ACT Case Consultation for Behavior Analysts: Practicum Style

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CE Hours available ( How do I get my CE? )
Thomas Szabo, PhD, BCBA-D Behavior analyst, trainer, and author

About This Course

When practicing acceptance and commitment therapy (ACT) with clients, it’s sometimes hard to know what area of the hexaflex to intervene on. It often feels like there are several directions you might go—and even master ACT clinicians don’t know for sure which is the right direction. Becoming a competent, fluent ACT practitioner is about learning to know based on evidence found in the client’s in-session behavior where the best intervention may be in context. This case consultation course will help you develop your intuition and fluency when working with the processes of the ACT hexaflex with clients.

In this case consultation course, you will present information about your client’s background, baseline, and current data. Then, you discuss treatment you have provided, where it went right, and where it went wrong. Colleagues ask questions, provide options, and then you role-play until you are ready to go back out there. In a few weeks, you report back to the group about how it landed.

If you are a behavior analyst who has taken an ACT training or two and you are now implementing ACT in your ABA practice, this course will take you to the next level. ACT Case Consultation for Behavior Analysts: Practicum Style is designed to help you advance your ACT practice so that you no longer need premade lesson plans to guide you. The aim is to build your skills so that you can conduct functional assessments of indirect-acting contingencies, and create ACT interventions on the fly. You will practice ACT skills in an intimate group of ABA practitioners that share your scope of practice, and work in similar environments.

Space is extremely limited, so sign up today to secure your spot.

Prior to registering, please review speaker-planner conflict of interest disclosures.

Schedule

Session 1: August 30, 2019, 1 pm-3 pm EDT
Introductions and a brief overview of ACT, ACT functional assessment, and the ACT Matrix. Scheduling of case presentations for the next 5 sessions. Initial course readings will be assigned.
Session 2: September 6, 2019, 1 pm-3 pm EDT
Hour 1: Case Presentation 1. Questions and feedback from colleagues.
Hour 2: Role-plays and real-plays.
Session 3: September 13, 2019, 1 pm-3 pm EDT
Hour 1: Case Presentation 1. Questions and feedback from colleagues.
Hour 2: Role-plays and real-plays.
Session 4: September 20, 2019, 1 pm-3 pm EDT
Hour 1: Case Presentation 1. Questions and feedback from colleagues.
Hour 2: Role-plays and real-plays.
Session 5: September 27, 2019, 1 pm-3 pm EDT
Hour 1: Case Presentation 1. Questions and feedback from colleagues.
Hour 2: Role-plays and real-plays.
Session 6: December 19, 2019, 1 pm-3 pm EDT
Hour 1: Case Presentation 1. Questions and feedback from colleagues.
Hour 2: Role-plays and real-plays.

Learning Objectives

Participants will be able to:
  1. Describe core components of ACT model. Demonstrate efficient and effective ACT functional assessment skills. Describe the four quadrants of the ACT Matrix and how they are used.
  2. Demonstrate ACT functional assessment skills, a usage of the ACT Matrix, and a physicalized metaphor exercise.
  3. Apply the ACT hexaflex to the concept of bravery to advance your behavioral repertoire.
  4. Describe values-based assertiveness and demonstrate assertiveness skills to create healthy boundaries.
  5. Discriminate between workable and unworkable excuses and explanations.
  6. Assess your needs and practice expressing these clearly to increase the likelihood of having your needs met by others.
  7. Describe the important role of female support systems and building networks of practice opportunities.
  8. Train and implement compassionate skills in the service of cultivating the competencies of compassion and self-care.

Prerequisites

There are no course prerequisites. However, it is strongly recommended that participants have previously attended an ACT BootCamp® or one of the ACT 1 or ACT 2 classes and/or read widely within the ACT literature.

Audience

For behavior analysts (BCaBA, BCBA, or BCBA-D) or other professionals who have either participated in ACT BootCamp, ACT 1, ACT 2, or read a range of ACT materials. You must be fully ready to employ ACT in your practice or already doing so.

Recommended Reading

None

References

Ebert, B., Bockarie, H., Stewart, C., Szabo, T. G., & White, R. G. (in press). Implementing ACT in Sierra Leone. In M. Levin, M. Twohig, & J. Krafft (Eds.) Innovations in Acceptance and Commitment Therapy: Clinician Advancements and Applications in ACT. Oakland: New Harbinger Publications.
Szabo, T. G. (in press). Acceptance and Commitment Training to reduce inflexible behaviors in children with autism. Journal of Contextual Behavior Science. Doi: https://doi.org/10.1016/j.jcbs.2019.03.001
Szabo, T. G., Bockarie, H., White, R., Tarbox, J., Stewart, C., & Ebert, B. (under review). Microaggression, intimate partner gender-based violence, and behavioral flexibility training in Sierra Leonean couples.
Szabo, T. G. (2017). Problem-solving: Aligning Skinner’s framework with RFT’s pragmatic verbal analysis. In R. A. Rehfeldt, M. Fryling, L. Hayes, & J. Tarbox (Eds.) Applied Behavior Analysis of Language and Cognition. Oakland: New Harbinger Publications.
Steinwachs, J., & Szabo, T. G. (2016). Elephants in the room: Straight therapists’ microaggression with GSM couples. In M. Skinta & A. Curtin (Eds.) Mindfulness and Acceptance for Gender and Sexual Minorities. Oakland: New Harbinger Publications.
Szabo, T. G., & Dixon, M. R. (2016). Contextual behavior science and education. In R. D. Zettle, & A. Biglan (Eds.) Handbook of Contextual Behavior Science. Oakland: New Harbinger Publications.
Szabo, T. G. & Tarbox, J. (2015). Beyond what “is” and what “is-not.” Journal of Contextual Behavior Science, 4, 220-224. Doi: https://doi.org/10.1016/j.jcbs.2015.05.005
Szabo, T. G., Long, D. M., Villatte, M., Hayes, S. C. (2014). Mindfulness in contextual cognitive behavioral models. In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.) Handbook of Mindfulness: Theory and Research. New York: Guilford Press.
Gould, E. R., Tarbox, T., & 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. Doi: https://doi.org/10.1016/j.jcbs.2017.06.003
Dixon, M. R., Paliliunas, D, Belisle, J., Speelman, R. C., Gunnarson, K. F., & Shaffer, J. L. (2019). The effect of brief mindfulness training on momentary impulsivity. Journal of Contextual Behavioral Science, 11, 15-20. Doi: https://doi.org/10.1016/j.jcbs.2018.11.003
Hahs, A. D., Dixon, M. R., & Palilunias, D. (in press). Randomized controlled trial of a brief acceptance and commitment training for parents of individuals diagnosed with autism spectrum disorder. Journal of Contextual Behavioral Science. Doi: https://doi.org/10.1016/j.jcbs.2018.03.002
Chancey, C., Root, W. B., Rehfeldt, R. A., McCauley, D., Takeguchi, K., & Pritchard, J. (in press). The impact of mindfulness skills on interactions between direct care staff and adults with developmental disabilities. Journal of Contextual Behavioral Disorders. Doi: https://doi.org/10.1016/j.jcbs.2018.07.004
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 Disorders, 5, 201-207. Doi: https://doi.org/10.1016/j.jcbs.2016.09.003
Brazeau, K., Rehfeldt, R. A., Mazo, A., Smalley, A., Krus, S., & Henson, L. D. (2017). On the efficacy of mindfulness, defusion, and behavioral skills training on job interviewing skills in dulally-diagnosed adults with developmental disorders. Journal of Contextual Behavioral Science, 6, 145-151. Doi: https://doi.org/10.1016/j.jcbs.2017.04.002

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 prior to 14 days before an event/course. If a registrant would like to cancel their registration within 14 days of the event, no refund will be offered. However, the registrant can elect to receive a credit to be used toward another Praxis event within 1 calendar year.