Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


46th Annual Convention; Online; 2020

Program by Professional Development Series Events: Monday, May 25, 2020

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Panel #376
CE Offered: BACB
PDS: Networking and Making Connections: Advice From Experts on How to do it Right!
Monday, May 25, 2020
12:00 PM–12:50 PM EDT
Area: CSS; Domain: Service Delivery
CE Instructor: Jonathan C. Baker, Ph.D.
Chair: Adrienne Jade Bohlen (Western Michigan University)
DENISE ROSS (University of Wisconsin Milwaukee)
JONATHAN C. BAKER (Western Michigan University)
P. RAYMOND JOSLYN (Utah State University)

The panel session will provide ABAI student members pivotal perspectives from three professionals in navigating and communicating with the professional world of applied behavior analysis (ABA). This 50-minute panel session will allow ABAI members to interact with professionals in a conversation-like format. As well as ask questions regarding effective networking styles. The three professionals, Dr. Ross, Dr. Baker, and Dr. Joslyn, come from diverse backgrounds of ABA, including areas such as special education in PK-12 schools, behavioral gerontology, and crime and delinquency. The panel will address topics such as why networking is an important skill to acquire, how to make a great first impression with big names in the field, and tips and tricks on how to develop and improve one’s skill set. Discussions of interactions will not be limited to interacting with professionals in the field of ABA but also prospective mentors, employers, and clients. This panel intends to address questions we may have when networking with professionals. The panel seeks to aid students in learning how to make strong connections to increase their success as professionals in the field of ABA.

Target Audience:

ABAI members, graduate students, and other individuals who want to learn how to network and communicate with other professionals in the field effectively.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) state the essential elements of networking with various individuals in the field of ABA, (2) identify different networking opportunities, (3) describe possible outcomes of networking and communicating with professionals.
Panel #427
CE Offered: BACB
PDS: Peer Review is Still Better Than Facebook: An Introduction to Peer Review and Some Cautions, Concerns, and Recommendations for the Consumer of Behavior Science and Behavior Analysis Information
Monday, May 25, 2020
4:00 PM–4:50 PM EDT
Area: TBA/EDC; Domain: Translational
CE Instructor: Mitch Fryling, Ph.D.
Chair: Donald A. Hantula (Temple University)
MARK R. DIXON (Southern Illinois University)
MITCH FRYLING (California State University, Los Angeles)
JONATHAN J. TARBOX (University of Southern California; FirstSteps for Kids)

This PDS features the editors of ABAI journals discussing the peer review process, its importance in science in general, and for consumers of scientific information. Panelists will describe the peer review process from article submission to addressing reviewer comments and understanding editorial decisions. The protections against misinformation that peer review offers are emphasized in this PDS.

Target Audience:

All individuals interested in the publication process.

Learning Objectives: 1. Participants will describe the peer review process 2. Participants will identify reasons why peer review is more reliable than testimonials and social media endorsements 3. Participants will describe the roles of authors, reviewers and editors in the peer review process
Panel #428
CE Offered: BACB — 
PDS: The Supervision Experience: Utilizing Acceptance and Commitment Therapy and Relational Frame Theory Approaches to Create Effective Dialogue Within the Supervisor-Supervisee Relationship
Monday, May 25, 2020
4:00 PM–4:50 PM EDT
Area: TBA/AUT; Domain: Service Delivery
CE Instructor: Jessica M Hinman, M.S.
Chair: Jessica M Hinman (Southern Illinois University, Carbondale)
DANA PALILIUNAS (Missouri State University)
BECKY BARRON (Southern Illinois University)
ZHIHUI YI (Southern Illinois University)

The relationship between a supervisor and supervisee is complex and dynamic and plays an important role in the training of behavior analysts. Supervision provides students with the opportunity to develop their skills as a behavior analyst with the support of someone with experience and expertise. While the supervision relationship is intended to be one of support and guidance, the imbalance in knowledge and experience can create a power differential between the supervisor and supervisee. This power imbalance can lead to an inauthentic relationship and the supervisee disregarding supervisor feedback. In an attempt to address these potential issues within the supervision relationship, supervisors can create a flexible context for supervision by making space for effective dialogue using Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) approaches. By noticing and allowing space for the differences, biases, and experiences that exist between the supervisor and supervisee, the supervisor can foster a bidirectional learning experience which allows the supervisor and supervisee to learn from one another. The panelists in this talk will speak to their supervision experiences and discuss how they have been able to integrate ACT and RFT approaches within supervision. Speakers will also answer questions about how supervisors can begin integrating these approaches in their own supervision.

Target Audience:

Graduate students, BCBAs, BCaBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) have a better understanding of how to create an effective supervision dialogue; (2) be able to create meaningful supervision relationships; (3) apply ACT and RFT approaches within supervision.



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Modifed by Eddie Soh