ACT BootCamp® for Behavior Analysts – Ft. Lauderdale

Steven C. Hayes | 6.5 CE Hours:

The first day of ACT BootCamp is designed to help attendees fit ACT and RFT into the development of behavior analysis and to gain a basic understanding of the psychological flexibility model in behavior analytic terms, as augmented by evolutionary principles and relational operants. The day will be largely conceptual and empirical, but not exclusively since examples given will consist ofACT methods, as applied to one’s self, team, and clients.

7:00 am – 8:00 am: Check-in*

8:00 am – 8:45 am: Orientation: Why ACT and RFT Matters for Behavior Analysts (1 Ethics CE hour)

8:45 am – 9:45 am: A Brief Behavioral History of ACT / RFT (1 Ethics CE hour)

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: The Psychological Flexibility Model: Defusion and Acceptance

12:00 pm – 1:30 pm: Lunch Break*

1:30 pm – 2:45 pm: The Psychological Flexibility Model—Self, Now, and Values

2:45 pm – 3:00 pm: Afternoon Break*

3:00 pm – 4:30 pm: The Psychological Flexibility Model—Values and Committed Action

4:30 pm – 4:45 pm: Afternoon Break (for those staying for Evening Workshop)*

Evening Workshop | 2 CE Hours:

4:45 pm – 6:45 pm: Applying ACT/RFT in Your BCBA Practice | Timothy Weil

Ruth Anne Rehfeldt | 6.5 CE Hours:

7:30 am – 8:00 am: Check-in*

8:00 am – 9:45 am: Why ACT for Behavior Analysts?

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: ACT for Adolescents and Adults with Developmental Disorders and their Staff or Caregivers

12:00 pm – 1:30 am: Lunch Break*

1:30 am – 2:45 pm: ACT for Adolescents and Adults with Developmental Disorders and their Staff or Caregivers Continued

2:45 pm – 3:00 pm: Afternoon Break*

3:00 pm – 4:30 pm: Applications of ACT to the Community: Creating a Culture that Cares

4:30 pm – 4:45 pm: Afternoon Break (for those staying for the Evening Workshop)*

Evening Workshop | 2 Ethics CE hours:

4:45 pm – 6:45 pm: ACT and Scope of Practice | Ruth Anne Rehfeldt, Tom Szabo, and Jonathan Tarbox

Tom Szabo, Jonathan Tarbox & Kristen Lancaster | 6.5 CE Hours:

7:30 am – 8:00 am: Check-in*

8:00 am – 9:45 am: A Behavioral Conceptual Functional Analysis of the Hexaflex

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: ACT Functional Analysis Practice

12:00 pm – 1:30 pm: Lunch Break*

1:30 pm – 2:45 pm: The ACT Matrix and Catching Metaphors in Flight

2:45 pm – 3:00 pm: Afternoon Break*

3:00 pm – 4:30 pm: Self-Care and Work/Family Balance

4:30 pm – 4:45 pm: Afternoon Break (for those staying for optional Evening Workshop)*

Evening Workshop | 2 CE Hours:

4:45 pm – 6:45 pm: Applying ACT in Chronic Adult Populations | Patty Bach

Tom Szabo & Jonathan Tarbox | 6.5 CE Hours:

7:30 am – 8:00 am: Check-in*

8:00 am – 9:45 am: ACT and Organization Culture (2 Supervision CE hours)

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: ACT Approaches to Behavioral Coaching (Eating and Fitness)

12:00 pm – 1:30 pm: Lunch Break*

1:30 pm – 2:45 pm: ACT and School Culture and Violence

2:45 pm – 3:00 pm: Afternoon Break*

3:00 pm – 4:30 pm: Prosocial(1 Supervision CE hours)

No evening session on last night.

*Not available for CE

• Describe the historical trace from the early writings of Skinner, through the rule-governed behavior research and conceptualizations of language, to the contemporary account of relational frame theory as an explanation for human language and cognition
• Describe the shortcomings of earlier theories of verbal behavior and language, the empirical limitations observed, and direct comparisons of these issues to the findings
• Explain the rationale for adopting psychological flexibility as a primary treatment outcome
• Describe the six primary flexibility processes that explain them in behavioral terms
• Relate the six primary flexibility processes to key evolutionary concepts
• Describe how flexibility practices touch on specific, measurable behaviors that are socially important
• Give an example of one evidence-based intervention method that could be used by BCBAs that target each of the flexibility processes
• Explain the difference between the focuses of ACT appropriate for behavior analysts versus those that are better left to those in psychotherapy and counseling fields

References:

• Hayes, S. C. (2014). Rule-governed Behavior Cognition, Contingencies, and Instructional Control. Springer Verlag.
• Zettle, R. D., & Hayes, S. C. (2016). The Wiley handbook of contextual behavioral science. Chichester, West Sussex: Wiley Blackwell.
• Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2016). Acceptance and commitment therapy: the process and practice of mindful change. New York: Guilford Press.

• Explain how to describe teaching programs based on relational frame theory to children with and without disabilities
• Describe and implement the various means of assessing relational skills in children
• Describe and implement interventions to improve relational abilities in children
• Demonstrate basic skills on the scope and depth to implementing the PEAK curriculum
• Describe how various research studies were arranged to achieve improvements in intelligence, problem behavior reductions, and new skill acquisitions
• Describe and implement individual and group based interventions to improve psychological flexibility in children
• Explain how to practice the implementation of ACT within the scope of a behavior analyst, understand the boundaries of competency, and working collaboratively with other clinical professionals
• Explain what subsequent research and clinical studies need to be conducted to further the empirical basis of applications of ACT for children
• Explain what subsequent research and clinical studies need to be conducted to further the empirical basis of applications of RFT in children

References:

• Rehfeldt, R. A., & Barnes-Holmes, Y. (2009). Derived relational responding: applications for learners with autism and other developmental disabilities: a progressive guide to change. Reno, NV: Context Press.
• Rehfeldt, R. A., Hayes, L. J., Tarbox, J., & Fryling, M. (Eds.). (2019). Applied Behavior Analysis Of Language And Cognition: core concepts and. Oakland, CA: New Harbinger Publications.
• Turrell, S. L., & Bell, M. (2016). Act for adolescents: treating teens and adolescents in individual and group therapy. Oakland, CA: Context Press.

• Explain and give examples of the 6 ACT processes
• Identify ACT processes in brief verbal snippets
• Identify ACT processes in extended vocal exchanges between BCBA and client
• Describe the 4 quadrants in the ACT Matrix
• Explain how to use the ACT Matrix in role-plays
• List one practical strategy for helping connect with other professionals in ABA workplace environments
• Describe a perspective taking exercise that addresses self-compassion
• Describe 2 simple strategies for behavior analysts to contact their values related to work and family

References:

• Polk, K. L., Schoendorff, B., Webster, M., & Olaz, F. O. (2016). The essential guide to the Act matrix: a step-by-step approach to using the Act matrix model in clinical practice. Oakland: New Harbinger Publications.
• Torneke, Niklas. (2018). Metaphor In Practice: a professionals guide to using the science of language in psychotherapy.
• Hayes, S. C., Strosahl, K. D., Wilson, K. G. (2016). Acceptance and commitment therapy: the process and practice of mindful change. New York: Guilford Press.

• Demonstrate experiential exercises designed to promote flexibility in staff
• Explain how the use of ACT with direct care staff and other caregivers may benefit their work with clients with severe developmental disorders
• Describe how to use ACT in behavioral coaching for exercise
• Demonstrate how to role-play “acceptance” training practices and emphasize specific, measurable behaviors that are socially important
• Demonstrate how to role-play “defusion” training practices and emphasize specific, measurable behaviors that are socially important
• Demonstrate how to role-play “valuing” training practices and emphasize specific, measurable behaviors that are socially important
• Discuss Ostrom’s 8 design principles as a blueprint for implementing OBM 2.0 strategies

References:

• Atkins, Paul, W. B. (2019). Prosocial: using evolutionary science to build productive, equitable, and collaborative groups.: Oakland, CA: New Harbinger Publications.
• Szabo, T. G. (in press). Acceptance and commitment training for reducing inflexible behaviors in children with autism. Journal of Contextual Behavior Science.
• Wilson, D. S. & Hayes, S. C. (Eds.). (2018). Evolution and contextual behavioral science: An integrated framework for understanding, predicting, and influencing human behavior. Oakland, CA: Context Press / New Harbinger Publications.

• Identify common forms of resistance from parents in parent training
• Identify appropriate metaphors and exercises that pertain to the various processes within the hexaflex

References:

• Whittingham, K. (2014). Parents of children with disabilities, mindfulness and acceptance: a review and a call for research.
• Blackledge, J. T., & Hayes, S. C. (2006). Using acceptance and commitment training in the support of parents of children diagnosed with autism. Child and Family Behavior Therapy, 28(1), 1–18.
• Coyne, L.W., McHugh, L., & Martinez, E.R. (2011). Acceptance and commitment therapy (ACT): advances and applications with children, adolescents, and families. Child Adolescent Psychiatric Clinics of North America, 20(2) 379-399.

• Identify the ways that ACTraining can fit within the scope of practice of ABA and is consistent with Baer, Wolf, & Risley (1968)
• Compare and contrast ways that ACT moves are or are not within the scope of practice of a behavior analyst

References:

• Hayes, S. C., Strosahl, K.,& Wilson, K. G. (2012). Acceptance and Commitment Therapy: The process and practice of mindful change (2nd edition). New York: Guilford Press.
• Wilson, D. S. & Hayes, S. C. (Eds.). (2018). Evolution and contextual behavioral science: An integrated framework for understanding, predicting, and influencing human behavior. Oakland, CA: Context Press / New Harbinger Publications.
• 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.

• Identify opportunities to use ACT interventions with clients diagnosed with chronic and persistent mental illness
• Describe how to use values clarification and identifying obstacles to behavior change to build treatment motivation with clients diagnosed with chronic and persistent mental illness

References:

• Bach, P. & Hayes, S. C., & Gallop, R. (2012).  Long-term effects of brief Acceptance and Commitment Therapy for Psychosis.  Behavior Modification,36, 165-181.
• Bach, P. A. (2015). “Acceptance and Commitment Therapy for psychosis: applying acceptance and mindfulness sin the context of an inpatient hospitalization” in B. A. Gaudiano (Ed.) Incorporating Acceptance and Mindfulness into the Treatment of Psychosis: Current Trends and Future Directions. New York, NY: Oxford University Press, pp. 57 – 80.
• Bach, P. A., & Moran, D. J. (2008). ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy.  Oakland, CA: New Harbinger