9:00 -10.45 Session 1

William L. Heward, Ed.D., BCBA-D „Behavior Change For A Sustainable World: Ultimate Challenge and Opportunity For Behavior Analysts”

william_conferintaABABehavior analysis has made valuable contributions to many areas—improving education, helping people adopt healthier life styles, teaching children with autism, making highways and factories safer, caring for people exhibiting challenging and life-threatening disorders—but those who advance and practice the science have paid far too little attention to the impact of human behavior on the only home we have. But this is changing. I will offer examples of why behavior analysts are uniquely poised to contribute to a broad range of interventions to promote the husbandry of our planet’s resources, restore damaged ecosystems, and help society prepare for and cope with the inevitable challenges to come.

1045 – 11.00 Pauza cafea

11.00 – 13.00 Session 2

Neil Martin, Ph.D., BCBA-D „Behavior Analyst Certification Board (BACB): Updates, Developments and Opportunities for Establishing a Profession”

Neil-Martin_conferintaABAThis presentation will discuss the BACB and BACB certification, including the new Registered Behavior Technician (RBT) credential. Data will be presented for numbers of certificants and approved course sequences. Recent updates, developments and changes to standards will also be outlined. A general overview of certification will be presented along with specific aspects of international growth and development, but sufficient time will be left for general discussion and questions with a focus on the establishment and support of BACB credentials throughout Europe and in countries where there are few certificants and limited opportunities for ongoing training and continuing professional development.

13.00 – 14.00 Lunch break

14.00 – 16.00 Session 3

William L. Heward, Ed.D., BCBA-D  – „Introducere in invatarea directa: ce, de ce si putin din cum se face”

16.15 – 18.00 Session 4

The role of interventions in perspective-taking skills development to children with ASD
 
AncaDumitrescu-ConferintaABA2015-2-300x225Perspective-taking is the process by which an individual views a situation from another’s point-of-view. Regarding the same event, another person can have a different perspective, other thoughts or beliefs that will guide his future behavior.
Social reciprocity deficits are a core feature of the autism spectrum disorder, therefore teaching perspective-taking skills is an important step in developing appropriate social skills.
This paper will approach intervention methods in teaching perspective-taking skills to children with ASD and case reviews with different outcomes, depending on the age when the intervention began and the specific diagnosis.

Geanina Bucuroiu, BCaBA – Emotional regulation at children with Autistic Spectrum Disorder

GeaninaBucuroiu-ConferintaABA2015-480x360This presentation will discuss the features of emotional regulation at children with Autistic Spectrum Disorder. One example is emotional modulation. Also will be presented some practical ideas of working with emotions.

4 aprilie 9.00 – 18.00

9.00 – 10.45 Session 1

Caio Miguel, Ph.D., BCBA-D “Naming and Verbal Behavior”

miguel-caio-abaconference-bucharest2015Naming is a higher order class of behavior that involves the learning of a bidirectional relation between speaking and listening responses. The naming repertoire is essential in explaining how children may expand their vocabulary so quickly without explicit reinforcement. This presentation will review the concept of naming, explain how naming develops during typical interactions between child and caregiver, describe the importance of naming as a building block for language explosion, and review procedures on how to teach naming to those who lack it. I will describe experimental studies with both typically developing children, as well as children with autism supporting the role of naming in the development of novel verbal and symbolic behavior.

11.00 – 13.00 Session 2

Christos K. Nikopoulos, PhD, BCBA-D – “The use of innovative technology-based interventions for individuals with Autism Spectrum Disorders; focus on video modelling”
ChristosNikopoulos-ConferintaABA2015-480x360During, at least, the last decade, there has been a shift in emphasis from language-based instruction to more visual instructional supports as a catalyst for learning in individuals with multiple disabilities and ASD. This is due to extensive reports that individuals with ASD demonstrate enhanced performance on, for example, simple visual search tasks. Given their visual superiority, it is perhaps not surprising that the majority of current educational programmes for these individuals are frequently employ visual supports. Picture prompts, photographic activity schedules, visual schedules, or videos appear to be appropriate and particularly motivating. Further, advances in Information and Communication Technology have led to a number of innovative applications, in which many of the above visual supports have been integrated, forming the design of technology-based interventions for this population. A non-exhaustive list of examples may include the use of the Internet, robotics, assistive and prompting devices, iPods, video modelling, virtual reality and others. Therefore, a comprehensive review of the main technology-based interventions for individuals with ASD as well as an extensive presentation of the applications of video-based interventions will be the focus of the current address.
 

13.00 – 14.00 Lunch break

14.00 – 15.30 Session 3 – Room 1

Alina Bobârnac, BCBA – “Mathematic curricula for children with autism” 

AlinaBobarnac-ConferintaABA2015-300x225This math curriculum gives children aged 3 to 7 years a good start in building a system of skills needed both for further studies and the daily routine by following certain aspects in activities with preschoolers:
Lesson 1 & 2 Count common objects or toys and form crowds.
Lesson 3 & 4 Identify and recognize numbers
Lesson 5 Observe quantitative relationships between objects of two sets by mapping one to one.
Lesson 6 Compare and order series of objects and numbers.
Lesson 7 Perform additions and subtractions.
Lesson 8 Deducts “rule” of the composition of a set of objects.
Mathematics Curriculum is developed based on the principles of applied behavior analysis at Columbia University and Pittsburg by Lauren Resnick, Margaret Wang and Jerome Kaplan and is developed in conjunction with mathematics curriculum for primary education.

Maria Gioroc, BCaBA, „Decreasing self-aggressive behavior at autistic children

MariaGioroc-ConferintaABA2015-480x360The project presents the method of identifying the function self-injurious behavior and also the reduction of the target behavior using the differential reinforcement. The subject of this study is a 13 years old boy, diagnosticated with autism , who used to bite his hands during therapy lessons. The functional analysis of his behavior showed that self-injury behavior appears mostly during the “demand” condition, suggesting the function behind it, is task avoidance. The study results demonstrate the effectiveness of the differentiate reinforcing method as well as the great significance of identifying the behavior’s true function.

14.00 – 15.30 Session 3– Room 2

Alexandra Comarniceanu, BCBA „Efficient intervention for encouraging social interaction”

alexandra-comarniceanu-conferintaABA

Applied Behavior Analysis has proven to be extremely efficient in teaching various abilities that are lacking in the case of children diagnosed with autism spectrum disorder. (eg. language, play, self-help, academic, motor skills, etc). One of those interest areas is represented by social skills, and the objective of this presentation is to suggest some procedures and game structures that can be used in order to motivate the children so that they will want to be in the presence of their peers and play with them.

15.30 – 16.00 Pauza cafea

16.00 – 17.30 Session 4 – Room 1

Octavia Vasile și Anca-Elena Grigoraș, „Teaching adjectives to children with learning difficulties: a comparison between discrete trial training and incidental teaching”

OctaviaVasile-ConferintaABA2015AncaElenaGrigoras-ConferintaABA2015

Our study aims to compare two teaching methods: discrete trial training and incidental teaching in terms of acquisition and generalization. Both approaches are used today in teaching children with autism and other developmental disorders home or in special settings.

The results of our study highlight the efficiency of both methods being used together in teaching a large number of different skills. Although many studies have found useful teaching language using the incidental approach, we found incidental teaching advantageous in developing many other types of skills.

This paper brings forward questions about the benefits and the risks of using different approaches when it comes to teaching children with autism and related disorders.

16.00 – 17.30 Session 4– Room 2

Oana Radu, BCaBA – UNDERSTANDING THE ROLE OF VERBAL OPERANTS IN TEACHING VOCAL-VERBAL BEHAVIOR. EXEMPLES FROM PRACTICAL APPROACH.”
OanaRadu-ConferintaABA2015-300x225The wokshop is designed for parents, teachers, therapists, behavior analysts and others whose role is to implement methods to increase the verbal behavior of children with ASD and related disorders. I will provide you with a brief overview of the verbal operants and then demonstrate through discussions and video illustrations the benefit that Verbal Behavior approach promises for teaching language to children.
 

Alexandru Tarasov, BCaBA – Using video modeling in toilet training of a child with autism

AlexandruTarasov-ConferintaABA2015=480x360In the present study the effectiveness of video self modeling (VSM) in toilet training was investigated. A 4 year child diagnosed with autism that didn’t acquire independency in using toilet has participated. The caregivers of the child complained that he is using toilet, but only with physical and verbal prompting, and decreasing of these prompts resulted in high rate of accidents and faulty in using independently the toilet. At the same time parents disagree and avoided using punishment based procedure during toilet training. A reversal ABACAD design was applied. The results suggest that VSM can be an effective method in teaching toilet training skills without using any punishment based procedures.

9.00 – 10.45 sesiunea 1

Jens Erik Skår – Ph.D., Specialist in clinical psychology, applied behavior analysis, supervisor „An overview over procedures used to decrease problem behaviors”

Skår, Jens Erik_conferintaABAThis presentation will focus on presenting an overview over procedures used to decrease behavior. The procedures can be classified as: 1. Procedures employed when deviant behavior occurs in a situation and is interrupted; procedures ranging from restraint and punishment procedures to correction procedures. 2. Procedures used when deviant behavior does not occur in a situation, as in differential reinforcement procedures. 3. Procedures used when deviant behavior occurs, but is not interrupted, as in extinction procedures 4. Procedures used to recondition trigger stimuli for emotional responses, as in respondent extinction and desensitization procedures. In the extremes the procedures vary from presenting punishing stimuli contingent on behavior, to rule governing procedures (behavioural contracting, psychotherapy). The interaction of respondent and operant behavior is discussed. Problem behavior most often need to be targeted both with reconditioning and operant techniques. The presentation will cover a variety of different problem behaviors, in both developmentally disabled and individuals with an IQ in the normal range. Some video presentations will be backed up by treatment data. The presentation will be available as a PowerPoint file upon request at the conference.

Sergiu Pașca- video-conference / TBA

13.00 – 14.00 Pauza de masa

14.00 – 15.45 – sesiunea 3 – sala 1

Ashley and Nicholas Dodge – „20 years with autism- a mother and son perspective”

AshleyNickDodge-ConferintaABA2015-480x360Presentation will be a parent and child’s experience of Applied Behavior Analysis and its life changing, long lasting effects. From diagnosis to college, we will discuss how ABA has changed our lives, the sacrifices made to implement the program and where we are now 20 years later.

Ana Hodea, logoped – Verbal behavior therapy, optimal approaches for therapy according to the specific development of each child.

AnaBurla-ConferintaABA2015-480x360This presentation aims to find activities designed to increase the child’s communication will, to make the communication a fun activity, to make the child to understand the power of communication and to increase its spontaneous use of language.
The program is made for the children which have ability to approximate at least the words. The scope is not to follow for verbalization correction or clarity but spontaneity.
Depending on the specific development of each child it will be presented a series of games designed for verbal language development.

Richard Marinescu, 12 years old – “Here and now, doing my best”

Ionel Nicolae, psychologist – ABA in school classroom

IonelMocanu-ConferintaABA2015-480x360

Often as teachers, parents and school psychologists we encounter from the child (with typical or atypical development) certain undesirable behaviors (rises from the desk, talks over others, sings in class, hits his classmates, loses personal items, daydreams, etc.) that occur in schools.

The way in which we apply the behavioral intervention in schools is the topic of this presentation. Within it, we will be discussing concepts such as: discipline, issue operationalization, behavioral assessment methods, functional analysis and behavior management techniques and strategies

Daniela (Martinescu) Gavankar, behavior analyst – Group Therapy – intermediate step between individual and kindergarten.

DanaMartinescu-ConferintaABA2015-480x360Increased independence and social skills required to participate in kindergarten.

The workshop is addressed to therapists, parents, teachers and educators who work together to ensure a more efficient integration of children with autism in their  age specific groups, and will highlight ways of intervention in areas of deficit for  children with autism.
Gradually, therapy 1: 1 will advance to group therapy in terms of the type of activities, way of communication, and building the ability of responding to collective instructions.

Andreea Matauan, behavior analyst – The Child’s Power to Choose – a Key for Preventing Problem Behaviors

AndreeaMatauan-ConferintaABA2015-480x360The idea of this workshop came from the necessity to disseminate correct information and little known positive practices from the ABA field in working with children with autism.
There are misconceptions which present ABA as a rigid form of intervention where the child has to work and his/her options are limited. This workshop aims at presenting ABA in a realistic manner, as a profoundly individualized therapy that takes into account the child’s needs.
The question that this workshop answers to is: How do we give the children opportunities to choose while maintaining the instructional control?
During this workshop we will practice various ways of giving choice to the children. The information presented will be accompanied by case studies from my experience as a behavior analyst. We will learn how giving the child opportunities to choose can reduce and prevent escape-maintained problem behaviors.
Adriana Balșanu,
Camelia Raț, special education teacher, Technology in education for children with autism spectrum disorders

CameliaRat_ConferintaABA2015-480x360The emergence of new technologies compels teachers to understand and use them in classrooms. These technologies help the students with learning disabilities as well as the typical students to process the information faster, to immediately access and explore a non-linear learning method.
The presentation focuses on the advantages that technology, and consequently multimedia and telecommunication may have on learning as these have become a vital part of present generations’ lifestyle. Learning is student-centered thus his/her motivation and self-esteem obviously increases compared to the conventional teaching style; the teacher is a facilitator of learning, not a mere”lecturer.”