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Have you ever heard someone you know mention anything about behavior analysis or something along the lines of behavior management?

Today we are joined by Kellie Kotwicki, MS, BCBA, LBA & Dr. Vicki Madaus Knapp, Ph.D., BCBA-D, LBA of Daemen College. If you have been looking for a program that can tailor to your every need, this is the program for you! With FOUR different options, Daemen College offers every option that a student of applied behavior analysis could need. As you listen you will hear the passion that these faculty members have for their program, colleagues, and students.

Join Operant Innovations for our Stereotypy Q&A with Dr. Bill Ahearn, Ph.D., BCBA-D

While ABA is often talked about with early intervention, it is crucial to discuss and know how to work with adult individuals with developmental disabilities. Dr. Gerhardt describes the selection of target behaviors that may be most valuable to adult clients and how to effectively implement these adaptive interventions. He then discusses the conditions which promote the generalizability of said skills and ethical considerations when working with adults. 

Part 4 of 7OBM Prerequisite Skills: OBM SeriesBehavior-Based Safety

“Historically, when they cut Medicaid services, they don’t put them back.” Peter F. Gerhardt, EdD

Shaping, or the differential reinforcement of successive approximations, is thought by many to be the most important tool in the behavior analyst’s toolbox. Shaping is usually thought of as something one human does to change the behavior of another living organism, most often to a human but also to a pet or a laboratory subject of the nonhuman persuasion. In such cases, the human is the agent of the shaping in that the human decides the conditions under which successive approximations do or do not merit reinforcement. 

Stereotypy, repetitive behavior, and anxiety often pose a difficult puzzle for clinicians, especially with clinical research and evidence-based procedures updating at a rapid pace. In an update to his 2013 CE Course, Stereotypy: There Are No Easy Answers, Dr. Bill Ahearn reviews the significant amount of research for treating repetitive and stereotypic behaviors in a clinical, home, or school setting that has furthered our understanding of how and when to treat repetitive and stereotypic behaviors.

Join Operant Innovations as we talk to Dr. Hallie Smith about one of the newest programs at Mississippi State University! Don't let the newness of this program throw you, behavior analysis has been a part of the MSU community for some time. With the growing need, a standalone program was founded and has grown exponentially since its inception. You won't want to miss out on this program.

All children are capable of learning new and more adaptive ways of behaving. So, we don’t write children off and remain continuously optimistic that children can develop new patterns of behaving that are prosocial and are going to lead to their success in a mainstream environment F. Charles ""Bud"" Mace, PhD, BCBA-D

Pretend play skills start to develop around 2½ to 5 years old, but how are these skills taught if they are not naturally occurring? How can pretend play impact other areas of learning? Nancy Champlin and Melissa Schissler overview their research on independent and sociodramatic play in relation to other developmental domains.