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Join Dr. Hanley and his team as they lead FTF’s efforts to disseminate compassionate and trauma-informed assessments and treatments.
Attendees will learn about assessment and treatment of food selectivity and sleep problems as well as the Preschool Life Curriculum, a class wide problem behavior prevention program. Read more about the three day event in the event description below. Included with your registration, FTF will serve an an onsite lunch and morning and afternoon light refreshments.
| General Information | |
|---|---|
| When | September 20th, 21st, & 22nd from 8:30 am - 4:30 pm (EST) |
| Where | Mechanics Hall 321 Main st, Worcester, MA 01608 |
| Presenters | Gregory P. Hanley, Ph.D., BCBA-D., LBA Mahshid Ghaemmaghami, Ph.D., BCBA-D Kelsey Ruppel, Ph.D., BCBA-D Anthony Cammilleri, Ph.D., BCBA-D, LBA Kevin Luczynski, Ph.D., BCBA-D |
| Topics | Food Selectivity Sleep Problems Class-wide Prevention Curricula |
| Registration Options | You may choose to register for 1, 2, or 3 days. See registration form below. |
FTF Live 3-Day Workshop Timeline
Hotels offering special group rates: Homewood Suites by Hilton Worcester The closest airport to fly into is Worcester Airport. Additionally the following airports are all about an hour from the venue: Come join us for a night out with FTF Behavioral Consulting! The first 150 registrants to the FTF LIVE Workshop at Mechanics Hall in Worcester, Massachusetts will secure a ticket for an after-hour social event at The Mercantile located in downtown Worcester.
Local Hotels
Airports
A Night Out with FTF
Event Description
Day 1: Treating Food Selectivity without Tears
| Presenters | Kelsey Ruppel, Ph.D., BCBA-D Mahshid Ghaemmaghami, Ph.D., BCBA-D Gregory P. Hanley, Ph.D., BCBA-D., LBA |
| Time | September 20th from 8:30 am - 4:30 pm (EST) with lunch 12-1 pm and two 15-min refreshment breaks |
| BACB CEUs | 6 (5 General, 1 Ethics) |
Abstract
Eating problems are common among children with and without disabilities and can be highly stressful for families. This may include a child only eating a limited type, texture, or other dimension of food. Although prevalent, these issues are amenable to treatment, and this treatment need not rely on escape extinction. A gentle shaping approach that includes prompting, embedded choice-making opportunities, and synthesized reinforcement has been shown to increase the variety of foods consumed. This one-day workshop will involve interactive lecture and supported application. During the morning interactive lecture, we will describe our safe, televisible, and rapport-building approach to assessment and treatment. In the afternoon, attendees will use completed interviews and surveys to design an assessment and treatment process for one of their own clients, guided by the presenters and supported by a team of consultants from FTF. Modifications for individual clients and considerations for performance-based decision-making will be discussed.
Objectives
- Describe a safe and comprehensive assessment process for understanding variables influencing selective eating and mealtime problem behavior.
- Describe how to teach clients to eat a variety of foods via a shaping process that includes synthesized reinforcers, prompting, and embedded choice-making opportunities without the use of escape extinction.
- Describe modifications to the process for clients with limited choice-making and/or verbal repertoires.
- Describe the process for extending skills to parents/caregivers.
- Extract information from completed interviews and surveys to design an individualized assessment process for one of their own clients.
- Extract information from completed interviews to design an individualized teaching program for one of their own clients
Who’s it for
Beneficiaries: Children and adolescents
People who work with/care for children who are selective eaters such as:
- BCBAs, BCaBAs, RBTs
- SLPs
- OTs
- Special educators and school professionals
- Medical professionals
- Psychologists
- Social workers
- Parents/families
Day 2: Going to Bed without Tears: Assessment of Sleep-Related Problems
| Presenters | Mahshid Ghaemmaghami, Ph.D., BCBA-D Gregory P. Hanley, Ph.D., BCBA-D., LBA |
| Time | September 21th from 8:30 am - 4:30 pm (EST) with lunch 12-1 pm and two 15-min refreshment breaks |
| BACB CEUs | 6 (5 General, 1 Ethics) |
Abstract
This one-day workshop is suitable for both professionals as well as caregiver-professional dyads who would like to learn more about our biobehavioral approach to assessment, treatment, and prevention of sleep-related problems. We will describe a collaborate behavioral model in which the client and family values and priorities, in particular the client’s safety and subjective experience, are incorporated in the selection of goals and in the design and implementation of treatment. During the morning interactive lecture, participants will be introduced to our comprehensive assessment process for gaining an insight on potential environmental variables (past and present) that affect behavioral quietude and any interfering behaviors that may impede one’s ability to fall asleep, will become familiar with our Sleep Assessment and Treatment Tool (SATT), and will learn about our five-component sleep treatment package. In the afternoon, attendees will use completed SATTs to design a treatment process for one of their own clients, guided by the presenters and supported by a team of consultants from FTF. Modifications for individual clients and considerations for value-based and performance-informed decision-making will be discussed.
Objectives
- Describe a bio-behavioral understanding of sleep and sleep-related problems.
- Describe healthy sleep cycles, the different stages, and patterns of development, including typical sleep requirements, and characteristics of good sleep.
- Describe a contingency analysis of falling asleep/behavioral quietude and identify potential contingencies that may be supporting sleep interfering behaviors (SLIBs)
- Become familiar with the use of the Sleep Assessment and Treatment Tool (SATT) and a sleep graph to gain a better understanding of the unique sleep-related problems and potential environmental variables affecting a specific case
- Describe the basic features of a slep training plan for infants that may help prevent the development of sleep-related problems while maintaining parental responsiveness to the child’s needs.
- Describe ways in which a sleep plan can be modified and adjusted for various age-groups (infants, young children, adolescents, older adults), family preferences, and cultural norms.
- Design an effective treatment that incorporates client- and family-specific goals, needs, and cultural values.
- Design a comprehensive treatment that includes:
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- Using an appropriate amount and schedule of sleep to enhance treatment effects
- Creating a bedtime routine that addresses both the contingencies promoting behavioral quietude as well as any competing contingencies
- Optimizing the physical characteristics of the sleep environment to promote good sleep
- Developing healthy sleep dependencies that promote and maintain sleep
- Addressing SLIBs using a socially acceptable procedure
Who’s it for
Beneficiaries: Infants, children, adolescents, and adults (young to old age)
People who work with/care for individuals who have sleep related problems such as:
- Individuals who experience sleep related problems
- BCBAs, BCaBAs, RBTs
- Psychologist, social workers
- OTs
- Sleep doulas
- Family support workers
- Pediatricians
- Group home staff and supervisors
Day 3: Preschool Life Skills: An RTI Curriculum for Preventing Problem Behavior
| Presenters | Anthony Cammilleri, Ph.D., BCBA-D, LBA Kevin Luczynski, Ph.D., BCBA-D Gregory P. Hanley, Ph.D., BCBA-D., LBA |
| Time | September 22th from 8:30 am - 4:30 pm (EST) with lunch 12-1 pm and two 15-min refreshment breaks |
| BACB CEUs | 6 (6 General) |
Abstract
Through interactive lecture, Dr. Hanley and Dr. Cammilleri will describe the Preschool Life Skills Curriculum, which has been demonstrated to prevent the development of problem behavior of preschoolers with and without developmental disabilities, as well as elementary students with developmental disabilities. The allure and false promise of sole reliance on proactive strategies will be described, an emphasis on prevention (not problem avoidance) will then lead to descriptions of class-wide and small-group curricula aimed at promoting the fundamental social skills that have been shown to compete with the development or persistence of problem behavior.
Through supported application, Dr. Hanley and Dr. Cammilleri will teach participants to how to modify the Preschool Life Skills Curriculum to accommodate a wide range of learner profiles within a response to intervention (RTI) model. Participants will leave the workshop ready to implement the curriculum.
Objectives
- Describe and implement the PLS questionnaire to assess the extent to which students have a repertoire of skills that will help prevent the development of problem behavior.
- Describe and implement the PLS Curriculum, as well as ways to set-up authentic practice opportunities.
- Describe and implement modifications of the introductory lessons and practice opportunities.
- Describe and implement modifications to student responses to accommodate different language abilities.
- Describe and teach others to maintain the preschool life skills in new settings and within new activities.
- Describe how proper implementation of the PLS Curriculum makes it consistent with a Response to Intervention (RTI) model of teaching.
Who’s it for
Beneficiaries: Students who are at risk for the development of severe problem behavior. PLS is not intended for students who already exhibit severe problem behavior.
People who work with/care for children who are are at risk for the development of severe problem behavior as:
- Preschool Directors
- Preschool Teachers
- BCBAs, BCaBAs, RBTs
- SLPs
- OTs
- PTs
