ACT BootCamp® for Behavior Analysts – Ft. Lauderdale

Up to 32
CE Hours available ( How do I get my CE? )
Steven C. Hayes, PhD Cofounder of ACT, leader of contextual behavioral science, and renowned author
Ruth Anne Rehfeldt, PhD, BCBA-D Behavior analyst, professor, and author
Thomas Szabo, PhD, BCBA-D Behavior analyst, trainer, and author
Jonathan Tarbox, PhD, BCBA-D Behavior analyst, trainer, and author

About This Workshop

Join us for this 4-day ACT BootCamp® for Behavior Analysts workshop in sunny Ft. Lauderdale, Florida, with Steven C. Hayes, Ruth Anne Rehfeldt, Tom Szabo, Jonathan Tarbox and more.

This workshop is designed to provide behavior analysts a foundational understanding of acceptance and commitment training (ACT). ACT began over three decades ago as a behavior analytic approach to intervention in verbally-able populations who might need excessive rule-governed behavior to be diminished in order to better contact and be regulated by direct contingencies. Its conceptual and empirical basis has strengthened considerably since 1982, and it is now fully entering into the armamentarium of BCBAs in areas such as the following:
  • Parent training
  • Staff management and development
  • Organizational work
  • Work with developmentally delayed populations and the chronically mentally ill
  • Educational settings with special needs students
ACT is a method for changing behavior by increasing psychological flexibility, meaning larger patterns of values-based behavior that fit the current context and are resistant to needless disruption by private events. Increasing research (including research published in behavior analytic journals) has shown that psychological flexibility is a key component in altering behavior across a wide variety of populations.

This workshop will give the behavior analyst a deeper understanding of the roots of ACT—including how verbal behavior as extended by relational frame theory (RFT) and radical behaviorism as extended into functional contextualism provides a solid foundation conceptually and philosophically. Behavior analysts will also learn skills and techniques they can use to increase psychological flexibility with their clients while still staying within their scope of practice.Experiential exercises provide attendees a hands-on way of understanding how ACT techniques influence psychological flexibility and overt behavior. Didactic presentations will range from a basic understanding of RFT, ACT, and functional contextualism to how BAs can apply these skills with specific populations.

Evening breakout sessions will cover topics such as scope of practice, ethics, and supervision. This workshop includes 4 hours of ethics and 3 hours of supervision CE credits.

Prior to registering, please review speaker-planner conflict of interest disclosures and complete CE information.

The large room block for this event has sold out! If you are still in need of a guestroom, you will need to reserve one at the hotel's best available rate. Parking at the hotel is an additional $15/day for all attendees.

Program

7 November | Day 1, Thursday 

Steven C. Hayes | Intro. to ACT and the Psychological Flexibility Model | 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 (2 Ethics CE hours)

8:45 am – 9:45 am: A Brief Behavioral History of ACT / RFT

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 | Tim Weil

8 November | Day 2, Friday 

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

9 November | Day 3, Saturday  

Tom Szabo & Jonathan Tarbox | 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: Physicalizing Metaphors with Parents and Kids with IDD

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

10 November| Day 4, Sunday 

Tom Szabo, Jonathan Tarbox & Kristen Lancaster | 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

Learning Objectives

Participants will be able to:

DAY 1:

    1. 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
    2. Describe the shortcomings of earlier theories of verbal behavior and language, the empirical limitations observed, and direct comparisons of these issues to the findings
    3. Explain the rationale for adopting psychological flexibility as a primary treatment outcome
    4. Describe the six primary flexibility processes that explain them in behavioral terms
    5. Relate the six primary flexibility processes to key evolutionary concepts
    6. Describe how flexibility practices touch on specific, measurable behaviors that are socially important
    7. Give an example of one evidence-based intervention method that could be used by BCBAs that target each of the flexibility processes
    8. 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

EVENING 1:

      1. Identify common forms of resistance  from parents in parent training

      2. Identify appropriate metaphors and exercises that pertain to the various processes within the hexaflex

DAY 2:

      1. Explain how to describe teaching programs based on relational frame theory to children with and without disabilities
      2. Describe and implement the various means of assessing relational skills in children
      3. Describe and implement interventions to improve relational abilities in children
      4. Demonstrate basic skills on the scope and depth to implementing the PEAK curriculum
      5. Describe how various research studies were arranged to achieve improvements in intelligence, problem behavior reductions, and new skill acquisitions
      6. Describe and implement individual and group based interventions to improve psychological flexibility in children
      7. 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
      8. Explain what subsequent research and clinical studies need to be conducted to further the empirical basis of applications of ACT for children
      9. Explain what subsequent research and clinical studies need to be conducted to further the empirical basis of applications of RFT in children

EVENING 2:

      1. Describe three important considerations in the development of ACT training for human services staff (Supervision)
      2. Identify two key questions for organizational leaders that evoke augmentals for designing ACT-consistent organizational culture (supervision)

DAY 3:

      1. Explain and give examples of the 6 ACT processes
      2. Identify ACT processes in brief verbal snippets
      3. Identify ACT processes in extended vocal exchanges between BCBA and client
      4. Describe the 4 quadrants in the ACT Matrix
      5. Explain how to use the ACT Matrix in role-plays
      6. During role-plays using the ACT Matrix, re-state metaphors and construct physical exercises to illustrate ACT repertoires
      7. Implement ACT games suitable for use with children in school settings

EVENING 3:

      1. Identify opportunities to use ACT interventions with clients diagnosed with chronic and persistent mental illness
      2. 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

DAY 4:

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

Prerequisites

A background in behavior analysis is strongly recommended.

Audience

For behavior analyst professionals and students, beginner to advanced.

Recommended Reading

Dixon, M. R., & Paliliunas, D. (2018). AIM: A Behavior Analytic Curriculum for Social-Emotional Development in Children. Carbondale, IL: Shawnee Scientific Press.

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational Frame Theory: A Post-Skinnerian account of human language and cognition. New York: Plenum Press.

Hayes, S. C. & Brownstein, A. J. (1986). Mentalism, behavior‑behavior relations and a behavior analytic view of the purposes of science. The Behavior Analyst, 9, 175‑190.

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.

Friman, P. C., Hayes, S. C., & Wilson, K. G. (1998). Why behavior analysts should study emotion: The example of anxiety. Journal of Applied Behavior Analysis, 31, 137-156. doi: 10.1901/jaba.1998.31-137  Rehfeldt, R. A., & Barnes-Holmes, Y. (2009).  Derived relational responding: Applications for learners with autism and other developmental disabilities: A progressive guide to change. Oakland: New Harbinger Publications.

References

Dixon, M. R., & Paliliunas, D. (2018). AIM: A Behavior Analytic Curriculum for Social-Emotional Development in Children. Carbondale, IL: Shawnee Scientific Press.

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.

Szabo, T. G. (in press). Acceptance and commitment training for reducing inflexible behaviors in children with autism. Journal of Contextual Behavior Science.

Tarbox, J., Dixon, D., Sturmey, P., & Matson, J (2014). Handbook of early intervention for autism spectrum disorders. New York: Springer.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.

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 events@praxiscet.zendesk.com to cancel a registration.

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November 7–10, 2019
8:00am–4:30pm
Gallery One Fort Lauderdale
2670 E Sunrise Blvd
Fort Lauderdale, Florida 33304
Room block sold out!

Available Discounts

  • Groups of 3 or more professionals receive 20% off at checkout
  • Register before September 26 for a $50 discount.
  • Student registrations are not eligible for ANY discounts
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