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Convention Date & Location:
Thursday & Friday
February 24-25, 2005
at
McKenny Union
Eastern Michigan University


Behavior Analysis Association of Michigan Conference Schedule

Thursday | Friday | Posters | Workshops

 


Thursday February 24, 2005

8:00-9:00 a.m. Reception Area (2nd Floor)
Registration
(Open all day)
Note: Continental breakfast will be available in the Ballroom during registration. Free for convention registrants.


Keynote Address

"Words and Other Behavior"
A. Charles Catania
(University of Maryland, Baltimore County)

9:00-10:00 a.m. Ballroom


Breakout Sessions

10:00-11:20 a.m. Room 1
Research on Skinner's Analysis of Verbal Behavior

Chair: John W. Esch (Esch Behavior Consultants, Inc.)

  • The Empirical Applications of Skinner's Analysis of Verbal Behavior with Humans Rachael A. Sautter (Western Michigan University) and Linda A. LeBlanc (Western Michigan University)
  • Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism Barbra E. Esch (Western Michigan University), Jack Michael (Western Michigan University) and James E. Carr (Western Michigan University)
  • The Role of Verbal Behavior in Stimulus Categorization by Preschool Children Anna Ingeborg Petursdottir (Western Michigan University), Caio F. Miguel (New England Center for Children), James E. Carr (Western Michigan University) and Jack Michael (Western Michigan University)

11:30-11:50 a.m. Room 1
Theories of Language: Chomsky versus Skinner--Two Poles of the Same Continuum.
Lazslo Erdoti (Eastern Michigan University)

10:00-11:20 a.m. Room 2
Symposium:
Implementing Empirically Supported Treatments with Novel Populations: Children, Adolescents, and Young Adults
Chair: Scott Gaynor (Western Michigan University)
Primary and Secondary Control Enhancement Training For Children

  • Displaying Depressive Symptoms Dikla Eckshtain (Western Michigan University) and Scott Gaynor (Western Michigan University)
  • Values-Based Behavioral Activation for Adolescents with Depressive Symptoms Amanda Harris (Western Michigan University) and Scott Gaynor (Western Michigan University
  • Fluency vs. Thought Record Training with College Students Reporting Low Self-Esteem Jean Clore (Western Michigan University) and Scott Gaynor (Western Michigan University)
  • Acceptance and Commitment Therapy for Academically Struggling College Students Dawn Dore (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Amy Naugle (Western Michigan University) and Scott Gaynor (Western Michigan University)

10:00-10:50 a.m. Room 3
Unobtrusive Behavioral Observations of Job Performance in a Manufacturing Company: Union and Nonunion Comparisons
Monica Filipkowski and Carl Merle Johnson (Central Michigan University)

10:00-10:50 a.m. Room 4
School-Based Strategies for Increasing Peer Interaction of Young Children with Developmental Disabilities
Joel Hundert (Behavior Institute, Hamilton, Ontario, Canada)

11:00-11:50 a.m. Room 3
Educating Youth in Foster Care With Behavior Disabilities: Is Systematic Collaboration a Reality?
John M. Palladino (Eastern Michigan University) and Jean Haar (Minnesota State University at Mankato)

11:00-11:50 a.m. Room 4
Awareness of Autism School Services in South Eastern Michigan
Heather M. Anson, Joseph K. Golson, and James T. Todd (Eastern Michigan University)

11:30-11:50 a.m. Room 2
The Conjunction Fallacy: A Behavioral Conceptualization and Demonstration Experiment
Scott Gaynor (Western Michigan University), Yukiko Washio (University of Nevado, Reno) and Frederick Anderson (Western Michigan University)

12:00-1:30 p.m. Lunch (On your own)

1:30-1:50 p.m. Room 1
Are Women, People of Color, Asians, and Southern Europeans Inherently Inferior to the Rest of Us

Richard Malott (Western Michigan University)

1:30-4:30 p.m. Room 2 (Full Description)
Workshop: Dosed versus Prolonged Exposure in the Treatment of Fears, Phobias & Traumatic Stress
C.Richard Spates Ph.D (Western Michigan University)

1:30-4:20 p.m. Room 3 (Full Description)
Workshop:
Supervisory Techniques in Home-Based Early Intensive Behavioral Intervention Services
Joel Hundert & Nicole Walton-Allen (Behaviour Institute. Hamilton, Ontario, Canada)

1:30-2:50 p.m. Room 4
Symposium:
Basic and Applied Behavioral Research Relevant to Developmental Disabilities
Chair: Amanda M. Firth (Western Michigan University)

  • Teaching Family Members to Use Behavioral Skills Training to Teach a Child with Asperger's Disorder Kelise K. Stewart (Western Michigan University), James E. Carr (Western Michigan University, and Linda A. LeBlanc (Western Michigan University)
  • Using Free Operant Preference Assessments to Select Toys for Free Play Between Children with Autism and Their Siblings Rachael A. Sautter (Western Michigan University), Linda A. LeBlanc (Western Michigan University) and Jill N. Gillett (Western Michigan University)
  • Development of an Analogue of a Response-Class Hierarchy Anna I. Petursdottir (Western Michigan University), Daniel B. Shabani (Western Michigan University) and James E. Carr (Western Michigan University)

2:00-2:20 p.m. Room 1
The Behavior Analysis Training System: An Organically Evolving, Supportive, Interactive Learning Environment

Richard Malott (Western Michigan University), Koji Takeshima (Western Michigan University), Holly Harrison (Western Michigan University), Emily Helt (Western Michigan University), Nicholas Weatherly (Western Michigan University), Alison Betz (Western Michigan University) and Christen Rae (Western Michigan University)

2:30-3:20 p.m. Room 1
Conversation Hour
A. C. Catania (University of Maryland-Baltimore County) & Friends

3:30-4:20 p.m. Room 4
Understanding the Psychopathology of Chronic Adult Depression: Causes and Treatment

Susan L. Decker (Sagewood Center, Brighton, Michigan)

3:30-4:20 p.m. Room 1
Fundamentalism and Progressivism in Cognitive Psychology: The Decline of the Old-Tyme Mental Majority
Dennis J. Delprato (Eastern Michigan University)


Friday February 25, 2005

8:00-9:00 a.m. Reception Area (2nd Floor)
Registration
(Open all day)
Note: Continental breakfast will be available in the Ballroom during registration. Free for convention registrants.


Special Guest Presentation

The Behavior Analyst Certification Board: Current Status and Future Directions
Gerald Shook
(Behavior Analysis Certification Board)

9:00-9:50 a.m. Ballroom


Breakout Sessions

10:00-10:50 a.m. Room 1
Roundtable: Furthering the Recognition of BACB Certifications in Michigan
Gerald Shook (Behavior Analysis Certification Board)

10:00-10:20 a.m. (Canceled)
Does Anticipation of Academic Failure Lead to Risky Behavior?
Claire L. Lonergan (Eastern Michigan University) and Ellen Koch (Eastern Michigan University)

10:00-10:50 a.m. Room 3
Effective Practices in Behavior Intervention Plan Development and Implementation
Kim Killu (University of Michigan-Dearborn)

10:00-10:50 a.m. Room 4
The Use of Positive Behavioral Supports to Reduce Severe Problem Behavior of Adults With Developmental Disabilities in Comunity Group Homes.
Nicole Walton-Allen (Behavior Institute, Hamilton, Ontario, Canada)

10:30-11:50 p.m. Room 2
Foundations of Integrated Care on a College Campus: Preliminary Findings
Chair: Mary Willis (Eastern Michigan University)
Discussant: Flora Hoodin (Eastern Michigan University)

  • Integrated Care: Applicable to the College Setting? Kevin Alschuler (Eastern Michigan University), Flora Hoodin (Eastern Michigan University), Teresa Lynch (Eastern Michigan University) and Elizabeth Kuhl (Eastern Michigan University)
  • Healthy College Students' Ethnicity and Gender: Effects on Assessment and Interpretation of Measures of Psychological Distress and Pain Catastrophizing Elizabeth S. Kuhl (Eastern Michigan University), Flora Hoodin (Eastern Michigan University), Teresa Lynch (Eastern Michigan University) and Michael Samuel (Eastern Michigan University)
  • The Relationship Between Medical Utilization and Psychological Distress in a College Population Teresa Lynch (Eastern Michigan University), Flora Hoodin (Eastern Michigan University) and Elizabeth S. Kuhl (Eastern Michigan University)

11:00-11:50 a.m. Room 1
Introduction to BACB Certification and Application for BACB Examination

Gerald Shook (Behavior Analysis Certification Board)

11:00-11:50 a.m. Room 4
Behavioral Interviewing
Richaurd R. Camp (Eastern Michigan University)

11:30-11:50 a.m. Room 3
Everything You Know About OBM Is Wrong--Part III
Jason Otto (Western Michigan University) and Richard W. Malott (Western Michigan University)

12:00-1:30 p.m. Lunch (On your own: Truesdell-Todd/Kennedy Workshop starts at 1:00 p.m.)

1:00-4:00 p.m Room 3 (Full Description)
Workshop: Overcoming Issues Related to Eating
Gina E. Truesdell-Todd. M.S. & Krista M. Kennedy, M.S. (Behavioral Building Blocks, P.C)

1:30-2:20 p.m. Room 1
Skinner's Molecular Interpretations of Behavior
Jack Michael (Western Michigan University)

1:30-2:50 p.m. Room 4
Panel Discussion: Beyond College: Some Things You Need to Know About Working in the Mental Health Field

Discussant: Stephen Sundby (Fort Wayne State Developmental Center)
Participants: James N. Peters (Fort Wayne State Developmental Center), Eric J. Chubb (Fort Wayne State Developmental Center) and Benjamin M. Washburn (Fort Wayne State Developmental Center)

2:30-3:20 p.m. Room 1
When did Skinner Become a Radical Behaviorist?

Jay Moore (University of Wisconsin, Milwaukee)

2:30-3:50 p.m. Room 2
Practicum and Job Fair

3:00-3:50 p.m. Room 4
How to Get Into Graduate School

Ellen Koch (Eastern Michigan University)

4:00-6:00 p.m. Ballroom
Poster Session
(Appetizers will be available during the poster session.)


 

Posters

Ballroom 4:00-6:00 p.m.
(Refreshments available)

  • Advanced Autism Practicum Brittany Sheets (Western Michigan University), Casey Ludwick (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • BACC: Behavioral Academic and Career Counseling; a Supplemental Advisory System that aids Undergraduates in Preparing for Future Academic and Career Goals Erin Andres (Western Michigan University), Alison Betz (Western Michigan University), Katie Larkin (Western Michigan University), Morgan Aue (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • Behavior Change Plans for Students with Emotional/Behavioral Disorders Karen Carney (Eastern Michigan University)
  • The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent Procrastination Jennifer Skundrich (Western Michigan University), Christen Rae (Western Michigan University), Anastasia Osredkar (Western Michigan University), Anthony Bentley (Western Michigan University), James Squires (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • The Behavioral Research Supervisory System: Preventing Procrastination in Undergraduate and Graduate Psychology Students Anastasia Osredkar (Western Michigan University), Jennifer Skundrich (Western Michigan University), Christen Rae (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • The Behavioral Research Supervisory System: Promoting Task Completion and Avoiding Procrastination in Graduate and Undergraduate Students James Squires (Western Michigan University), Christen Rae (Western Michigan University), Jennifer Skundrich (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • Bridge Research in the Journal of Applied Behavior Analysis: Publication Trends and Contributions Anna Ingeborg Petursdottir (Western Michigan University) and Geoffrey DeBery (Western Michigan University)
  • Computer-Based Programmed Instruction Conny Raaymakers (Western Michigan University), Morgan Reynolds (Western Michigan University) and Greg Partlo (Western Michigan University)
  • Decreasing the Rates of Dually Adjudicated Youth in Foster Care: Assessing the Effects of a Multimodal Behavioral In-Home Prevention Program Jennifer L. L'Heureux (University of Kansas) (Canceled)
  • Does Anticipation of Academic Failure Lead to Risky Behavior? Claire L. Lonergan (Eastern Michigan University) and Ellen Koch (Eastern Michigan University) (New)
  • The Effects of Reinforcement Magnitude on Schedule Induced Polydipsia in Single Pellet Delivery Trials Joseph K. Golson (Eastern Michigan University) and James T. Todd (Eastern Michigan University)
  • Errorless Compliance Training: Assessing Generalization During Rebecca K. Arvans (Western Michigan University) and Scott T. Gaynor (Western Michigan University)
  • Female Public Hand Washing as a Function of Observer Obtrusiveness and Sign Prompts Michelle Stenske (Central Michigan University) and Carl Johnson (Central Michigan University)
  • Gender Differences in Seatbelt/Cell Phone Usage While Driving Rachel Tolonen (Central Michigan University), Erin Scramlin (Central Michigan University), Chris Lenhardt (Central Michigan University) and Dana Trudeau (Central Michigan University)
  • From Here to There: The Complex Transitional Needs of High School Graduates with Emotional-Behavioral Impairments John Palladino (Eastern Michigan University)
  • Helping Students Study for the GRE and Apply to Graduate School Jodylee Miller (Western Michigan University), Cortney Osborn (Western Michigan University), Nicole Metzke (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • An Integrative Approach to Smoking Cessation James Anderson (Western Michigan University) and Scott Gaynor (Western Michigan University)
  • Promoting Independence in School Settings for Children with Autism Using Tactile Prompting Heather M. Anson (Eastern Michigan University) and James T. Todd (Eastern Michigan University)
  • Providing Positive Behavioral Support to Minority Parents who have Children with Disabilities and Problem Behaviors. Sungho Park (University of Michigan-Flint)
  • Psychology 396, Advanced Principles of Behavior Analysis, Super A Allyson Heck (Western Michigan University) Emily Helt (Western Michigan University), Amanda Norton (Western Michigan University), Lori Schroedter (Western Michigan University) and Richard W. Malott (Western Michigan University) (Title Change)
  • Rats Drink More Alcohol When They Have to Work for Food Drew Fox (Central Michigan University) and Mark Reilly (Central Michigan University)
  • Ready, Set, Go?: Are School Social Worker Graduates Addressing the Emotional-Behavioral Needs of Youth? Mark Giesler (University of Nebraska) and John Palladino (Eastern Michigan University)
  • Reducing Physical Management and Exclusionary Time-Out Room Usage in Residential Treatment David E. Turner (The Manor) and Michael G. Walraven (Jackson Community College (Western Michigan University)
  • The Role of "Safety Behaviors" in the Treatment of Anxiety Disorders Nishani Samaraweera (Western Michigan University), Alyssa Kalata (Western Michigan University), Richard Seim (Western Michigan University), Diana Schellenberg (Western Michigan University) and C. Richard Spates (Western Michigan University)
  • Teaching Undergraduate Students the Two-Factor Theory of Avoidance Jamie Flynn (Western Michigan University), Kathryn Waugh (Western Michigan University), Nic Weatherly (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • Use of Odor as a Conditioned Stimulus for Schedule Induced Polydipsia in Rats Heather M. Anson (Eastern Michigan University) and James T. Todd (Eastern Michigan University)
  • Utilizing a Competency Validation System to Enhance the Performance of Practicum Students towards Temporary Limited Licensure to Practice Psychology Jessica Norris (Western Michigan University), Alyssa Warshay (Western Michigan University), David Eisenhart (Western Michigan University), Megan Coatley (Western Michigan University) and James Kaye (Western Michigan University)
  • Welcome Wagon: Easing the Transition form Undergraduate to Graduate School Millicent Bandeff(Western Michigan University), Blake Grider (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • Welcome Wagon: The Revision of an Informational Document to Ease the Transition into Graduate School Blake Grider (Western Michigan University), Millicent Bandeff (Western Michigan University) and Richard W. Malott (Western Michigan University)
  • When Educator Biases Impeded Youth Behavior: The Arrival of Sudanese Refugees in the American Heartland John Palladino (Eastern Michigan University)


Workshop Descriptions

Thursday 1:30-4:30 p.m. Room 2
Dosed versus Prolonged Exposure in the Treatment of Fears, Phobias & Traumatic Stress
C.Richard Spates Ph.D (Western Michigan University)

This workshop will review selected evidence based practices in the treatment of fear, phobias, and traumatic stress disorders. In the process data will be offered which suggest dosed exposure is superior to prolonged exposure along several dimensions in the treatment of fear and traumatic stress reactions. Recent literature also suggests there are major problems with the use of prolonged exposure in clinical practice. This research will also be reviewed. Dosed exposure occurs when the client confronts the feared situation or memory of a trauma in brief intervals followed immediately by a brief interval free of such recall or confrontation. Prolonged exposure occurs when the feared situation or recall of the trauma situation is confronted continuously without an interval free of confrontation. Both prolonged exposure and dosed exposure have shown efficacy as treatments for anxiety disorders. Treatments based on both approaches are listed as "empirically supported" by the APA Task Force on the Identification and Dissemination of Efficacious Treatments. Recent empirical evidence suggests that dosed exposure is significantly more efficient in producing outcomes comparable to prolonged exposure, and there is greater uniformity of positive outcomes across dependent measures. This workshop highlights the conceptual foundation for these differential observations, while drawing on data from clinical and basic research. It will be recommended that greater research attention be devoted to comparative efficacy and randomized clinical trials of these two procedures in the treatment of fear and traumatic stress. The outcome should be helpful to behavior therapists who wish to apply a demonstrably effective intervention without some of the drawbacks of prolonged exposure. This workshop is suitable for practitioners who work with traumatized individuals or persons with social or specific phobias. It is also suitable for professionals who are interested in recent conceptualizations of exposure therapies for anxiety disorders.
Cost: $50 per person

Thursday 1:30-4:20 p.m. Room 3
Supervisory Techniques in Home-Based Early Intensive Behavioral Intervention Services

Joel Hundert & Nicole Walton-Allen (Behaviour Institute. Hamilton, Ontario, Canada)

Although there are numerous sources of information describing how to design and implement early intensive behavioral intervention (EIBI), there is little literature suggesting how to supervise front-line staff who implement EIBI programs. Supervision of EIBI delivered in children's homes is particularly challenging because of the added difficulties of controlling the environment, accessing children's performance data and giving corrective feedback to staff. The purpose of this workshop is to provide participants with techniques for supervising staff in home-based EIBI. Supervisors of home-based EIBI are not only responsible for ensuring the quality of staff performance, but also the appropriateness of the selection of instructional targets, arrangement of instructional sequences and the design of instructional programs.. Topics covered will include: a) how to detect child performance problems; b) how to monitor staff performance; c) how to provide corrective staff feedback; d) how to select instructional targets for children; and, e) how to arrange instructional sequences. Videotape models, exercises, handouts will be used to present the topics that will be covered.

Learning Objectives:

  • The participants will be able to use child performance data to detect when instructional programs are not working
  • The participants will be able to convert trial by trial child performance data into a provided data summary sheet designed to assist in detection of programming problem
  • The participants will be able to identify strengths and weaknesses in videotapes of staff program implementation using a provided rating scale
  • The participants will be able to list the skills involved in providing corrective feedback to therapists
  • The participants will be able to identify sources of information involved in selecting instructional targets and apply that information to the selection of instructional target for case examples
  • The participants will be able arrange instructional sequences and identify what is missing from presented instructional sequences

Activities of Participants: Concepts and strategies of the supervision of home-based early intensive behavior intervention (EIBI) will presented using didactic instruction. Participants will apply the skills covered to exercises based on videotapes and case study information. Supervisory skills will be modeled using videotape. Handouts will be provided on the content of the presentation. Target Audience: Individuals involved in staff supervision of EIBI for children with autism and/or other developmental disabilities. The content would be particularly applicable to those supervising home-based EIBI. It is assumed that the participants have a good foundation in EIBI.
Cost $50 per person.

Friday 1:00-3:50 p.m. Room 3
Overcoming issues related to eating: Help for Parents or Professionals Working with Individuals with Developmental Disabilities or Behavior Problems
Gina E. Truesdell-Todd. M.S. & Krista M. Kennedy, M.S. (Behavioral Building Blocks, P.C.)

Attendees will be introduced to variety of procedures that can be used to effectively shape desired eating behavior. Attendees will also learn how environmental conditions affect eating behavior and be provided examples of how environmental changes can be made. Further workshop topics include teaching independent eating skills, staying seated during meals, table manners, and other basic mealtime behaviors.
Cost: $30 per person

Page updated January 7, 2005