The presentations from this continually updated library are conducted live via Zoom teleconference or live in person. Teleconferences normally only accommodate up to 100 participants, but for a small extra fee they can easily accommodate up to 500 participants. You may also request a custom-contracted presentation based on the needs of your staff!
Remote live presentations: (more affordable)
500.00 per 1.5 hour presentation.
On-site presentations, full day minimum (four 1.5 hour presentations): 3000.00 plus travel expenses.
This presentation focuses on some common problems with IEPs for students with significant behavioral issues. The emphasis is primarily on those individuals who are failing to make progress either because of their behaviors, their goals or both.
This presentation parallels the book Adventures in Special Education and Behavior Analysis. It's great for helping to explain some of the concepts in the book if your staff are already familiar with it, or for explaining the main concepts for new staff.
The presentation cautions the practitioner about the excessive use of antecedent manipulations and the long-term problems that can be caused by these seemingly innocuous short-term solutions. The appropriate use of these manipulations is discussed as well.
The good: Aversive stimuli are a necessary and important part of life. The bad: We have typically done a poor job of teaching people how to effectively deal with them The ugly: Many people are convinced that the answer is to eliminate all aversives and that any use of an aversive in the context of a behavior plan is automatically unwarranted and abusive
Participants will learn about some of the major reasons that we routinely violate a number of rules, including but not limited to
the importance of the “holy trinity” of rule following (knowledge, skills, motivation),
the importance of the contingencies that are specified by the rule, and the extent to which rules specify observable, measurable behavior. Participants will also learn how to create better, clearer rules that have a greater chance of being followed.
This presentation focuses on a single chapter in Dr. Winston's book Adventures in Special Education and Applied Behavior Analysis. Some behavior problems, particularly those that don't lend themselves well to a traditional functional analysis and other approaches may be necessary.
Participants will learn what is meant by a chronic versus an intermittent problem and the implications for both analysis and treatment.
Let's face it folks, some individuals are simply more dangerous than others. It doesn't matter how young or how small, all individuals can be rated according to how dangerous they currently are. Some people aren't very dangerous at all, but the risk they pose to society can still be rated and compared with other individuals so as to better manage risk within your organization.
Dr. Winston covers the problems and pitfalls of conceptualizing behavior and even individuals as “non-compliant.” Like Schrodinger’s cat, we are, all of us, simultaneously compliant and non-compliant. What’s the context? Compliant with what? Under which conditions? Compliant with whom? Are you a compliant person or a helpful person? What is compliance? What is non-compliance? What actually matters? Click to find out more!
This presentations provides tips on working with individuals who are highly motivated to escape from academic tasks in classroom settings and will cover a variety topics including using reinforcers effectively,
analyzing WHY a child wants to escape from a task, altering “educational discriminative stimuli” to decrease the probability of escape, and strategies for working with task avoidant juggernauts.
Participants will about ethics in general,
and what affects our behavior of calling things “Ethical” or “Unethical?” As well as the ethics of restraint reduction goals. Other topics covered are ethics and procedural risk/restrictiveness and the right to effective treatment, and ethics as it relates to continued restraint with a lack of treatment as opposed to the temporary and judicious use of restraint as a part of treatment.
This presentation takes an honest look at the concept of included classrooms and how they are often implemented. This is not a pro or anti inclusion presentation. This is a pro "let's put all rules aside for a moment and focus on the needs of this child" presentation. Questions like, "What is being taught?" and "What are the skills and experience of the teacher?" may be far more important than questions such as, "Where is the child taught?" and "Who is the child sitting next to?" Non-functional inclusion can be far more damaging to a child than a functional self-contained (excluded) classroom.
Participants will learn how to have some of the difficult, honest conversations about restraint, even things neither party wants to consider. The presentation will cover questions such as who are we informing?
What is the role of your organizations policies? How much information can you share? What are the expectations of those who are being informed? Participants will also learn about the risks/benefits of restraint, the importance of obtaining physician approval, litigation issues and questions that parents/guardians should be asking.
This presentation takes the audience on a deep dive into what most people call “mental illness.” The focus here though is on how behavior analysts can understand mental illness in terms of the presence of behavioral excesses and deficits and/or poor or absent stimulus control. Participants will learn how to talk about mental illness not in terms of what individuals “have” but in terms of what they do. That is, participants will learn to avoid circular reasoning and explanatory fictions. Individuals don’t hand flap BECAUSE they “have” autism. Hand flapping is one thing we see in individuals who have that label. This distinction is everything.
Participants will learn about the DRO schedule of reinforcement (differential reinforcement of other behavior), where it came from, why it was first used, how it works and why you should likely never ever need to use it as there are so many other better options for treatment. Although it isn’t referred to as such, this awful schedule can still be found today embedded in behavior plans as long-term contingencies requiring the absence of behavior. Participants will learn about better treatment options as well.
This presentation is aimed at those working with school-aged individuals who technically read, but with questionable reading comprehension. Typically these individuals are not "sophisticated" talkers. Because of this, they're not sophisticated readers. There are many ways to lack sophistication. Pronunciation and vocabulary and how to use those vocabulary words are three big variables, but another is orientation to time and the ability to seriate past events. That is, if you can't comprehend your day, you can't comprehend the story you read. Those who can't talk about what was, cannot possibly talk about what will be, and this is critical for higher learning, logic and reasoning.
Writing behavior plans that can be easily followed by parents/teachers/direct-care staff can be very challenging. Especially if it's to be done without losing any clinical efficacy. This presentation shows the practitioner how get to the heart of the matter regarding behavior change, bypass most jargon, and ultimately create a plan that is as they say "do-able." There's writing that can make people think you're very smart, and then there's writing that actually demonstrates how smart you truly are. It's writing that breaks complex behavioral concepts down into bite-sized chunks of clear, useful instructions.
The diagnosis and treatment of trauma and has received much attention in the last several years. This presentation will provide a behavioral perspective on the definition of trauma (specifically PTSD), and the necessary and sufficient conditions that may produce it. A key point is that trauma is not something inherent in the stimulus but may be an interaction between the stimulus, the context, and the history/skills of the person.
The traditional "Iwata-style" functional analysis is the meat and potatoes of almost any behavior analyst, unless they're vegans, then maybe it's their cauliflower steak.
The concept of "picking a fight" is not a new one, but it is most certainly a social concept. The reason it's called "picking a fight" and not "face smashing" is that picking a fight is all about provocation that will justify the fight in the eyes of the attacker and those in society. The problem occurs most typically in individuals with very good language, good self-control, and an understanding that their aggressive behavior is more justified if there were an argument. The talk will focus on differences between instrumental and affective aggression and how your strategies may have to fluidly change based on where their aggressive behavior lies on a continuum from more operant to more respondent.
Elopement is a long-standing problem in classrooms. Well, more of a running problem than a standing problem ;). Regardless, elopement (leaving room), wandering (going all over the room) out of area (going to specific locations in the room) and out of seat behavior are problems in every school.
This is the second installment of a behavioral analysis of racism and all the "isms." This presentation covers the journey from bias, to disproportionality, to poor logic to explain the disproportionality and confirm bias, to the construction of avatars from poorly constructed major premises, to the commission of hate crimes and other atrocities.
This presentation examines the most common problems plaguing behavior plans today. This includes problems within the writing/wording of the plan itself of course, but also all the inherent problems encountered when attempting to translate a static piece of paper into dynamic behavior change. A variety of topics will be covered including but not limited to problems in assessment, plan writing, staff training and management, behavior plan feedback, medication issues, medical factors and the “mental illness whipping boy” who takes the fall when the behavior plan fails. Participants will gain a much greater appreciation for the ways plans can fail to produce behavior change and how to avoid these common pitfalls.
In the laboratory, if a pigeon receives food more than a few seconds after pecking an illuminated disc, it will never learn to key peck to get food. This is a characteristic of reinforcement. It's instantaneous when it occurs as a natural phenomenon. When we set up artificial long-term reinforcement contingencies, IT'S NOT THE SAME THING! "Do your homework now, and you'll get video games later tonight" describes a reinforcement contingency, but behavior motivated by this description is rule-governed behavior with a special learning history.
Way back in 1972 (when behavior analysis was groovy) A. Charles Catania wrote a seminal article debunking the misconception of "self-reinforcement." The disputed portion is not the reinforcement part, it's the "self" part. That is, that we can easily change our own behavior to target and both denying ourselves access and then granting ourselves access to a "reinforcer" we already posess. This is like moving 20 bucks from your right pocket to your left pocket so you can spend it. Your right pocket isn't savings and your left pocket isn't checking and that's not reinforcement!
This can’t possibly be all the presentations! That’s correct, there will be many more to choose from soon!