ACT in Behavior Analysis 9-week Consultation Course (October 2020)
Learn How to Get the Most Out of ACT Work with Your Clients
About This Course
- Engage in fluency drills to hone your skills at identifying the six core ACT repertoire deficits from small bits of dialogue.
- Identify competing contingencies of reinforcement, verbal delay discounting, verbally mediated under and over-matching, behavioral inertia, and other means by which client verbal behavior derails your efforts to bring behavior under relevant stimulus control.
- Craft intervention targets to bring client behavior under the control of appropriate contingencies of reinforcement.
- Practice in-the-moment creation of unique, client-specific exercises.
- Harness the metaphors your clients use to expand flexible relational networks and undermine thorny verbal rules.
Session 1: October 16, 2020, 1 PM—3 PM EDT
Introductions and Intro to ACT terms
Session 2: October 23, 2020, 1 PM—3 PM EDT
Scope of Practice and the ACT Functional Assessment
Session 3: October 30, 2020, 1 PM—3 PM EDT
ACT Functional Assessment Continued
Session 4: November 6, 2020, 1 PM—3 PM EST
The ACT Matrix
Session 5: November 13, 2020, 1 PM—3 PM EST
The ACT Matrix Continued
Session 6: November 20, 2020, 1 PM—3 PM EST
Catching Metaphors in Flight
Session 7: December 4, 2020, 1 PM—3 PM EST
Session 8: December 11, 2020, 1 PM—3 PM EST
Putting It All Together
Session 9: December 18, 2020, 1 PM—3 PM EST
Putting It All Together Continued
Participants will be able to:
- Set goals, identify barriers, review expectations, establish measurement and consultation program-evaluation strategy.
- Identify the six repertoires involved in behavioral flexibility and inflexibility.
- Evaluate speech for competing contingencies, delay discounting, inertia, matching, and defective stimulus control.
- Analyze the same speech for experiential avoidance, fusion, over-focus on past or future events, rigid perspective-taking, unclear priorities, and behavioral alignment with values.
- Describe recent applied literature on establishing a variety of relational frames.
- Apply interventions to behavior with different functions.
- Discuss how to help clients set goals, identify potential barriers and interventions, and monitor progress.
- Identify and analyze metaphors in client speech and use them to transform stimulus functions.
- Use physical movement to address deficits and excesses in core ACT repertoires.
- Use physical movement plus items found in your clinic- or home-based service environments to address deficits and excesses in core ACT repertoires.
- Develop games, initiatives, and writing and reading activities to promote ACT repertoires.
- Set personal goals for using ACT training in your practice and identify ways of implementation.
- Identify barriers and interventions, design measurement and intervention evaluation strategy with clients.
Please review complete CE and conflict-of-interest disclosure information prior to registering. This course is jointly sponsored by Praxis CET and Institute for Better Health (IBH) and is approved for 18 CE Hours by the following:
- APA – Psychologists
- BACB – Behavior Analysts
- NBCC – National Counselors
- NY State – Counselors and Social Workers
- Other State Level Counselors, MFTs, and Social Workers
Brazeau, K., Rehfeldt, R. A., Mazo, A., Smalley, S., Krus, S., & Henson, L. (2017). On the efficacy of mindfulness, defusion, and behavioral skills training on job interviewing skills in dually-diagnosed adults with developmental disorders. Journal of Contextual Behavioral Science, 6(2), 145-151. doi: https://doi.org/10.1016/j.jcbs.2017.04.002
Castro, M., Rehfeldt, R. A., & Root, W. B. (2016). On the role of values clarification and committed actions in enhancing the engagement of direct care workers with clients with severe developmental disorders. Journal of Contextual Behavioral Science, 5(4), 201-207. http://dx.doi.org/10.1016/j.jcbs.2016.09.003
Chancey, C., Weihl, C., Root, W. B., Rehfeldt, R. A., McCauley, D., Takeguchi, K., & Pritchard, J. (2019). The impact of mindfulness skills on interactions between direct care staff and adults with developmental disabilities. Journal of Contextual Behavioral Science, 12,160-169. https://doi.org/10.1016/j.jcbs.2018.07.004
Gould, E. R., Tarbox, J., & Coyne, L. (2018). Evaluating the effects of Acceptance and Commitment Training on the overt behavior of parents of children with autism. Journal of Contextual Behavioral Science, 7, 81-88. http://dx.doi.org/10.1016/j.jcbs.2017.06.003
Pingo, J. C., Dixon, M. R., & Paliliunas, D. (2019). Intervention enhancing effects of acceptance and commitment training on performance feedback for direct support professional work performance, and job satisfaction. Behavior Analysis in Practice. Doi: https://doi.org/10.1007/s40617-019-00333-w
Szabo, T. G. (2019). Acceptance and Commitment Training for reducing inflexible behaviors in children with autism. Journal of Contextual Behavioral Science, 12, 178-188. https://doi.org/10.1016/j.jcbs.2019.03.001
Szabo, T. G., Willis, P. G., & Palinski, C. J. (2019). Watch me try: Improving athletic performance of young adults with ASD. Advances in Neurodevelopmental Disorders, 129 (in press). https://doi.org/10.1007/s1252-019-00129-7
Refund and Cancellation Policy
We understand, sometimes things come up!
Praxis will offer a full refund to registrants of both live and live-online trainings who cancel their registration up to 14 days before the course or workshop start date, minus an administrative processing fee of $30 for a 2-day workshop or online course, and a $50 fee for a 4-day workshop. If cancelled within 14 days, no refund will be issued, however, a credit for the same amount will be applied toward another learning product, which expires within 1 year. Please email us at email@example.com to cancel a registration.