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Traditional Paper 1 & 2

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CEUs:

2 CEUs for traditional paper 1 and 2 total[/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.16.0″ _module_preset=”default” custom_margin=”||||false|false” custom_padding=”0px||0px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.16.0″ _module_preset=”default” use_background_color_gradient=”on” background_color_gradient_direction=”102deg” background_color_gradient_stops=”#5e834c 21%|#395227 58%” width_tablet=”” width_phone=”100%” width_last_edited=”on|phone” custom_padding=”50px|50px|50px|50px|false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16.1″ _module_preset=”default” header_text_color=”#FFFFFF” header_font_size=”29px” header_line_height=”1.3em” header_2_font=”|700|||||||” header_2_text_color=”#FFFFFF” header_2_font_size=”32px” header_3_text_color=”#FFFFFF” header_4_text_color=”#fac930″ global_colors_info=”{}”]

Presenter

Monica Millar, MA, BCABA

University of British Columbia

Krista Johnston, PH.D., R. Psych

University of British Columbia

Joseph Lucyshyn, PH.D., BCBA-D

University of British Columbia

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PBS and CBT for a Child with Autism and Anxiety

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BC-ABA 14th Annual Conference- PBS and CBT for a Child with Autism and Anxiety

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Abstract

The focus of this session will be an experimental single case study of a behavioural intervention for a child with autism, intellectual disability, and an anxiety disorder. We will describe how we integrated Family Centered Positive Behaviour Support (FCPBS) with Cognitive Behaviour Therapy (CBT) to empower the child’s mother to support the child in a play-in-park routine. The session will highlight the collaborative partnership between the mother, behaviour consultant and a clinical psychologist. The audience will receive knowledge about FCPBS, adapted CBT, the value of collaboration, and the family activity setting as a unit of analysis.

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Presenter

Tina Gunn

District Behaviour Analyst, Surrey School District

A Transition Plan Process for Complex Learners with Severe Problem Behavior

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BC-ABA 14th Annual Conference- A Transition Plan Process for Complex Learners with Severe Problem Behavior

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Abstract

Complex learners with severe problem behavior often have limited opportunities to access a meaningful education in public school settings. Some of these limits include reduced time at school, poorly developed behavioral and educational programming, and being placed into increasingly restrictive educational environments. This presentation will discuss a process designed to transition complex learners with severe problem behavior safely into public school environments to access effective treatment and a comprehensive educational program. The transition process consists of training school district staff to implement Universal Protocols and the Practical Functional Assessment and Skill-Based Treatment process to teach students the skills of communication, toleration, and cooperation during adult-led time. The presenter will provide a case study to demonstrate the transition plan process and provide recommendations for successful implementation.

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We would like to hear feedback from you regarding this presentation. Please click the link to complete a short survey.

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