PEAK: Relational Training System
Mark Dixon, Ph.D., BCBA-D
August 25, 2017
Dr. Mark R. Dixon, BCBA-D is a Professor and Coordinator of the Behavior Analysis and Therapy Program at Southern Illinois University. For the past ten years he has also served as the Director of an SIU initiative (Behavioral Consultant Group) to infuse behavior analysis within schools, alternative education, and residential facilities serving individuals with autism and other developmental disabilities. Mark also runs the Language and Cognition Development Clinic at SIU that delivers RFT and ACT interventions to children with autism on a daily basis. Dr. Dixon has published 10 books, over 150 peer reviewed journal articles, and delivered over 500 presentations nationally and internationally. Dr. Dixon is recognized as one of the most skilled programmers of behavior analysis research and data collection systems worldwide. His software has been distributed across many countries and has been translated into foreign languages. Mark has been the Editor of the peer-reviewed journals, Behavior Analysis in Practice and Analysis of Gambling Behavior. He is also a former Associate Editor for Journal of Applied Behavior Analysis and Associate Editor for the Journal of Organizational Behavior Management. Mark's research and/or expert opinions have been featured in Time Magazine, Newsweek, The New York Times, National Public Radio, This American Life, and local affiliates of ABC, CBS, PBS, and the Southern Illinoisan. Most recently, Dr. Dixon has developed an animal laboratory which uses cockroaches and octopi as models of the applied challenges associated with autism.
Central Michigan University's BCBA and BCaBA Approved Course Sequence Presents
a two-day workshop with
Gregory Hanley, Ph.D., BCBA-D
August 25th & 26th, 2016
Day 1: Practical Functional Assessment & Treatment of Problem Behavior Associated with Autism
AM—Functional Assessment of Severe Problem Behavior of Persons with Autism: A Focus on a Safer, Faster, and Still Effective Process
PM—Treating Severe Problem Behavior: A Focus on Strengthening Socially Important
Behavior of Persons with Autism
Day 2: Understanding and Addressing Stereotypy & Sleep Problems of Persons with Autism
AM—Developing Effective and Preferred Treatments for the Stereotypic Behavior of
Persons Diagnosed with Autism
PM—Understanding and Addressing Sleep Problems of Children and Young Adults with
Gregory Hanley, Ph.D., BCBA-D, has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities for 25 years. He worked and trained at the Spurwink School, the Groden Center, and the Kennedy Krieger Institute, was degreed at the University of Florida, was tenured at the University of Kansas, and is currently a Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England University and an Adjunct Professor of Psychiatry at the University of Massachusetts Medical School. Dr. Hanley has published over 100 book chapters and articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Fellow of the American Psychological Association (Division 25), past Editor of
Behavior Analysis in Practice (BAP), and a past Associate Editor of
The Behavior Analyst, the
Journal of Applied Behavior Analysis (JABA), and BAP, and incoming Editor of
For additional information, please visit the following website: https://practicalfunctionalassessment.com/
A Behavioral Approach to Language Assessment and Intervention for Children with Autism
Presented by Mark Sundberg, Ph.D., BCBA-D
July 16th and 17th, 2015
This two-day workshop covered the basic elements of the applied behavior analysis/verbal behavior approach to language assessment and intervention for children with autism or other types of developmental disabilities. On the first day, the focus was on how to use a behavioral analysis of language to assess a child's language and social skills, as well as his potential barriers to language acquisition, using the VB-MAPP assessment program. Participants then learned how to use the results of the assessment to determine an individual child's immediate intervention priorities.
During the second day, the focus was on developing an individualized intervention program. Several teaching procedures will be described (e.g., early mand training, vocabulary development, intraverbal development). Additional topics discussed over the course of the workshop will include how to set up a classroom for children with autism, data collection, behavior problems, augmentative communication, inclusion, and peer interaction.
For additional information on the VB-MAPP, please visit the AVB Press FAQ website.
Visit Mark Sundberg's, Ph.D., BCBA-D, website for more information.
Hall and Sundberg 1987.pdf: Teaching Mands by Manipulating Conditioned Establishing Operations
Michael, Palmer and Sundberg 2011.pdf: The Multiple Control of Verbal Behavior
Sundberg and Michael 2001.pdf: The Benefits of Skinner's Analysis of Verbal Behavior for Children with Autism
Sundberg and Sundberg, 2011.pdf: Intraverbal Behavior and Verbal Conditional Discriminations in Typically Developing Children and Children with Autism
Sundberg Cooper et al chapter 2007.pdf: Verbal Behavior
Sundberg et. al 2000, IV prompts.pdf: Using Intraverbal Prompts to Establish Tacts for Children with Autism
Sundberg et. al 2002 mands for info.pdf: Contriving Establishing Operations to Teach Mands for Information
Sundberg Mand-William's book Chapter 2004.pdf: A Behavioral Analysis of Motivation and its Relation to Mand Training
Sundberg MO paper 2013.pdf: Thirty Points about Motivation From Skinner's Book Verbal Behavior