ACT BootCamp® for Behavior Analysts – Reno

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
Ramona Houmanfar, PhD Professor, and director of the behavior analysis program at the University of Nevada, Reno
Evelyn Gould, PhD, BCBA-D, LABA Clinical behavior analyst, researcher, and peer-reviewed trainer
Mark Dixon, PhD, BCBA-D Behavior analysis expert, professor, and serial behavior analysis journal editor
Alison Szarko, MA Senior doctoral student under the direction of Dr. Houmanfar
Donny Newsome, PhD Licensed behavior analyst and Founding Director of Fit Learning™
Kendra Newsome, PhD, BCBA-D Licensed behavior analyst and Founding Director of Fit Learning™
Timothy Fuller, PhD, BCBA-D Dr. Timothy Fuller received his PhD from the University of Nevada, Reno and current serves as a Director at Fit Learning.

About This Workshop

Join us for this 4-day ACT BootCamp® for Behavior Analysts workshop in the 'biggest little city in the world', Reno, Nevada, with many leading ACT experts in Behavior Analysis, including ACT co-founder, Steven C. Hayes, Evelyn Gould, Ramona Houmanfar, and Mark Dixon 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.

Formal meals will not be provided at the event. Coffee/tea and light refreshments may be made available at various times.

A guest room block is available at the Whitney Peak Hotel at a discounted rate of $119/night. You can reserve your room using the link at the right, or by calling (775) 398-5400 and using the group code PRAXIS0320. Parking is complementary at the venue for all attendees.

Program

19 March | Day 1, Thursday | Steven C. Hayes | 6.5 CE Hours

7:00 am – 8:00 am: Check-in*

8:00 am – 8:45 am: Orientation: Why ACT and RFT Matters for Behavior Analysts

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)*

Optional Evening Workshop | 2 CE Hours

4:45 pm – 6:45 pm: Using ACT in a Behavioral Practice | Donny Newsome, Kendra Newsome & Timothy Fuller (FIT Learning)

20 March | Day 2, Friday | Ramona Houmanfar & Alison Szarko | 6.5 CE Hours

7:30 am – 8:00 am: Check-in*

8:00 am – 9:45 am: ACT in Organizations: Management of Well-Being (2 CE Supervision Hours)

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: Management of Burnout in Organizations

12:00 pm – 1:30 pm: Lunch Break*

1:30 am – 2:45 pm: Management of Biases as Related to Burnout and Cooperation in Organizations

2:45 pm – 3:00 pm: Afternoon Break*

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

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

Optional Evening Workshop | 2 CE Hours:

4:45 pm – 6:45 pm: RFT and ACT in Behavioral Language Training with Children | Donny Newsome, Kendra Newsome & Timothy Fuller (FIT Learning)

21 March | Day 3, Saturday | Evelyn Gould | 6.5 CE Hours

7:30 am – 8:00 am: Check-in*

8:00 am – 9:45 am: ACT for Parents

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: ACT for Parents Continued

12:00 pm – 1:30 pm: Lunch Break*

1:30 pm – 2:45 pm: ACT for Adolescents and Individuals with High-Functioning ASD

2:45 pm – 3:00 pm: Afternoon Break*

3:00 pm – 4:30 pm: ACT for Fostering Diversity and Inclusion in ABA (2 CE Ethics Hours)

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

Optional Evening Workshop | 2 CE Ethics Hours

4:45 pm – 6:45 pm: ACT and Scope of Practice | Steven Hayes, Evelyn Gould, Ramona Houmanfar, Mark Dixon, Kendra Newsome, Donny Newsome and Timothy Fuller

22 March | Day 4, Sunday | Mark Dixon | 6.5 CE Hours

7:30 am – 8:00 am: Check-in*

8:00 am – 9:45 am: Introduction to Derived Stimulus Relations, RFT & PEAK

9:45 am – 10:00 am: Morning Break*

10:00 am – 12:00 pm: PEAK to ACT: When Traditional ABA Begins to Necessitate & Inclusion of ACT

12:00 pm – 1:30 pm: Lunch Break*

1:30 pm – 2:45 pm: Applying ACT to Children with Autism, Social Emotional Challenges, and other Intellectual and Developmental Disabilities

2:45 pm – 3:00 pm: Afternoon Break*

3:00 pm – 4:30 pm: ACT as a System-Level Intervention for Children in Schools and Camps

No evening session on last night.

*Not available for CE

Learning Objectives

Day 1 | Introduction to ACT and the Psychological Flexibility Model | Steven C. Hayes
  • 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 empirical and conceptual limits of behavioral theories of verbal behavior and how relational framing handled them.
  • Explain the rationale for adopting psychological flexibility as a primary treatment focus in clients with sufficient verbal ability.
  • 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.
Day 2 | ACT in Organizations | Ramona Houmanfar & Alison Szarko
  • Describe biases measurement of biases as related to burnout and cooperation in organizations.
  • Describe and apply the core processes of ACT as related to well-being as related to burnout, cooperation and client service.
  • Describe the combination of ACT with CDPs as related to organizational contexts that promote equity and respect among groups
  • Describe how ACT and CDPs model applies to management of teams in organizations
  • Determine a few strategies for measuring behavior and organizational results, including ways these can be measured, the frequency of measurement, and who will be responsible for collecting and reporting the data
  • Identify the potential benefits of adopting the ACT & CDP approach in their organization, and beyond
  • Describe what well-being is in an organizational context

References:

  • Houmanfar, R., A., & Mattaini, M. (Eds.) (2018). Leadership & Cultural Change: Managing Future Well-Being. Philadelphia, PA: Taylor & Francis Group.
  • Rafacz, S., Houmanfar, R., & Smith, G., Levin, M.(2018). Assessing the Effects of Motivative Augmentals, Pay for-Performance, and Implicit Verbal Responding on Cooperation. The Psychological Record, 69, 49-66. DOI:10.1007/s40732-018-0324-x.
  • Maraccini, A. M, Houmanfar, R. A., Kemmelmeier, M., Piasecki M.,& Slonima,A. E (2018). An inter-professional approach to train and evaluate communication accuracy and completeness during the delivery of nurse-physician student handoffs. Journal of Interprofessional Education & Practice, 12, 65–72.
Day 3 | ACT for Parents and Adolescents | Evelyn Gould
  • Discuss the role of private events in problematic behavior in parents 
  • List the key components of an effective ACT-informed parent-practitioner alliance
  • Explain how ACT can decrease treatment interfering behaviors and increase effective parent involvement in ABA treatment programs. 
  • Design and demonstrate at least one ACT-based intervention for parents, to be used within the context of ABA treatment settings. 
  • Discuss the importance of considering developmental factors when working with adolescents from an ACT perspective. 
  • Explain the benefits and importance of integrating ACT with more traditional ABA approaches 
  • Identify and discuss issues of diversity and inclusion within the field of ABA.  
  • Identify ways that behavior analysts can create contexts more sensitive to issues of diversity and inclusion 

References:

  • Coyne, L. W., & Wilson, K. G. (2004). The role of cognitive fusion in impaired parenting: an RFT analysis. International Journal of Psychology and Psychological Therapy, 4(3), 469-486.
  • Gould, E. R., Tarbox, J., & 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.
  • Hayes, L. L., & Ciarrochi, J. V. (2015). The thriving adolescent: Using acceptance and commitment therapy and positive psychology to help teens manage emotions, achieve goals, and build connection. New Harbinger Publications.
Day 4 | From PEAK to ACT | Mark Dixon
  • Explain how ACT can be used for young adult and adult populations of persons with a wide range of disabilities
  • Describe how the seemingly complex concepts of ACT and the foundational RFT mechanisms can be tailored to persons with compromised verbal abilities and cognitive delays
  • Explain how to collect data on direct behavioral outcomes, indirect self-reports, and social validity for ACT interventions
  • Explain how the use of ACT with direct care staff and other caregivers may benefit their work with clients with severe developmental disorders
  • 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

References:

  • Dixon, M. R., & Paliliunas, D. (2018). AIM: A Behavior Analytic Curriculum for Social-Emotional Development in Children. Carbondale, IL: Shawnee Scientific Press.
  • McKeel, A. & Matas, J. Behav Analysis Practice (2017) 10: 252. https://doi.org/10.1007/s40617-017-0194-8
  • Dunkel-Jackson, S., & Dixon, M. R., Promoting generalized advanced language skills of children in intensive behavioral intervention with Promoting the Emergence of Advanced Knowledge Generalization Module (PEAK–G). Behavior Analysis in Practice.
Evening Session 1: Using ACT in a Behavioral Practice | Donny, Kendra Newsome and Timothy Fuller (Fit Learning)
  • Describe and implement brief, low-effort exercises and tools focused on the core processes of ACT with staff
  • Explain how to build a model of ACT implementation for the organization that addresses the six core ACT processes

References:

  • Hayes S.C., Bond, F., Barnes-Holmes, D.  & Austin, J. (2006) Acceptance and Mindfulness at Work: Applying Acceptance and Commitment Therapy and Relational Frame Theory to Organizational Behavior Management. The Haworth Press, Inc. New York
  • McHugh, L., Stewart, I. (2012). The Self and Perspective Taking: Contributions and Applications from Modern Behavioral Science. Context Press
  • Zettle, R. D., & Hayes, S. C. (2016). The Wiley handbook of contextual behavioral science. Chichester, West Sussex: Wiley Blackwell
Evening Session 2: RFT and ACT in Behavioral Language | Donny and Kendra Newsome (Fit Learning)
  • Explain how to distinguish between a task-analysis and component-composite analysis
  • Explain how to employ behavioral measures for evaluating the impact of ACT interventions

References:

  • Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). Relational Frame Theory: A Post Skinnerian Account of Language and Cognition. New York, NY: Kluwer Academic / Plenum
  • Törneke, N. (2010). Learning RFT: An introduction to relational frame theory and its clinical applications. Oakland, CA: Context Press
  • Torneke et al (2018) Rule governed behavior and psychological problem
Evening Session 3: ACT and Scope of Practice | Steven C. Hayes, Evelyn Gould, Ramona Houmanfar, Mark Dixon, Donny Newsome and Kendra Newsome
  • Describe the ethical considerations for delivering ACT training within scope of practice and scope of competence of a BCBA
  • Explain how to link the ACT model to competencies of BCBAs as specified by the BACB task list

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.

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 Up to 32 CE Hours by the following:

  • APA – Psychologists
  • BACB – Behavior Analysts
  • NBCC – National Counselors
  • NAADAC – Drug & Alcohol Counselors
  • NY State – Counselors and Social Workers
  • Other State Level Counselors, MFTs, and Social Workers
  • WESPSB – Educators
  • ACCME – Physicians
  • ANCC – Nurses
  • Social Work - The state of CA recognizes APA for Social Work approval
  • Social Work - An application has been submitted to the Nevada BOARD OF EXAMINERS FOR SOCIAL WORKERS.

Prerequisites

A background in behavior analysis is strongly recommended.

Audience

For behavior analyst professionals and students, beginner to advanced.

Recommended Reading

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.

References

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.

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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March 19–22, 2020
8:00am–6:45pm
Whitney Peak Hotel
255 N Virginia Street
Reno, Nevada 89501
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Available Discounts

  • Groups of 3 or more professionals who register and pay together, receive 20% off at checkout
  • Register before February 6 for a $50 discount on professional registrations
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