ACT Case Consultation for Behavior Analysts: Practicum Style
About This Course
Schedule
Session 1: January 15, 2021, 1 pm-3 pm EST
Introductions and a brief overview of ACT, ACT functional assessment, and the ACT Matrix. Scheduling of case presentations for the next 7 sessions. Initial course readings will be assigned. Intense ACT functional assessment behavior skills training (BST).
Session 2: January 22, 2020, 1 pm-3 pm EST
Hour 1: Advanced ACT matrix training.
Hour 2: Case Presentation 1. Questions and feedback from colleagues. Role-plays and real-plays.
Session 3: January 29, 2020, 1 pm-3 pm EST
Hour 1: Catching metaphors BST.
Hour 2: Case Presentation 2. Questions and feedback from colleagues. Role-plays and real-plays.
Session 4: February 5 2020, 1 pm-3 pm EST
Hour 1: Physicalizing metaphors BST.
Hour 2: Case Presentation 3. Questions and feedback from colleagues. Role-plays and real-plays.
Session 5: February 12, 2020, 1 pm-3 pm EST
Hour 1: Descriptive FBA + ACT Trigger Analysis BST + physicalizing a metaphor
Hour 2: Case Presentation 4. Questions and feedback from colleagues. Role-plays and real-plays.
Session 6: February 19, 2020, 1 pm-3 pm EST
Hour 1: Matrix + Descriptive FBA + ACT Trigger Analysis + physicalizing a metaphor BST
Hour 2: Case Presentation 5. Questions and feedback from colleagues. Role-plays and real-plays.
Session 7: February 26, 2020, 1 pm-3 pm EST
Hour 1: Behavior Planning Worksheet
Hour 2: Case Presentation 6. Questions and feedback from colleagues. Role-plays and real-plays.
Session 8: March 5, 2020, 1 pm-3 pm EST
Hour 1: Matrix + Descriptive FBA + ACT Trigger Analysis + Physicalizing Metaphors + Behavior Planning Worksheet BST
Hour 2: Case Presentation 7. Questions and feedback from colleagues. Role-plays and real-plays.
Learning Objectives
Participants will be able to:
- Discuss ACT functions based on verbal tells using descriptive ACT FBA procedures.
- Discuss hypothesized functions with ACT trigger analysis.
- Describe the processes of the ACT hexaflex
- Describe indirect-acting functions using descriptive and triggering procedure
- Describe how to use the ACT matrix for assessment purposes.
- Identify ways to listen for and develop metaphors with a client and describe why this is important.
- Discuss how to physicalize a client’s metaphor with the client.
- Identify one way to use descriptive and triggering ACT FBA procedures, then discuss how to catch and physicalize a client’s metaphor
- Using the ACT matrix as an assessment / intervention tool, identify how to catch and physicalize a client’s metaphor
- Discuss one reason why the Behavior Planning Worksheet is important while working with clients
- Discuss how to evaluate your current repertoire and areas in need of further development using the checklist provided
Continuing Education
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 16 CE Hours by the following:
- BACB – Behavior Analysts
- NBCC – National Counselors
- APA - Psychologist: Institute for Better Health, Inc is approved by the American Psychological Association (APA) to offer continuing education for psychologists. Institute for Better Health, Inc maintains responsibility for the program and its content.
- NY State: Social Worker, Counselor, & Psychologists
Prerequisites
Audience
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.
