Continuing Education Unit Series

About the event:

This session is offered by Reilly Fullerton, Behaviour Consultant in Urgent Response Services.

“Don’t Touch That! Signage that Controls Public Behaviour” explores an experimental use of signage within a museum setting to reduce the amount of visitor touching of art pieces. This presentation reviews the article titled “Intervening to Prevent Unwanted Touching of Museum Displays: Incorporating and Observing Response with Three Prompting Conditions,” published in the Journal of Observational Behavior Management. The experiment tested three different sign conditions to measure the effectiveness of the messaging, as well as involving an observable behaviour completed by visitors to measure whether visitors read the sign. Results suggest that signage is an effective tool to reduce unwanted visitor touching if visitors are motivated to read the message on the sign.

Learning Objectives: 

Participants will be able to:

1. understand and acknowledge the financial burden that damaged art places on galleries and museums, and therefore why signage is so crucial.
2. identify the importance of an observing response to encourage adherence to sign.
3. identify several other ways that signage is used in behavioural literature.
4. learn about the impact of signage on a non-preferred behaviour in a museum setting.

About the event:

This session is offered by Sonia Stellato M.ADS, BCBA, R.B.A (Ont.), Clinical Supervisor at Kinark Autism Services.

The Preschool Life Skills (PLS) program is an approach to teaching critical social skills to preschoolers. These particular social skills were selected because they are similar to the functional skills taught following the development of problem behavior and because these are the same skills early elementary teachers have identified as being critical to early school success. This presentation looks over the literature review and the general overview of the curriculum as well as ways in which we as practioners modify to support our learners within the classroom.

Learning Objectives: 

At the end of this presentation, participants will:

• gain a general overview of the PLS curriculum
• Through a literature review, attendees will gain understanding to the general themes of school readiness
• be able to understand the differences and similarities to social skills and school readiness skills. 
• learn about the EO response summary within PLS and how utilize for individual learners
• learn how data is collected and goals are tracked to support classroom learning
• gain understanding to the benefits of this curriculum within a classroom setting

About the event:

There are several aspects to practice within a neurodiversity framework. This presentation looks at the pillars of a neuro-affirming
practice brought forward by Sunny Jane Wise. The science of autism research is at a point of evolution; transitioning away from the medical model and adopting the social model instead (Keating, 2023). For ABA to continue to be relevant, we need to update how we as BCBAs practice. This presentation takes a deeper look into the neurodiversity movement and its alignment with the BACB ethical framework.

Learning Objectives: 

Participants will be able to:

1. describe how the science to ABA is shifting
2. identify and differentiate between the Medical Model and the Social Model of Disability
3. identify ethical considerations within the medical model of disability
4. define Neurodiversity
5. identify factors and actions to promote a neuro-affirming practice

About the event:

The science of ABA is premised on understanding how the environment influences our behaviour. Culture is a critical component of our external and private environments that may be ignored when establishing relationships with clients and stakeholders, assessing behaviour, and selecting interventions. BACB ethics codes now emphasize that diversity, equity, and inclusion (DEI) be considered when providing ABA services. Dr. Pamela Hays’ ADDRESSING model (Hays, 2001; Hays, 2022) is a guide for developing a culturally sensitive and responsive therapeutic relationship between counselling psychologists and their clients. This model may also serve as a useful tool for developing more culturally sensitive and responsive ABA practices.

Learning Objectives: 

Participants will be able to:

1. recognize culture as a part of the environmental context that can influence human behaviour.
2. identify 10 cultural factors that influence our behaviour.
3. pose 3 possible questions from each of the 10 cultural factors to consider when working with clients and stakeholders. 
4. answer 7 poll questions evoked by Hays’ (2001) ADDRESSING framework and model.
5. understand 7 key elements of “personal work” and “interpersonal work” components of developing a culturally responsive ABA practice.

About the event:

There are limited resources for individuals transitioning to adulthood, however it’s a transition that all people must experience. However, this transition can be particularly difficult for autistics individuals and their families. When working with young adults it can be difficult to build a treatment plan towards adult goals, especially since some of the assessments may not capture the individual skills or goals. This presentation looks at how to set up transition goals to promote independence in adults. This presentation will go over how to identify goals, identify what assessment to use and components and steps necessary to build a treatment plan with input from all involved parties. 

Learning Objectives: 

Participants will be able to:

1. Get an overview of the Assessment of Functional Living Skills (AFLS), Essentials For Living (EFL) Quick Assessment, and the Community-Based Skills Assessment.
2. Learn the strengths and limitations of the AFLS, EFL Quick Assessment, and the Community Based Skills Assessment.
3. Apply assessment results from a case study to develop interventions targeting specific independent living skills, such as cooking
4. Learn ways to incorporate technology to support a goal chosen from the AFLS.

About the event:

Ableism and Ableist Language are terms that have been popping up more recently, but what exactly does it mean? Ableist language refers to any language that creates or demonstrates a dichotomy of superiority/interiority in regard to physical, intellectual and mental ability regardless of being intentional or not intentional. However, until we are aware of what words are potentially harmful, we are contributing to the continued marginalization of the very individuals we serve and have the collective goal of increasing their quality of life. This presentation discusses what ableism is and why it happens within ABA as well as some changes we can make that will promote a social model approach while still practicing ABA.

Learning Objectives: 

Participants will be able to:

1. Understand the disability rights movement and the colonization of ability 
2. Define Intersectionality
3. Define Ableism and Ableist language
4. Identify the ethical considerations of the on-going use of ableist tendencies and language
5. Identify some ableist terms and potential replacements 
6. Identify some strategies that we can do to avoid ableism

About the event:
Ableism is a term that has been gaining more and more attention within the media, but what does it mean?

Ableist language refers to any language that creates or demonstrates a dichotomy of superiority/inferiority in regard to physical, intellectual and mental ability regardless of being intentional or not intentional. However, until we are aware of what words are potentially harmful, we are contributing to the continued marginalization of the very individuals we serve when our collective goal is to increase their quality of life.

The presentation starts with important definitions, discusses ethical considerations as well as goes into theories as to why ableism continues within ABA and what we as clinicians can do to support a more inclusive and supportive environment.