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It is common for those diagnosed with autism to have some type of feeding disorder. Understanding and trying to correct a feeding disorder can be very difficult and time-consuming. Consistent and intensive treatment is most necessary for the treatment of feeding disorders. Henry Roane provides treatment assessment considerations while giving clarity to operational definitions, types of feeding disorders, and evidence-based treatments.

This course reviews research related to ADHD and ASD and best practices. This course would benefit BCaBAs, BCBAs, Teachers, School Psychologists, Speech Pathologists, Physicians, and anyone working with individuals with ADHD and/or a combination of ADHD and ASD.

 “More than 50% of students with Autism Spectrum Disorder spend at least 2 days per week in regular classrooms. Today, 1 in 3 students with Autism Spectrum Disorder are included in the regular classroom for the entire day.” William L. Heward, EdD, BCBA-D

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.

As you have gone into the “real world,” you probably found yourself in situations that you never thought you would encounter. Uninformed parents? Pseudoscientific treatments?  Facilitated communication? Work-life balance?

 CONTACT US about group and customized options for organizations.

One of the most essential skills children are taught regarding their verbal behavior is communicating their emotions. It may seem that when we first teach an emotion and ways to express it, the client may simply go through the motions. We must take advantage of the contingencies that occur naturally as well as the know-how to create opportunities to teach emotions.

Listener skills are a primary focus of intervention for individuals with developmental disabilities. In this course, Dr. Laura Grow describes strategies for effectively teaching listener skills with a specific focus on conditional discrimination procedures. Dr. Grow begins this course by defining listener skills and then describes auditory-visual conditional discrimination contingencies as they appear in clinical settings.

In this course, Dr. Hanley invites you to join him on the journey of attaining lasting freedom from tantrums, aggression, or self-injurious behavior without drugs or harsh punishment but with candies, stickers, and/or tokens. It is important to understand why the problem behavior occurs in the first place and then incorporate that understanding into the teaching of transferable communication toleration skills.  

Join Operant Innovations as we speak to Rowan University and not only do we have faculty joining us, but also two students. Learn how Rowan University is unique in the classes, research, and practicum opportunities allowing their students to individualize their experience through their masters and Ph.D. programming. 

Join Operant Innovations as they speak with Eastern Michigan University's Dr. Adam Briggs and Dr. Marilyn Bonem.