Studies in Pain-Anxiety Reduction
Rebecca Potter & Flora Hoodin (Eastern Michigan University)
What the Literature Says: Looking Back and Looking Ahead
Flora Hoodin (Eastern Michigan University)

10 - 10:30 a.m. Room E
Strategies for Integrating Functional Skills Instructions into Daily Residential Routines
Kim Killu & Belinda Davis Lazarus (University of Michigan-Dearborn) and Russell Reeves (Special Tree Rehabilitation Systems)

10:30 - 11 a.m. Room E
Identifying Reinforcers for Persons with Developmental Disabilities: A Review of the Stimulus Preference Literature
James E. Carr (Western Michigan University)

11 - 11:50 a.m. Room E
Why Behavior Does Not Occur as We Would Like it: Sins of Memory from a Behavioral Perspective
Jack Michael (Western Michigan University)

12 p.m. - 1p.m.: Lunch Break (on your own)

1 - 2:30 p.m. Room C
Panel Discussion: The Value of Skinner's Book Verbal Behavior for Children with Autism
Chair: Mark L. Sundberg (Behavior Analysts, Inc.)
Presenters: Mark L. Sundberg (Behavior Analysts, Inc.)
Carl T. Sundberg (Kalamazoo Behavioral Services)
Jack Michael (Western Michigan University)

2:30 - 3:00 p.m. Room C
New Beginnings: A Great Feat for Michigan
Nicole Putzske & Kim Murphy (Families for Early Autism Treatment Organizing Committee)

3:00 - 4:50 p.m. Room E
Symposium: Training Nonprofessionals in Applied Behavior Analysis
Chair: Joshua McCullough (Eastern Michigan University)
Past and Current Status of Nonprofessional Training
Jamie E. Gaal, Joshua McCullough, & Dennis J. Delprato (Eastern Michigan University)
Adapting a Training Manual for Parents and Teachers
Imogene L. Standtke, Linda Latronica, & Flora Hoodin (Eastern Michigan University)
Development and Comparison of Two Training Programs for Working with Autistic Children Krista M. Kennedy, Dennis J. Delprato, & Flora Hoodin (Eastern Michigan University)


Friday, March 10, 2000

Registration (Opens at 8 a.m.)

9 - 10:50 a.m. Room B
Symposium: Smoking Cessation: Challenges and Interventions
Non-Compliance and Attrition in Smoking Cessation Programs
Amy Cordaro & Flora Hoodin (Eastern Michigan University)
Tailoring Treatment to Address Weight-Control Issues for Female Smokers
Ericka Campbell & Flora Hoodin (Eastern Michigan University)
Case Study: Nicotine Fading by Brand Switching and Stimulus Control (Narrowing and Eliminating Antecedents)
Jon Dunkerle & Flora Hoodin (Eastern Michigan University)
Case Study: Breaking Stimulus Control by Scheduled Smoking and Nicotine Fading
Jim Peters & Flora Hoodin (Eastern Michigan University)

9 - 9:50 a.m. Room C
The Relation Between Analytic Philosophy/Rylean Conceptual Analysis and Radical Behaviorism
Jay Moore (University of Wisconsin-Milwaukee)

9 - 9:50 a.m. Room E
Improving Instruction and Assessment by Removing Performance Ceilings
Rick Kubina (Clarion University of Pennsylvania)

10 - 10:50 a.m. Room C
Symposium: Evaluating the Effects of Education on Acceptance of Persons with Tic Disorders
Chair: Douglas W. Woods (University of Wisconsin-Milwaukee)
Evaluating the Effects of Video Education on Acceptance of Persons with Tourett's Syndrome
D. W. Woods, S. Braaten, L. Summrall, P. M. Hasenstien, & B. Kroes (University of Wisconsin-Milwaukee)
Evaluating the Effects of Video Education on Acceptance of Person's with Motor Tics
D. W. Woods, L. Summrall, S. Braaten, P. M. Rooney, N. Hasenstien, & B. Kroes (University of Wisconsin-Milwaukee)

10 - 10:50 a.m. Room E
The Relative Effects of Individual and Small Group Monetary Incentives on Performance and Satisfaction: A Review
Alyce M. Dickinson (Western Michigan University)

11 - 11:50 a.m. Room B
Drinkwise: Brief Interventions for Alcohol Problems
Teresa Herzog - Mourad & Donna Merrifield - Dotson (Drinkwise/University of Michigan Medical Center)

Noon - 1 p.m.: Lunch Break (on your own)

1 - 2:50 p.m. Room C
Symposium: Investigating Stereotypic Movement Disorder in a Developmentally Normal Population: Prevalence, Comorbid Psychopathology, and Validity of Diagnostic Criteria
Chair: Douglas W. Woods (University of Wisconsin- Milwaukee)
Examining the Prevalence of Stereotypic Movement Disorder in a College Population
D. W. Woods, M. P. Twohig, B. Hardin, & B. Kroes (University of Wisconsin-Milwaukee)
Stereotypic Movement Disorder as a Predictor of Comorbid Psychopathology
D. W. Woods, M. P. Twohig , B. Hardin, & B. Kroes (University of Wisconsin-Milwaukee)
Investigating the Validity of DSM-IV Criteria for Stereotypic Movement Disorder
D. W. Woods, M. P. Twohig , B. Hardin, & B. Kroes ( University of Wisconsin-Milwaukee)

1 - 1:25 p.m. Room B
Time Specific Contingent Reinforcement Strategies in Group Homes
Walter R. Drwal (Genesee County Community Mental Health)

1:30 - 1:55 p.m. Room B
Operant Treatment Strategies for Obsessive Compulsive Disorder and Individuals with Mental Retardation
Eric E. Craig (Genesee County Community Mental Health)

1 - 1:50 p.m. Room E
Self-Monitoring of Writing: Goal-Setting and Reinforcement for Students with Learning Disabilities
Yvonne Goddard (University of Michigan)

2 - 2:50 p.m. Room B
A Standard Chart for Education and Psychology
Rick Kubina (Clarion University of Pennsylvania)

2 - 2:50 p.m. Room E
DATx : Outcome Driven Rehabilitation for Persons with Brain Injury
Shannon Swich & Paul Ellis (Rehab Without Walls)

3 - 3:50 p.m. Room B
Getting Into Graduate School: Hints and Advice

James T. Todd (Eastern Michigan University)

3 - 3:50 p.m. Room C
Numerosity and Choice
Jay Moore (University of Wisconsin-Milwaukee)


Poster Session and Cash Bar

4:30-6 p.m. Main Floor

Matching-to-Sample and Its Relation to Receptive Language and Tacting
Mark L. Sundberg, Katie Endicott, Blair Kaplan, Jennifer Klause, Kristin O'Connor, Melissa Loeb, & Jerry Mix (Behavior Analysts/STARS School)

Teaching the Mand "Where" by Manipulating Conditioned Establishing Operations
Mark L. Sundberg, Melissa Loeb, Peter Eigenheer, Katie Endicott, Lisa Behrmann, & Carrie Bruin (Behavior Analysts/STARS School)

An Experimental Analysis of Discrete Trial Interval Lengths
Melissa D. Trent, Krista M. Kennedy, & James T. Todd ( Eastern Michigan University)

Generalization Strategies for Teaching Social Skills to Young Autistic Children
Kim Renner (Eastern Michigan University)

Schedule-Induced Polydipsia: Experimental Design Affects the Relationship Between Interfood Interval Length and Drinking
Rachael A. Guip, Natascha A. Zeplzauer, & James T. Todd (Eastern Michigan University)

An Experimental Analysis of Anxiety Anorexia in Aged Male Rats
Natascha A. Zeplzauer & James T. Todd (Eastern Michigan University)

Practicum Sites of Southeast Michigan
Amy Cordaro & Michelle C. Kennedy (Eastern Michigan University)

Can Cognitive-Behavioral Anger Management Training Benefit an Emotionally and Educably Mentally Impaired Adult? A Pilot Study
Jennifer Zoltowski & Flora Hoodin (Eastern Michigan University)

Group Poster Session: The Behavior Analysis Training System, The Application of Behavior Systems Analysis to Teaching Behavior Analysis
Chair: Richard W. Malott (Western Michigan University)

The Behavior Analysis Training System
Jason Otto (Western Michigan University)
The Behavioral Research Supervisory System: Help Graduate Students Avoid Procrastination
Michelle A. Seymour & Rachel Bissi (Western Michigan University)
Self-Management versus Procrastination: The Battle of the Century
Holly Harrison & Jason Ranville (Western Michigan University)
The Behavior Analysis Training System and the Elementary Principles of Behavior Websites at Western Michigan University
Ed Blackman Jr., Kelly Garcia, & Jason Otto (Western Michigan University)
Behavioral Academic and Career Counseling: Using Performance Management to Help College Students Achieve Their Goals
David Bradshaw & Julie Tatar (Western Michigan University)
Elementary Principles of Behavior and a Continuous-Quality-Improvement Model of Textbook Writing
Elizabeth A. Trojan & Richard W. Malott (Western Michigan University)
The Rat Lab Demonstration and Instructional Video at Western Michigan University
Kip Denhartigh & Terresa Kenney (Western Michigan University)
Advanced Behavior Analysis: A Supplement to an Undergraduate Course in the Principles of Behavior
Rachel Terpsma, Dawn Falsetti, & Angie Harrelson (Western Michigan University)
Opinions About Moral and Legal Control as Discussed in Elementary Principles of Behavior
Amber Clarici, Beth Trojan, & Jason Otto (Western Michigan University)
An Application of Behavioral Tools to Improve Teaching Assistant Performance and Improve the Teaching Assistant Manual
Daniel D. Knittle & Heather Cutler (Western Michigan University)
Teaching College Students Behavior Analysis: The Behavioral Systems Analysis Project
Andrew R. Maus, Sarah Mullard, & Yvonne Heung (Western Michigan University)
When Things Go Wrong: Efforts to Increase Staff Reporting of Procedural Failures in a Discrete-Trial, Autism Classroom
Amy Christensen & Sebastien Bosch (Western Michigan University)
Increasing Response Accuracy and Decreasing "Off-Task Behaviors" of Autistic Children by Finding Effective Reinforcers
Julie Tartar, Sebastien Bosch, & Rachel Terpsma (Western Michigan University)
Training Temporary Limited Licensed Psychologists at Western Michigan University
Tawnya Fraizer & Lisa Haroff (Western Michigan University)

 

WORKSHOPS

Workshop #1 Thursday 10 - 1 p.m. Auditorium II

Evaluation of Trainers Conducting Discrete Trial Training
Krista M. Kennedy (Eastern Michigan University), Gina E. Truesdell-Todd (University of Kansas), & Jamie E. Gaal (Eastern Michigan University)

This three-hour workshop is recommended for parents and professionals who run home or school Discrete Trial Training (DTT) programs and for DTT assistants who implement these programs. this workshop provides professional, parents, and assistants a system by which to evaluate the application and effectiveness of DTT.
   An overview of DTT and the assessment skills necessary to assure effective implementation of DTT, written and videotaped evaluation exercises, and an accompanying informational manual are included in this workshop.

Cost: $30 per person. Includes printed materials

Workshop #2 Thursday 10 - 1 p.m. Room B

Clinical management of Tourette's Syndrome and Related Behaviors
Douglas W. Woods (University of Wisconsin-Milwaukee)

Tourette's Syndrome (TS) is a complex and often misunderstood diagnosis. Behavior psychologist's involvement in the treatment and clinical management of TS has historically been confined to treating one or two of the many tics a person with TS may experience. In addition, other areas of concern such as social functioning and obsessive-compulsive behaviors are often ignored. This workshop will focus on describing the complexities of TS from a clinical standpoint as will as outlining treatment strategies for managing various aspects of the disorder. Through the use of videotapes, didactic presentation, and role-plays, individuals who complete this workshop will 1) be able to recognize TS; 2) understand the various facets of the syndrome; 3). understand the various effects of the environment on the exacerbation of Tourette's behaviors; and 4) will learn a variety of treatment strategies to address the wide range of behavior problems exhibited by a person with TS.

Cost: $30 per person.

Workshop #3 Thursday 2 - 5 p.m. Auditorium II

Functional Assessment of Challenging Behaviors
R. Wayne Fuqua, Carrie Coleman, & Christi Versavage (Western Michigan University)

Functional assessment and analysis refers to a set of methodologies for identifying the contextual variables (e.g., setting events, reinforcement contingencies) maintaining problem behaviors. Increasingly, behavior management interventions are prescribed based on the function of the problem behavior. This workshop will review 1) the conditions under which a functional assessment/analysis are indicated, 2) common methods for conducting such analyses, 3) interpretations of resulting data, 4) selection of function-based interventions, and 5) guidelines for troubleshooting interventions. Handouts and participatory activities will be included in this workshop. The workshop is designed for teachers, behavior specialists, practitioners, or parents who do not already have extensive experience conducting functional assessments and analyses.

Cost: $30 per person. Includes printed materials.

Workshop #4 Thursday 2 - 5 p.m. Room B

The Implementation of a Reinforcement-Based Token System to Decrease Unwanted Behaviors in Children Age 3-12
Janet L. Pietrowski & Michelle C. Kennedy (Eastern Michigan University)

This workshop is designed to introduce parents and teachers to simple token reinforcement systems as a means of decreasing unwanted behaviors and increasing desired behaviors . Several types of token systems will be introduced and applied to a variety of situations. Confounding variables that could impede the success of the program will be addressed along with other important issues. Topics that will be discussed include parent and child compliance, implementation in single and multiple child settings, generalization, response cost, and the hierarchy of reinforcement necessary for successful implementation. Videotaped examples of a token system implemented in the home will be shown as a guide throughout the hands on workshop. Audience will participate in construction of several token systems to several hypothetical problems.

Cost: $30 per person. Includes printed materials

Workshop #5 Friday 9 - 12 p.m. & 1 - 4 p.m. Auditorium II

Teaching Language to Children with Autism
Mark L. Sundburg (Behavior Analysts, Inc.)

One of the biggest challenges of working with children with autism is determining their individual language needs and developing an intervention program that specifically meets those needs. In this workshop participants will learn how to use a behavioral approach to language (e.g., mands, tacts, and intraverbals) to assess language, and how to establish an individualized language intervention program. Participants will learn how to establish a language-based environment that can be implemented across both home and school settings. A major emphasis will be placed on language in both structured teaching sessions (discrete trial training), and in on-going activities, including playtime (natural environment training). An assessment will be presented for determining if augmentative communication is necessary for effective language intervention.

This workshop can be helpful for all individuals who work with children with autism, including special education teachers and aids, parents, direct care staff, in-home workers, students, speech and language pathologists, behavior analysts, psychologists, administrators, and other human service professionals

Cost: $60 per person.