ACT Case Consultation for Behavior Analysts: Practicum Style
About This Course
In the didactic segments of this course, you will first learn state-of-the-art methods for conducting ACT functional assessment in ways that are practical, efficient, and consistent with other quantitative FA procedures used in ABA. This critical component is sometimes absent in ABA iterations of ACT. Learning to do this in a pragmatic, efficient manner is critical to the use of ACT inside the scope of ABA practice.
Next, during case-consultation sessions during this course, a number of attendees will present information about client backgrounds, baselines, and current data. Then, they'll discuss treatment that has been provided, where it went right, and where it went wrong. Colleagues will ask questions, provide options, and then role-play to develop new strategies and approaches. Later, case presenters report back to the group about how it all 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 pre-made 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.
This training is worth 16 CE credit hours if attended live. While we can only provide CE to those who are present – i.e. logged in – for live presentation(s), all Praxis webinars are recorded for later viewing. Registrants may then access these recordings at any time for up to six months from the conclusion of the training to which they pertain.
Prior to registering, please review speaker-planner conflict of interest disclosures.
Session 1: October 20, 2021, 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 7 sessions. Initial course readings will be assigned. Intense ACT functional assessment behavior skills training (BST).
Session 2: October 27, 2021, 1 pm-3 pm EDT
Hour 1: Advanced ACT matrix training.
Hour 2: Case Presentation 1. Questions and feedback from colleagues. Role-plays and real-plays.
Session 3: November 3, 2021, 1 pm-3 pm EDT
Hour 1: Catching metaphors BST.
Hour 2: Case Presentation 2. Questions and feedback from colleagues. Role-plays and real-plays.
Session 4: November 10, 2021, 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: November 17, 2021, 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: December 1, 2021, 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: December 8, 2021, 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: December 15, 2021, 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.
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
- Discuss how to use 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
Please review complete CE and conflict-of-interest disclosure information prior to registering. This live online course is sponsored by Praxis Continuing Education and Training and is approved for 16 CE Hours by the following listed below. There was no commercial support for this activity. None of the planners or presenters for this educational activity have relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
Praxis CET maintains responsibility for the program with the CE approvals outlined below:
- Behavior Analysts:PraxisCET is an approved BACB ACE Provider # OP-17-2718.
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.