BALC Conference Program 2017
March 9 & 10th
2017
First Annual Conference & Workshops
BALC Conference Program 2017 Thursday, March 9th: Workshop Day 8:30 – 9:00 Registration I am an Ethical Behavior Analyst, Just Ask My Client Steve Smith Stephanie Contrucci Kuhn, Ph.D., BCBA-D Western Connecticut State University
Workshop 1
Morning Workshops 9:00 – 12:00
3 ethics CEs
This workshop is designed to help new and veteran BCBAs, BCaBAs and RBTs interpret, understand, and apply the ethical standards of applied behavior analysis. Behavior analysts are described by some individuals as rigid and "turning kids into robots". While we know this is not true, how can we help improve this image and ensure that strict adherence to our ethical code does not further perpetrate this image? Through lecture and small group activities participants will be presented with ethical dilemmas faced by behavior analysts on a daily basis, evaluate the information, and develop potential solutions and ways to avoid similar situations in his/her own practice.
Real-World, Beneficial Tactics for Implementing the RBT Credential Megan McCarron, MS, BCBA & Giacoma Venditti, MA, BCBA Connecticut Center for Child Development (CCCD)
Workshop 2 3 CEs
12:00 – 12:50
The Registered Behavior Technician (RBT) credential is designed for staff who provide ABA instruction under the oversight of a BCBA or BCaBA. This presentation will discuss benefits of having staff pursue this credential. A review of the requirements to earn and maintain the credential will be covered. Practical tips based on some of the obstacles and solutions we’ve encountered while implementing the RBT training and supervision protocols within our private school program will be shared. Participants will become familiar with operationalizing, implementing and scoring the competency assessment, tracking on-going supervision and will become familiar with requirements for the auditing process. This workshop is designed for BCaBA’s and BCBAs who are interested in or just beginning the process of training and providing on-going supervision for RBTs.
Lunch (on your own) The Ins and Outs of Special Ed Law: What Parents and Professionals Need to Know About PPTs & IEPs Christina Thivierge, Esq. (Thieverge & Rothberg, P.C.) & Debora Thivierge, BCaBA (Elija School and Foundation) CE co-presenter: Judith Palazzo, MS, BCBA (Connecticut Center for Child Development)
Workshop 3 Afternoon Workshops 1:00 – 4:00
3 CEs
This interactive workshop will outline the important components of an Individualized Education Plan (IEP) and the special education laws that protect the rights of students with disabilities. Participants will gain a better understanding of IEPs and the role of the parent/s in the development of an IEP. Workshop leaders will discuss ways to proactively address IEP concerns and provide tools and strategies to support future IEP meetings. Supervision: Best Practices in ABA Supervision Byron Wine, Ph.D., BCBA-D & Joshua Pritchard, Ph.D., BCBA-D Florida Institute of Technology (FIT)
Workshop 4 3 supervision CEs
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This workshop will include lecture and hands-on activities related to the supervision of techs, students, and other behavior analysts.
Updated March 8, 2017
BALC Conference Program 2017
Morning Workshop 9:00 – 12:00
The following 2 workshops will be hosted at CCCD’s Orange Campus located at 339 Boston Post Road, Orange, CT Supervision: Best Practices in ABA Supervision Workshop 5 3 supervision CEs
Mark Palmieri, Psy.D., BCBA-D, CCSN
This workshop will include lecture and hands-on activities related to the supervision of techs, students, and other behavior analysts. I am an Ethical Behavior Analyst, Just Ask My Client Steve Smith
Afternoon Workshops 1:00 – 4:00
David Kuhn, Ph.D., BCBA-D Intensive Behavior Treatment Services (IBTS)
Workshop 6 3 ethics CEs
2
This workshop is designed to help new and veteran BCBAs, BCaBAs and RBTs interpret, understand, and apply the ethical standards of applied behavior analysis. Behavior analysts are described by some individuals as rigid and "turning kids into robots". While we know this is not true, how can we help improve this image and ensure that strict adherence to our ethical code does not further perpetrate this image? Through lecture and small group activities participants will be presented with ethical dilemmas faced by behavior analysts on a daily basis, evaluate the information, and develop potential solutions and ways to avoid similar situations in his/her own practice.
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Welcome Address 8:30 – 8:45
Suzanne Letso, MA, BCBA
Keynote: Why Be a Behavior Analyst? William Heward, Ed.D., BCBA-D The Ohio State University
8:45 – 9:35 1.0 CEs
Why be a behavior analyst today? Several examples will be presented of how behavior analysis is being used to improve the human experience in a variety of areas. As impressive as these accomplishments are, they pale in comparison to the potential of behavior analysis to help make the world a better place. Five reasons will be offered why a person should be a behavior analyst and several actions recommended that all behavior analysts, whether new to the field or old-timers, can take to narrow the gap between the tremendous potential of behavior analysis and it’s too-limited impact to date. Intensive Behavior Analytic and Eclectic Interventions for Children with Autism: Data for Decision Makers Jane Howard, Ph.D., BCBA-D
Therapeutic Pathways and The Kendall Centers
Breakout 1a
Breakout Session 1 9:45 – 11:00
1.5 CEs
Deciding which intervention to provide to children with autism is among the most important decisions made by parents, teachers, clinicians, funders, and public policy makers. Multiple studies have now compared intensive behavior analytic intervention for young children with autism to the most widely available alternative: eclectic treatment. Intensive, comprehensive behavior analytic treatment consistently out performs the eclectic model on standardized measures of cognitive functioning, language, and adaptive skills,(e.g., Sparkman, Cohen, Green, & Stanislaw, 2005; Howard, Stanislaw, Green, Sparkman, & Cohen, 2014). For example, Howard et al (2015) reported that approximately 60% of the children who received early intensive behavior analytic intervention tested in the normal range of cognitive functioning after 3 years of treatment compared to 25% of the children who received eclectic interventions, even when the intervention was specifically designed for children with autism. Similar findings are found when reviewing the results of language testing and measures of adaptive skills. Possible reasons as to why the eclectic model is widely implemented will be discussed along with possible ways to address barriers to the adoption of effective treatment. Family-Based Behavioral Weight-Loss and Weight-Maintenance Research: Addressing the Challenges of Obesity in Adolescents and Young Adults with Intellectual and Developmental Disabilities Richard Fleming, Ph.D.
Breakout 1b 1.5 CEs
3
Behavior analysis has strongly influenced how contemporary researchers conceptualize and design prevention and intervention programs to address obesity in typically developing children and adults. This presentation will describe how behavior analysis procedures have been applied in our Health U. research program to train parents of youth with Down syndrome (DS) and other developmental disabilities to promote healthful eating, exercise and lasting weight loss. Weight loss and weight maintenance data, and related nutritional and physical activity data, will be presented for one completed study (Curtin et al., 2013). A second, larger ongoing study will be discussed. Recommendations are made for future contributions of behavior analysis in the area of health research and programming for people with intellectual and developmental disabilities.
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Behavioral Economics: Fundamentals and Implications for Behavioral Intervention Iser “Willie” DeLeon Ph.D., BCBA-D University of Florida Behavior Analyst Certification Board (BACB)
Breakout 1c
Breakout Session 1 continued 9:45 – 11:00
CEs 1.5
Breakout 1d CEs 1.5
Behavioral economics blends behavior analysis with microeconomic theory. Research in this area reveals that concepts, principles, and measures that economists use to examine choice at the population level have important and useful parallels at the individual level. Armed with this understanding, behavior analysts gain a variety of analytic tools with potential for enhancing instructional and therapeutic arrangements. In this presentation, I will describe some basic tenets of behavioral economics, what one needs minimally to grasp its relevance for practice. I will then discuss studies, from my lab and from the literature, that show how these tools can enhance our understanding of functional relations and improve outcomes in work with persons with intellectual and developmental disabilities. Important OBM Principles and Technologies to Enhance the Human Service Industry Joshua Pritchard, Ph.D., BCBA-D Florida Institute of Technology (FIT)
In this presentation, the audience will learn about the state of the science in using OBM in human service agencies and how to implement some of these technologies into their own agency.
I Can’t Find a Reinforcer… What Now? David Kuhn, Ph.D., BCBA-D Intensive Behavior Treatment Services (IBTS)
Breakout 1e
Breakout Session 2 11:10 – 12:25
CEs 1.5
Oftentimes academic programming and other skill-building behavioral interventions require the addition of empirically-derived reinforcers in order to increase the motivation of participants to engage in the desired appropriate behavior (e.g., compliance). Unfortunately, identifying these stimuli is not always an easy task despite having the tools to assess individual preferences. Sometimes the participant does not demonstrate an interest in many (or any) stimuli. Sometimes the participant is unable to indicate which stimuli are preferred over others. And in some cases, what a participant self-identifies as preferred does not actually function as a reinforcer. This presentation will address these and other reinforcer-finding dilemmas, and will present strategies and recommendations for resolving them. Behavior Analytic Consumer Report: Some Must-Haves and Gotta-Avoids That Will Impact Your Practice! Joshua Pritchard, Ph.D., BCBA-D Florida Institute of Technology (FIT)
Breakout 2a CEs 1.5
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In this presentation, the audience will be provided some product overviews as well as a framework to assess products on their own to determine their utility in practice (or life in general).
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Bridging the Gap to Enhance Services for Children with ASD Joanne Gerenser, Ph.D., CCC-SLP (Organization for Autism Research) CE Co-presenter: Courtney Cotter, Ph.D., BCBA-D (CCSN)
Breakout 2b CEs 1.5
Speech-language pathologists (SLPs) and professionals in applied behavior analysis (ABA) frequently participate as members of support teams for children with autism. Collaboration between these professionals can enhance the team’s work, since each professional brings valuable resources to the table. However, overlapping areas of expertise, different terms used for similar instructional elements, and variations in addressing the same problems may complicate the collaborative process. This gap between ABA professionals and SLPs appears to be growing even wider and if not addressed, can begin to have negative consequences for individuals on the spectrum. This presentation will discuss the differences and issues that complicate collaboration. Examples of the widening gap will be provided from the field. Finally, potential strategies to overcome these challenges and foster collaboration will be discussed.
Breakout Session 2 continued 11:10 – 12:25
Fear and Anxiety Among Individuals with Autism Spectrum Disorders: Behavioral Approaches to Conceptualization and Intervention Emily Callahan, Ph.D., BCBA-D - Council of Autism Service Providers (CASP) Cresse Morrell, M.S., BCBA – The Connecticut Center for Child Development (CCCD)
Breakout 2c CEs 1.5
Fear and anxiety are frequently comorbid in individuals with Autism Spectrum Disorders (ASD). Some estimate as many as 40% of individuals on the autism spectrum have a co-occurring anxiety disorder (Van Steensel, et al., 2001). There is a large base of research on effective assessment and intervention procedures for typically developing and clinical populations. However, relatively little research and clinical attention related to fear and anxiety among individuals with ASD has been conducted. Reasons for this comparative lack of attention, may have historical roots in the conceptualization of the disorder wherein co-morbidity was not well recognized, availability of poor assessment procedures for a population that typically cannot provide meaningful self-report of emotional state, and overutilization of non-compliance as an explanatory factor for expression of behavior problems. During this presentation fear and anxiety in individuals with autism spectrum disorders will be discussed from multiple perspectives including the prevalence rates, physiological effects, and behavioral approaches to assessment and clinical intervention. Case illustrations and reviews of existing literature will be used to provide the basis for discussion. Using Tangibles in Organizations Byron Wine, Ph.D., BCBA-D The Faison Center & Florida Institute of Technology (FIT)
Breakout 2d CEs 1.5
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This presentation will review the OBM research related to using tangibles and other consequence interventions in organizations. Participants will learn how to structure effective employee behavior-change programs as related to the use of consequence-based intervention. Topics covered in this presentation include prerequisites to tangible implementation and various delivery strategies including pay-for-performance and lotteries.
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Online Instruction: An Overview and Call to Action Steve Eversole, Ed.D., BCBA-D; Janelle Allison, Ph.D., BCBA-D; Joel Weik Behavior Development Solutions (BDS)
Breakout 2e CEs 1.5
12:25 – 1:15
Online instruction is a $107 billion industry that spans higher education, primary education, business, government, and more. Current common practices include largely passive activities and inadequate assessments. Contrast this with the rich technologies of ABA that: a) involve frequent and immediate reinforcement; b) ensure the learning of concepts by teaching discriminations that sample the universe of properties that define and exclude the concept being taught; c) provide an adequate amount of practice to foster maintenance; and d) involve an evaluation of instruction with measures such as latency and rate. Don’t the possibilities make you tingle! We will make a case for behavior analysts to identify and take advantage of these opportunities. In doing so, they will advance the field of online instruction.
Networking Luncheon Culture Change and Sustainable Business Solutions Nicholas Weatherly, Ph.D., BCBA-D Association for Professional Behavior Analysts (APBA)
Breakout 3a
Breakout Session 3 1:15 – 2:30
CEs 1.5
The word “maintenance” in behavior analysis has had many definitions over the years, with research and application spanning an array of basic and applied areas. Behavioral and nonbehavioral literature has captured various ways to demonstrate maintenance and ways to program for maintenance, often in the context of ensuring behavior does not dissipate after the intervention has been terminated. However, when analyzing Organizational Behavior Management applications, those data might not tell the full story, particularly as it relates to systemic culture change and sustainable management and training initiatives. The purpose of this address is to discuss leadership in the context of organizational culture and management practices, while offering tips for sustainable performance-management systems. What’s New and Trending in ABA Coverage
Breakout 3b
Lorri Unumb, Esq. Autism Speaks CE Co-presenter: Elizabeth C. Nulty, M.S., BCBA (CCSN)
CEs 1.5
This presentation will provide an update on coverage for ABA, including the private health insurance market, self-funded plans, governmental plans, and Medicaid. Roadblocks and Solutions In Conducting Functional Analysis with Individuals with Autism Spectrum Disorders Elizabeth Cranmer, MS, BCBA & Kristine Marino-Hartmann, MS, BCBA Connecticut Center for Child Development (CCCD)
Breakout 3c CEs 1.5
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This presentation will summarize some of the current literature on functional analysis methods, focusing on modifications that can be made to traditional methodology in order to overcome implementation barriers. Additionally, we will review common reasons for undifferentiated results, and outline how modifications can be made to include idiosyncratic variables in order to obtain differentiated results. Case studies will be presented to illustrate some of these examples.
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Planning for Successful Inclusion in the Workplace Erin Richard White, Ph.D., BCBA Alpine Learning Group
Breakout 3d CEs 1.5
Teaching relevant skills, making appropriate job matches, and adapting teaching for job sites: As graduation approaches, it is important to ensure adolescents with autism are learning functional skills that will help prepare them for employment. The presenter will discuss key goals across a variety of curriculum areas that will help prepare individuals with autism who have limited language skills, cognitive impairment, and/or behavioral challenges for inclusion in the workplace. The presenter will discuss an assessment tool designed to help determine whether a job is a good match for the adult with autism. Finally, she'll discuss how to adapt teaching techniques for inclusive job settings. Panel Discussion: When Worlds Collide: Interdisciplinary Collaboration with Behavior Analysts Discussants: Myra Watnick, SLP (Rehabilitation Associates of CT); Nancy Johnston, Transition/Life Skills Coordinator (Weston Public Schools); Monika Edman, Assistant Director of Pupil Services (Weston Public Schools); Diane Carr, Special Education Teacher (Darien Public Schools); Tina Cornwall , BCaBA (Region 13 Public Schools) Chair: Judith Palazzo, MS, BCBA (Connecticut Center for Child Development)
Breakout 3e
Breakout Session 4 2:40 – 3:55
CEs 1.5
This panel will include multidisciplinary professions to discuss working in collaboration with behavior analysts. There are a growing number of Board Certified Behavior Analysts (BCBAs) working across different settings to support students receiving a wide variety of services. Often the BCBA is acting as a part of a student’s multidisciplinary team, with varying degrees of responsibility from providing limited support to intensive program development and supervision. When BCBAs are required to work with different team members (e.g. teachers, paraprofessionals, related service providers, and school administrators), good collaboration is an essential component of quality service delivery. This panel of professionals who currently work or have worked with BCBAs on a multidisciplinary team will discuss unique challenges and benefits they’ve experienced, and provide their perspectives and potential solutions for effective collaboration.
Panel Discussion: Behavior Analysts Behaving Boldly Discussants: Debora Thivierge, BCaBA (Elija School and Foundation); Jane Howard, Ph.D., BCBA-D (Therapeutic Pathways and The Kendall Centers); Suzanne Letso, MA, BCBA (CCCD); Alexandra Breakout 4a CE 1.5
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Zhestkova, BCaBA (Step Up ABA) Chair: Megan McCarron, MS, BCBA (CCCD)
This panel will provide the audience an opportunity to hear some personal stories from some of our leaders in the field regarding difficult challenges and how they overcame those, how they balance work and family, and advice for early career behavior analysts who want to become a leader in our field.
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Sustainable Change: Models for Effective Public School Program Development Solandy Forte, LCSW, BCBA & Mark Palmieri, Psy.D., BCBA-D Center for Children with Special Needs (CCSN)
Breakout 4b CE 1.5
There has been a significant increase in students eligible for special education services with a diagnosis of autism and other neurodevelopmental disabilities. With this increase it has become essential for school-based interdisciplinary teams to incorporate evidence-based practices within the least restrictive environment. Applied Behavior Analysis (ABA) provides a framework for addressing the needs of students with complex learning profiles. This framework includes various research-based methodologies, which have proven to be successful in the efficient instruction of a diverse set of learners across programs at the preschool, elementary, middle, and high school levels. To ensure that successful program development occurs, behavior analysts must consider the essential components for providing consultation that will facilitate sustainable change within the public school setting. These components include designing a model for supporting complex learners within the school community, incorporating teaching with the general education setting, and teaming with professionals across multiple disciplines. The model is essential for promoting the delivery of interdisciplinary services and designing educational opportunities within a least restrictive environment for learners with complex needs and challenging behavior. Excusing Punishment via Agency and Free Will Julie Vargas, Ph.D., BCBA-D B.F. Skinner Foundation
Breakout 4c CE 1.5
Punishment interrupts behavior through Pavlovian conditioning. But punishment does not directly weaken behavior. Only extinction can. Extinction removes the reinforcement that maintains a specific action. Punishment harms not only the receiving student, but also the person doing the punishing. So why is it used? The assumption of “free will” justifies punishment. Misbehavior “chosen” by a student places “causes” inside the student. In contrast, our science teaches us that “causes” lie in the consequences of actions. Only by changing contingencies can you weaken behavior or replace one action with a better one. Pivotal Response Treatment (PRT) for Young Children with Autism Spectrum Disorder (ASD) Daniel Openden, Ph.D., BCBA-D Southwest Autism Research & Resource Center (SARRC)
Breakout 4d CE 1.5
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This presentation will delineate the development and implementation of Pivotal Response Treatment (PRT), an evidence-based model for teaching children with autism. PRT has been described in the literature as a family-centered approach that may be implemented throughout the day and across natural environments such as in the home, at school, or in the community. The presenter will discuss procedures for improving the pivotal response of motivation to produce generalized improvements in language and social skills and reductions in disruptive behaviors. Motivational procedures include task variation, child choice, rewarding attempts, and using natural reinforcers. Video examples will be used to illustrate how parents and professionals can implement the procedures throughout the day and across settings.
Updated March 8, 2017
BALC Conference Program 2017 Friday, March 10th: Conference Day Transition Planning and Assessment for Students with Autism Spectrum Disorder Tania Vidosevic, MS, BCBA; Institute for Educational Planning (IEP); Tracy Sanford, MS; & Rebecca Crowe, M.A., BCBA, Connecticut Center for Child Development (CCCD)
Breakout 4e CE 1.5
From the early stages in life, families of typical developing children help guide their children to learn the skills needed to be successful in life. These skills range in various areas including learning/academic, daily living, social, and vocational skills. Oftentimes, families with special needs children (or with more needs and supports in educational settings) are focus on the here and now, and planning for the future is not necessarily done on an ongoing basis. This presentation will discuss the importance of transition planning and how to assess students in a thoughtful, appropriate way in order to plan for current and future educational programming. We will cover the three transition areas of: Employment, Post-Secondary Education and Independent Living. Organization Panel: Who Does What to Whom and Why?
4:05 – 4:55
Discussants: Iser “Willie” DeLeon, Ph.D., BCBA-D (UF & BACB); Emily Callahan, Ph.D., BCBA-D (CASP); Julie Vargas, Ph.D., BCBA-D (BF Skinner Foundation); Joanne Gerenser, Ph.D., CCC-SLP (OAR); Nicholas Weatherly, Ph.D., BCBA-D (APBA); Lorri Unumb, Esq. (Autism Speaks); David Celeberti, Ph.D., BCBA-D (ASAT) Chair: Suzanne Letso, MA, BCBA (CCCD)
Each panelist will be asked to describe how their organization uniquely contributes to our ABA community and how they either collaborate with and/or overlap with the other organizations. 5:00 – 6:00
‘Meet the Speakers’ Reception: Snacks and soft drinks included. Cash bar available.
Exhibitors
ACE ABA Data Software System
Adelbrook
Amvik Solutions
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The ACE ABA DATA Software System is the premier educational system for learners with autism. Our educational package provides BCBAs and Special Educators the ability to assess, teach and evaluate progress using evidence based procedures. The Autism Curriculum Encyclopedia (ACE) is the culmination of over 40 years of research and practice conducted at The New England Center for Children (NECC), a leader in the fields of ABA and autism, and two-time SABA Award winner. The ACE provides an interactive database containing mobile data entry, assessment tools, lesson plans, teaching materials, graphs, and student performance reports for over 2,000 skills drawn from the curriculum used at NECC. Every lesson plan within the ACE can be customized to the learning profile of the individual student being taught. Thus, this web-based curriculum fills an enormous need for an easy-to-access, comprehensive and rigorously tested resource allowing teachers and schools to provide effective and individualized services to their students. Adelbrook is a multi-service agency dedicated to serving children and families with Autism Spectrum Disorder, developmental disabilities. Amvik Solutions specializes in streamlining operations for ABA service providers. Amvik's experienced team can assist providers with insurance credentialing/enrollment, insurance billing and practice management. WebABA, our practice management software, allows providers to easily manage client authorizations, scheduling, billing, payroll, HR, timesheet submission, customizable reports and so much more. Take the hassle out of scheduling staff/clients and the complex billing process for insurance claims. WebABA can automatically split CPT combination codes, regardless of the funding source or authorization requirements! Stop by the Amvik Solutions booth to consult with one of our experienced team members. Updated March 8, 2017
BALC Conference Program 2017
AngelSense
Attentive Behavior Care
Behavior Development Solutions (BDS)
The Center for Children with Special Needs (CCSN)
Milestones Behavioral Services
Portia International
QBS, Inc.
The SEED Center Ilana Slaff Medical PLLC
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AngelSense is the most advanced app that monitors and protects children with special needs. AngelSense is the ONLY GPS and voice-monitoring(*) solution designed specifically to safeguard individuals with special needs. AngelSense unique, continuous and immediate 'eyes and ears' will keep your child safe at all times, in all locations. AngelSense protects them from the daily dangers of wandering, bullying & mistreatment. AngelSense is also proven to foster a feeling of independence & freedom in the community by increasing confidence and lowering anxiety levels. https://www.angelsense.com/gift/ (*) Listening-in feature can be remotely controlled & disabled by schools, for privacy, during school hours. Attentive Behavior Care is comprised of dedicated behavior therapists, Board Certified Behavior Analysts and a strong administrative team who work together to provide ABA services for individuals with ASD. Behavior Development Solutions makes available the premium BCBA curriculum supplement and exam prep resource--the CBA Learning Module Series. In recent surveys, users of the CBA Learning Module Series who completed the entire program and were first time BCBA exam takers had a 97% pass rate. We also have CE courses for BCBAs/BCaBAs and Psychologists. In addition, our online "Books for Behavior Analysts" store boasts over 150 titles. Please visit our web site at behaviordevelopmentsolutions.com. The Center for Children with Special Needs & The Center for Independence is an interdisciplinary clinic specializing in the diagnosis, evaluation, and treatment of children, adolescents, and adults with complex developmental disabilities, in particular those with: Autism, Asperger Syndrome, and related Pervasive Developmental Disorders, Pediatric Chronic Illness (including Spina Bifida, Prader Willi Syndrome, Cerebral Palsy, Muscle Disease, Diabetes), Developmental Disabilities and severe behavioral difficulties including aggression and selfinjury. Formerly the Connecticut Center for Child Development, Milestones Behavioral Services provides a continuum of services for Individuals with autism and other related and co-occurring disorders. Our mission is to improve the lives of the individuals we serve and the lives of their families by enabling them to become active participants and contributing members within their families and communities. Furthermore, we are driven to advance the field of Behavior Analysis by cultivating new practitioners and educating others about Behavior Analysis. VirtualClinicPro, powered by PortiaPro, is the most powerful, intuitive and solid solution in the market today for Behaviour Analysts, ABA clinics, and school boards. QBS Inc., a leading national behavioral training company, offers Safety-Care™ Behavioral Safety Training. Much more than the typical “crisis prevention course”, Safety-Care is founded upon the principles and procedures of ABA and PBIS and trains staff in evidence-based practices toward the prevention, minimization, and management of behavioral challenges. QBS offers a variety of other behaviorally-based training and consulting. The premier provider of autism services in Connecticut and New York. We strive to create the most effective learning experience at our center, in your home, in your school, or in your community. Book sales – Don’t Medicate – Educate!
Updated March 8, 2017
BALC Conference Program 2017
We would like to thank our sponsors for helping to make this event possible.
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BALC Conference Program 2017
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