Karola Dillenburger PhD. is Professor of Behaviour Analysis and Education and Foundation Director of the Centre for Behaviour Analysis at the School of Social Science, Education and Social Work at Queen’s University Belfast. She is a Fellow of the Association for Behavior Analysis-International (ABAI) and the current President of the European Association for Behaviour Analysis (EABA) (2024-2026). She is a Board Certified Behaviour Analyst-Doctoral (BCBA-D) and clinical Psychologist (HCPC).

Professor Dillenburger led the development of the MSc Applied Behaviour Analysis (MScABA) at QUB and was the Course Director of the MScAutism (2008-2025). She developed the Behaviour Technician course at QUB and was involved in the development of the multimedia resource at www.SimpleStepsAutism.com. Her research focuses on evidence-based early intervention for vulnerable children including those diagnosed with autism, behavioural parent training, and parenting children with disabilities across the lifespan, loss and trauma. She actively promotes national and international professional recognition of behaviour analysts across Europe. She successfully supervises many Doctoral Research Students.

Prior to being appointed to QUB over 30 years ago, Professor Dillenburger has worked extensively in child care, education, and therapeutic settings. She has published widely, including nine books, multimedia training resources and websites, and over 110 academic peer-reviewed papers. She frequently delivers national and international keynote addresses in USA, India, Europe, and Australia. She was awarded the Gold Medal from Masaryk University, Brno, Czech Republic.

Presentation at the ABA International Conference 2025

Parent training for families affected by profound autism

Abstract:

Autistic families are much more likely to experience marginalisation, poverty, and exclusion than families not affected by autism. At the same time, applied behaviour analytic interventions are supported by large number of studies that provide evidence of effectiveness in the short- and the long-term. In some parts of the world (e.g., USA, Canada), these procedures are considered 'gold-standard' supports for autistic children, funded largely via health insurance system. Families affected by profound autism, particularly those living in other parts of the world are not able to access these interventions easily. Simple Steps is a freely available multimedia online resource that was developed by parents of autistic children in collaboration with an international team of Board Certified Behaviour Analysts. This presentation argues that Simple Steps provides the basis for parent training. Examples from Simple Steps will be shared to illustrate this point.

Dr. Robert Ross is the President of Ross Consultation a private practice focused on increasing access to high quality ABA services across the globe.  Dr. Ross is also the Vice President of Clinical Development and Integration at Biostream Technologies.  Biostream^TM, is a leading-edge technology company that uses video gaming software and eye tracking  hardware to teach a range of social skills and social behavior.  He is also a clinical advisor to Talkido^TM,  an augmentative communication support for individuals with limited verbal communication skills and thus struggling to acquired vocal speech. For over 35 years, Dr. Ross has both provided direct services to children and families impacted by ASD, and  served as the Chief Clinical Officer at Beacon ABA Services of Massachusetts and Connecticut where he oversaw all clinical, supervisory and staff training.  He received his Master's in Applied Behavior Analysis from Northeastern University and his Doctorate from Nova Southeastern University. Dr. Ross directed all research activity at Beacon as well as developed and taught in the Masters and Ph.D programs at Cambridge College for 15 years. He currently provides direct and consultation services to families, schools and educational programs in the U.S,  Europe and the Middle East.

He is a founding member and current Past President of the Massachusetts Association for Applied Behavior Analysis (MABA). Dr. Ross is also a past President of the Autism Special Interest Group (SIG) of ABAl, the current ABAI Special Interest Group Chair, former Co-Chair of the Practice Track of the ABAl Annual Conference and has served three terms on the ABAl Practice Board. He has published numerous articles related to autism treatment and  presented at conferences throughout the United States, Europe and the Middle East. Dr. Ross is serves as a Board member of the Progressive ABA Council.

Presentation at the ABA International Conference 2025

A Behavior Analytic Approach to teaching Creativity and Playskills in Young Children with ASD

Abstract:

Teaching creativity and imaginative play and is an area that is often not focused on by behavior analysts.  One reason for this may be that it is a conceptually difficult topic for a science who’s applications are often considered rigid or robotic.  The focus of the talk will be on defining creativity and play from a behavior analytic framework, and then using that framework to highlight instructional practices consistent with our science and established research.  The definitions and practices covered in this talk will emphasize establishing basic play skills, shaping and fading with an emphasis on planning for generalization across context and materials. Various strategies to teach creative play, through the use of Object-Action- Language routines (OAL) and visual supports will be discussed. Some of these strategies will include: Matrix training, Video modeling, Visual checklists and Picture Activity Schedules.

Three learning objectives.

1. Participants will be able to describe and understand creativity from a behavior analytic perspective
2. Participants will be able to give at least three examples of Object-Action-Language Routine to establish basic play behavior.
3. Participants will be able to describe three behavior analytic instructional practices that can be used to establish play skills in children with ASD and how to use each to ensure generalization of established skills.

Dr. Judah Axe is a Professor of Behavior Analysis at Simmons University in Boston, Massachusetts, where he teaches in the on-ground and online master’s and Ph.D. programs. He has spent the last 25 years advancing the skills of autistic children through research and practice. He received his M.A. and Ph.D. in Applied Behavior Analysis and Special Education from The Ohio State University.

Dr. Axe’s lab focuses on teaching verbal behavior, improving social skills, and reducing challenging behavior. He has published over 40 articles and book chapters, and he authored the 10^th edition of the textbook, Applied Behavior Analysis for Teachers.

Dr. Axe serves on the editorial boards of five research journals in ABA. He also serves on the Advisory Board of the B.F. Skinner Foundation, on the Scientific Council of the Organization for Autism Research, and as a trustee of the Cambridge Center for Behavioral Studies. He previously served as a co-coordinator for the Verbal Behavior area of the Association for Behavior Analysis International conference and Chair of the Verbal Behavior Special Interest Group (VB SIG). He was overjoyed to receive the 2021 Award for Excellence in Teaching Verbal Behavior from the VB SIG.

Presentation at the ABA International Conference 2025

Antecedent Interventions for Challenging Behavior

Abstract: 

Intensive teaching is often needed for students with autism and related disabilities, but it often results in challenging behavior motivated by escape from the teaching situation. There are several antecedent, or preventative, interventions for decreasing challenging behavior during intensive instruction, including errorless teaching, the high probability request sequence, and presession pairing. The presenter will discuss the conceptual and procedural aspects of these interventions and share research on these techniques. This will include a discussion of reflexive conditioned motivating operations (CMO-R), mand training, functional communication training, and conditioned reinforcement.

Lorri Shealy Unumb is a lawyer, professional speaker, law professor, mother of three young adult boys, and an internationally renowned autism advocate.

She began her legal career clerking for a United States District Judge in Charleston, South Carolina, and then moved to Washington, D.C. to practice law with the United States Department of Justice. She enjoyed a fulfilling career as an appellate litigator, arguing civil cases in Circuit Courts all over the United States.

After working as a law professor at law schools in D.C. (George Washington University) and Charleston, Lorri began running and teaching advocacy courses at the U.S. Department of Justice’s National Advocacy Center. During the same period, she hosted an award-winning weekly cable TV show called “The Law with Professor Lorri.”

Following her firstborn son’s diagnosis with autism, Lorri began working in autism advocacy as a volunteer, writing ground-breaking autism insurance legislation for South Carolina (“Ryan’s Law”) that passed in 2007 and served as the catalyst for the national movement toward autism insurance reform. In recognition of Ryan’s Law, Lorri was awarded the Autism Society of America 2008 “Parents of the Year” award (along with her husband Dan). She then was recruited by the New York-based nonprofit Autism Speaks to advocate full-time on behalf of individuals with autism.

Alongside her career with Autism Speaks, in 2010 Lorri founded the Autism Academy of South Carolina, a non-profit, year-round diagnostic and treatment center for individuals with autism; in 2019, the board of directors voted to rename the academy “The Unumb Center for Neurodevelopment” in honor of Lorri & Dan’s extensive national contributions in the autism field. Lorri & Dan also wrote the first-ever comprehensive textbook on legal issues related to autism, called “Autism and the Law.”  Additionally, Lorri is in her 19^th year of organizing and conducting the annual “Autism Law Summit,” a national gathering of parents and professionals who advocate for legal and policy changes to better the lives of individuals with autism. Finally, in 2018, Lorri was appointed by the governor of South Carolina to serve as a Commissioner for the SC Department of Disabilities and Special Needs, which administers several of the state’s Medicaid waivers.

In 2019, Lorri was recruited by the nonprofit trade association The Council of Autism Service Providers; as CEO, she has led the association into a period of rapid growth and increased visibility.

For her local, national, and international advocacy efforts, Lorri has been recognized with

• the 2012 NASCAR Foundation’s Betty Jane France Humanitarian of the Year Award;
• the Jefferson Award for Public Service (Charleston, SC);
• the Professional Women in Advocacy “Excellence in a State Campaign” 2014 Award; and
• the Civitan International “World Citizenship” 2021 Award.

Her work has been profiled on CNN, on NPR’s “Morning Edition,” and in Town&Country magazine, from whom she received one of three 2009 “Women Who Make a Difference” awards.  She is also profiled in the American Academy of Pediatrics book “Autism Spectrum Disorders:  What Every Parent Needs to Know.”

Lorri is a magna cum laude/Phi Beta Kappa graduate of the University of South Carolina (Journalism, 1990; Political Science 1990; Law 1993).

Presentation at the ABA International Conference 2025

ABA and Autism: Effecting Change through Effective Advocacy

Abstract:

The New York Times once wrote that “no disability claims more parental time and energy than autism.” Families dealing with autism face many hardships, not the least of which is financial hardship.

One reason for the financial hardship has been the failure of healthcare systems to cover treatments for, and sometimes even diagnosis of, autism. As recently as the turn of the millennium, it was widely accepted that health insurance did not cover even the standard treatments for autism.

Sadly, few individuals with autism reach their potential because, in the absence of consistent funding, most do not have access to treatment that is appropriate in quality and quantity. Appropriate care is both difficult to find and difficult to afford. A United States government agency wrote that the “delivery and organization of care for ASD is very fragmented, with pieces scattered about in the primary care, school, and specialty clinical settings. It is left to the families and caregivers of patients with ASD to find and assemble these pieces.”

In this address, autism mother and attorney Lorri Unumb will share her personal parental experience with her son’s autism diagnosis and how it led her into full-time advocacy on behalf of individuals with autism, including a leading role in passing nearly 50 autism insurance laws across the United States.

Adam Ventura, MS, BCBA, is a pioneering leader in the integration of artificial intelligence and behavior science. As the Founder and CEO of Intraverbal AI, Adam's current focus is on leveraging AI to transform the field of applied behavior analysis (ABA), making data-driven insights and innovative tools more accessible to behavior analysts. A graduate of Florida International University (FIU) and a long-standing adjunct professor, he combines academic expertise with cutting-edge technology. Adam also co-founded the Miami Association for Behavior Analysis, fostering leadership and growth in the ABA community. His entrepreneurial pursuits include serving as Chairman of Bueno Ventures, Inc., where he leads global initiatives aimed at creating sustainable, behavior-focused enterprises. Previously, he founded and scaled World Evolve, Inc., a multi-state ABA service provider, which he successfully exited in 2018. An established author, Adam has contributed extensively to literature on ethical practices and leadership in behavior analysis, now with a sharp focus on AI's transformative role in the field.

Presentation at the ABA International Conference 2025

FROM ARTIFICIAL TO AUGMENTED: Reimaging Education with Behavior Science and Intelligent Support

Abstract:

Picture a classroom where each student’s journey is individually guided, every teacher’s decision is grounded in data, and every educational moment is enriched by immediate, meaningful feedback. This isn’t a distant dream. Augmented intelligence (AI), technology designed to enhance rather than replace human insight, is making such classrooms possible. In this talk, we’ll discuss how this approach differs from traditional artificial intelligence, which often operates independently, and focus instead on how augmented intelligence amplifies the educator’s expertise. We’ll explore how personalized, AI-assisted instruction, evolving instructor roles, and data-informed decision-making rooted in the principles of behavior science are poised to reshape the educational landscape for teachers, school leaders, and the learners they serve.

We’ll begin by examining the emergence of personalized instruction powered by augmented intelligence. These systems continuously adapt tasks, pacing, and supports based on each student’s performance data, reinforcing key skills and improving engagement. Next, we’ll consider how instructor roles are evolving, from primarily delivering content to skillfully leveraging data and insights. By interpreting continuous streams of analytics, teachers can adjust their strategies in real-time, ensuring that classroom decisions are informed by evidence and aligned with best practices in behavior science. Finally, we’ll delve into the power of data-driven decision-making as administrators and educators harness these tools to refine curricula and instructional methods, leading to more dynamic, responsive learning environments.

By integrating the foundational lessons of behavior science with the forward-looking capacities of augmented intelligence, this talk will empower educators to create classrooms that are more tailored and effective. As we step into this new era, you’ll gain the perspective and tools to guide students toward success with greater precision and impact. This is your opportunity to help shape a future where human expertise and intelligent support coalesce into an experience that redefines what it means to learn, and to teach.

Presentation Objectives

1. Differentiation: By the end of the presentation, attendees will be able to identify at least two key differences between artificial intelligence and augmented intelligence in the context of classroom instruction.
2. Application of Data: Following the session, attendees will be able to describe one method for using augmented-intelligence-generated data to adjust teaching strategies in real-time, thereby enhancing student engagement and learning outcomes.
3. Implementation Planning: Upon conclusion of the talk, attendees will be able to formulate a brief action plan that outlines how they will incorporate augmented intelligence tools into their current or future instructional practices to support more personalized and effective learning experiences.

Like many in the field of ABA, Francesca’s verbal behaviour about behaviour analysis was initially largely shaped by a young child with autism who had very few words. She defines her career as the product of a series of fortunate events that eventually lead to being the lead clinician for the first UK-based EIBI outcome study and to a PhD in Psychology under the supervision of Prof. Bob Remington, at the University of Southampton, UK.

Francesca’s current academic pursuit is the translation of cognitive and developmental descriptions of key processes in language and childhood development into an analysis of controlling variables, with the aim of deriving a technology to remediate deficits in children with autism. Her clinical and research work with humans focuses on early social responding, generative verbal behaviour and theory of mind. She was the 2023 recipient of the “Clinical Supervisor Award in Verbal Behavior” from the VB Special Interest Group of ABAI. Presently, she runs a small diagnostic and assessment clinic in the UK, and has taught advanced behaviour analysis in a number of postgraduate programmes in Italy, the UK and the US. She is a past board member of the B.F. Skinner Foundation. She lives in Southampton, UK, with her husband and her two dogs, who daily challenge her knowledge and skills and have taught her to be a better behaviour analyst for the humans she serves.

Presentation at the ABA International Conference 2025

Contacting leads to knowing: A verbal behaviour analysis of Theory of Mind

Abstract:

Theory of Mind is typically used as an umbrella term to refer to, but also to interpret, a collection of responses that involve humans’ ability to explain and predict others’ behaviour based on an understanding of others’ mental states, such as beliefs and desires. Not only is the construct of Theory of Mind universally accepted in the field of psychology, but it has also come to represent a theoretical system from which to explain additional social and cognitive processes in both typical and atypical children and adults, with false-belief tasks becoming its litmus test. Challenging the basic premise that mental states cause behaviour, I will firstly deconstruct false-belief tasks into their individual verbal components. Secondly, I will attempt to answer the question of what it is that we as humans do when we engage in the complex verbal behaviour regarding another person’s behaviour through an analysis of its component controlling repertoires. Rooted in early social responding, I will thirdly provide an account of its development from infancy to early childhood and show how an applied technology can further and validate both a conceptual and experimental analysis of the subject matter.

William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. He has taught at universities in Brazil, Japan, Portugal, and Singapore and lectured or given workshops in 25 other countries. A Past President and Fellow of the Association for Behavior Analysis International, Bill’s publications include co-authoring the books, Applied Behavior Analysis, Exceptional Children: An Introduction to Special Education, and Let’s Make a Contract: A Positive Way to Change Your Child’s Behavior. Awards recognizing Dr. Heward's contributions to behavior analysis and education include the Fred S. Keller Behavioral Education Award from the American Psychological Association's Division 25 and the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies. Bill’s research interests include promoting the generalization and maintenance of newly learned skills, increasing the effectiveness of group instruction, and improving the success of students with disabilities in general education classrooms.

Presentation at the ABA International Conference 2025

ABA from A-to-Z: Behavior Science Applied to 350 Domains of Socially Significant Behavior

Abstract:

Seventy years ago, Skinner proposed that behavior analysis could be a general-purpose science relevant to the entire human experience. Pioneering experiments testing Skinner’s thesis in the 1950s and early 1960’s laid the groundwork for applied behavior analysis (ABA), the practical wing of behavior science. An inventory of the wide range of socially significant behaviors that behavior analysts have addressed shows the science’s growth, scope, and promise. Although advocates claim ABA has world-changing potential, beyond a few exceptions, large-scale impact has been limited. Using advice from the field’s founding generation, this talk will suggest actions behavior analysts can take to help fulfill ABA’s tremendous promise to help make the world a better place.

Anika Costa, M.S. Ed, BCBA 

Founder and Chief Performance Officer, The Operant Teacher, LLC  

Anika Costa, M.S.Ed., BCBA, is the founder and chief performance officer of The Operant Teacher, LLC, a consulting firm dedicated to helping professionals, organizations, and educators optimize performance through science-driven strategies. With over 25 years of experience as a behavior analyst, instructional designer, and educator, Anika is a leading expert in translating research into real-world applications that improve learning, leadership, and organizational effectiveness. 

A board-certified behavior analyst and instructional design specialist, Anika works with behavioral organizations, therapy centers, schools, and corporate teams to implement data-driven coaching, training, and leadership strategies. Her work integrates organizational behavior management (OBM) principles, instructional design, and performance analysis to create sustainable behavior change and lasting impact. 

Anika is also an accomplished author, keynote speaker, and faculty member, dedicated to equipping professionals with the skills they need to thrive. Whether in consulting, coaching, or teaching, she is passionate about helping individuals, systems, and organizations achieve their full potential. 

Presentation at the ABA International Conference 2025

Quick Wins! Using Behavior Science to Accelerate and Sustain School Improvement 

Abstract:

Behavior practitioners aiming to initiate new projects or foster meaningful change can attract support and gain momentum by concentrating on visible, low-effort areas with valuable outcomes for stakeholders. In essence, these are Quick Wins. However, this is just part of the equation. While securing buy-in and generating momentum are crucial, ensuring that stakeholders sustain the behaviors necessary to reach goals is essential for long-term success. Ultimately, it all comes down to behavior: that of the students, faculty, staff, and school leaders. Quick Wins guides those responsible for implementing behavioral strategies, classroom improvements, or school enhancements on how to utilize behavioral science effectively to optimize stakeholder engagement. This presentation aids participants in understanding how to apply Organizational Behavior Management (OBM) principles to create momentum and achieve lasting change, based on insights from the best-selling book, Quick Wins! It will provide school leaders, consultants, and improvement teams with strategies to leverage behavioral science for initiating and sustaining meaningful change. 

LEARNING OBJECTIVES: 

1. Identify the common mistakes behavior practitioners make when initiating change efforts in schools. 

1. Describe the concept of quick wins and explain how they can generate buy-in and momentum for new initiatives. 

1. List the key characteristics of quick wins that make them effective in the early stages of change. 

1. Explain how leveraging behavioral science can help sustain stakeholder behavior and achieve long-term success in school improvement efforts