It Has To Be Said

Previously known as Rants with Justin & Joe, It Has to be Said with Justin & Joe is a monthly podcast during which Justin, Joe, and their guests discuss topics that are pertinent to behavior analysis and intervention for autistics/individuals diagnosed with autism spectrum disorder. Each episode involves an open and frank discussion about the topic. It Has to be Said with Justin & Joe is available wherever you stream podcasts! Donations are appreciated (www.classy.org/give/237784). Your donation helps support research projects and free training products like our free 40 hour RBT training and 8 hour Supervisor training – every little bit helps! CEUs for It Has to be Said with Justin & Joe are available at www.autismpartnershipfoundation.org/podcast/. Episode Title: The Artful Practitioner: Behavioral Artistry in ABA During this episode we chat with Amy Bukszpan. She is currently the National Director of ABA Center Development at Butterfly Effects as well as an adjunct advisor and professor at the Institute for Applied Behavioral Science at Endicott College. Amy’s research focus is on compassionate care and training, focusing on behavioral artistry and rapport building to increase client outcomes, decrease interfering behaviors, and improve job quality for employees. We discuss all things behavioral artistry with Amy. You won’t want to miss this one! CEU OBJECTIVES: Listeners will be able to describe some therapeutic skills associated with behavioral artistry. Listeners will be able to identify at least one method to use to develop behavioral artistry skills. Listeners will be able to describe some concerns with the absence of behavioral artistry skills as it relates to ABA-based interventions for autistic individuals. RESOURCES: Bukszpan, A. R., Anderson, A., Moon, E., Kaplan, A., & Leaf, J. B. (2023). Training behavior technicians to become behavior artists through the teaching interaction procedure. Behavioral Interventions, 38(4), 1-17. https://doi.org/10.1002/bin.1963 Callahan, K., Foxx, R. M., Swierczynski, A., Aerts, X., Mehta, S., McComb, M. E., Nichols, S. M., Segal, G., Donald, A., & Sharma, R. (2019). Behavioral artistry: Examining the relationship between the interpersonal skills and effective practice repertoires of applied behavior analysis practitioners. Journal of Autism and Developmental Disorders, 49(9), 3557-3570. https://doi.org/10.1007/s10803-019-04082-1 Foxx, R. M. (1985). The Jack Tizzard memorial lecture: Decreasing behaviours: Clinical, ethical, and environmental issues. Australia and New Zealand Journal of Developmental Disabilities, 10, 189–199. Foxx, R. M. (1998). Twenty-five years of applied behavior analysis: Lessons learned. Discriminanten, 4, 13–31. https://autismpartnershipfoundation.org/shop

Previously known as Rants with Justin & Joe, It Has to be Said with Justin & Joe is a monthly podcast during which Justin, Joe, and their guests discuss topics that are pertinent to behavior analysis and intervention for autistics/individuals diagnosed with autism spectrum disorder. Each episode involves an open and frank discussion about the topic. It Has to be Said with Justin & Joe is available wherever you stream podcasts! Donations are appreciated (www.classy.org/give/237784). Your donation helps support research projects and free training products like our free 40 hour RBT training and 8 hour Supervisor training – every little bit helps! CEUs for It Has to be Said with Justin & Joe are available at www.autismpartnershipfoundation.org/podcast/.

Previously known as Rants with Justin & Joe, It Has to be Said with Justin & Joe is a monthly podcast during which Justin, Joe, and their guests discuss topics that are pertinent to behavior analysis and intervention for autistics/individuals diagnosed with autism spectrum disorder. Each episode involves an open and frank discussion about the topic. It Has to be Said with Justin & Joe is available wherever you stream podcasts! Donations are appreciated (www.classy.org/give/237784). Your donation helps support research projects and free training products like our free 40 hour RBT training and 8 hour Supervisor training – every little bit helps! CEUs for It Has to be Said with Justin & Joe are available at www.autismpartnershipfoundation.org/podcast/. During this episode we chat with Hank Schlinger and Elbert (Eb) Blakely. Hank is a Professor in the Department of Psychology at California State University, Los Angeles and the author of Introduction to Scientific Psychology, A Behavior Analytic View of Child Development, and How to Build Good Behavior and Self-Esteem in Children. Eb is an Assistant Professor at Florida Institute of Technology, where he teaches courses in applied behavior analysis, radical behaviorism, and behavior pharmacology. He also provides consultation to organizations and providers who deliver ABA services to children and adults. We chat with Hank and Eb about a Mediational Account of Equivalence and Verbal Relations. A mediational theory of equivalence relations and transformation of function CEU OBJECTIVES: Listeners will be able to describe a mediational account of equivalence and verbal relations. Listeners will be able to describe at least one example of how a mediational account of equivalence and verbal relations relates to practice. Listeners will be able to how a mediational account of equivalence and verbal relations differs from other accounts of so-called emergent or derived relations. RESOURCES: Article in press Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of speech and hearing research, 14(1), 5 - 13. https://doi.org/https://doi.org/10.1044/jshr.1401.05 Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185 - 241. https://doi.org/10.1901/jeab.1996.65-185 Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. New York: Plenum. Blakely, E., & Schlinger, H. (1987). Rules: Function-altering contingency-specifying stimuli. The Behavior Analyst, 10(2), 183-187. https://doi.org/10.1007/BF03392428 Schlinger, H. D., Jr., & Blakely, E. (1994). A descriptive taxonomy of environmental operations and its implications for behavior analysis. The Behavior Analyst, 17(1), 43-57. https://doi.org/10.1007/BF03392652 Schlinger, H. D. (2008). Listening is behaving verbally. The Behavior Analyst, 31(2), 145-161. https://doi.org/10.1007/bf03392168 McIntire, K. D., Cleary, J., & Thompson, T. (1987). Conditional relations by monkeys: Reflexivity, symmetry, and transitivity. Journal of the Experimental Analysis of Behavior, 47(3), 279 - 285. https://doi.org/10.1901/jeab.1987.47-279

During this episode we chat with Jessica Piazza and John McEachin. Jessica is the Project Manager for Certification for the Progressive Behavior Analyst Autism Council® (PBAAC®) and John is the President of the PBAAC. The PBAAC was established to provide credentials in the field of ABA as it applies to progressive intervention for individuals diagnosed with ASD. We ask Jessica and John about all things PBAAC including how it differs from other certifications in the field, what the future looks like for the PBAAC, and how others can learn more about the PBAAC and progressive ABA. CEU OBJECTIVES: Listeners will be able to identify the possible benefits and limitations of certification. Listeners will be able to identify at least 2 distinguishing features of a progressive approach to ABA. Listeners will be able to identify at least 2 ways in which the PBAAC certifications are different than currently available certifications. RESOURCES: https://progressivebehavioranalyst.org Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala'i-Rosales, S., Ross, R. K., Smith, T., & Weiss, M. J. (2016). Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders, 46(2), 720 - 731. https://doi.org/10.1007/s10803-015-2591-6 Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., & Taubman, M. (2016). A progressive approach to discrete trial teaching: Some current guidelines. International Electronic Journal of Elementary Education, 9(2), 361 - 372. http://iejee.com/index/makale/344/a-progressive-approach-to-discrete-trial-teaching-some-current-guidelines Milne, C. M., Leaf, J. B., Weiss, M. J., Ferguson, J. L., Cihon, J. H., Lee, M. S., Leaf, R., & McEachin, J. (2022). A preliminary evaluation of conventional and progressive approaches of discrete trial teaching for teaching tact relations with children diagnosed with autism. Education and Treatment of Children, 45(4), 357-381. https://doi.org/10.1007/s43494-022-00084-4 Ferguson, J. L., Cihon, J. H., Majeski, M. J., Milne, C. M., Leaf, J. B., McEachin, J., & Leaf, R. (2022). Toward efficiency and effectiveness: Comparing equivalence-based instruction to progressive discrete trial teaching. Behavior Analysis in Practice, 15(4), 1296-1313. https://doi.org/10.1007/s40617-022-00687-8

During this episode we had the privilege to talk with Jessica Cauchi. Jess is the director at Atlas Behavior Consultation and has over 25 years of experience using applied behaviour analysis to teach children, teens, and adults with autism and other developmental disabilities. Jess’ passion in clinical work is driven by a need to provide highly individualized clinical services, in a respectful instructional format. She is most focused on the development of real-life skills, choose targets for teaching that will matter for her clients and help improve their short and long term quality of life. We chat with Jess about her new book A Clinician’s Guide to Sexuality and Autism and other topics related to sexuality, ABA, and autism. CEU OBJECTIVES: Listeners will be able to identify some barriers to teaching skills related to sex and sexuality. Listeners will be able to identify some important skills related to sex and sexuality. Listeners will be able to identify some evidence-based methods for teaching skills related to sex and sexuality and challenges related to using these methods for some of those skills.

The 8th and final chapter of our second season is bringing back Christine Milne, Jeremy Leaf, and Jonathan Rafuse for another round of curriculum discussion! The panelists will expand on the previous discussion about the development of innovative curriculum for ABA-based intervention for autistics/individuals diagnosed with ASD. Like last time, the audience will be encouraged to ask our guests questions about the development and scope and sequence of curriculum. CEU OBJECTIVES At the completion of the discussion the audience members will identify at least one new approach to targeting learning how to learn skills for autistics/individuals diagnosed with ASD. At the completion of the discussion the audience members will identify at least one new approach to targeting social skills for autistics/individuals diagnosed with ASD.

Chapter 6 of Rants with Justin and Joe will feature special guest Melissa Saunders. During this Rants, Justin, Joe, and Melissa will discuss the complicated role of a behavior analyst providing supervision. Today’s supervision context for behavior analysts can be a complex endeavor creating many challenges for the supervising behavior analyst. The discussion will include challenges unique to behavior analysts providing supervision, tips to address these challenges and maximize the effectiveness of your supervision, and any questions from the live audience. CEU OBJECTIVES At the completion of the discussion the audience members will identify at least one challenge unique to behavior analysts providing supervision. At the completion of the discussion the audience members will identify at least one approach to address challenges to behavior analysts providing supervision. At the completion of the discussion the audience members will identify at least one maximize the effectiveness of supervision. Gibson, J.A., Grey, I.M., & Hastings, R.P. (2009). Supervisor support as a predictor of burnout and therapeutic self-efficacy in therapists working in ABA schools. Journal of Autism and Developmental Disorders, 39(7), 1024-1030. doi:10.1007/s10803-009-0709-4 Kazemi, E., Shapiro, M., & Kavner, A. (2015). Predictors of intention to turnover in behavior technicians working with individuals working with autism spectrum disorder. Research in Autism Spectrum Disorders, 17, 106-115. doi:10.1016/j.rasd .2015.06.012 Parsons, M. B., Reid, D. H., & Crow, R. E. (2003). Best and worst ways to motivate staff in community agencies: A brief survey of supervisors. Mental Retardation, 41(2), 96-102. Reid, D., Parsons, M., B., & Green. C. (2011). The developmental disabilities supervisor training curriculum: Evidence-based ways to promote work quality and enjoyment among support staff. Washington, CD: American Association on Intellectual and Developmental Disabilities (AAID). Reid, D. H., Parsons, M. B., & Green, C. W., (2012). The supervisor’s guidebook: Evidence-based strategies for promoting work quality and enjoyment among human service staff. Reid, D. H., Parsons, M. B., & Jensen, J. M. (2017). Maintaining Staff Performance Following a Training Intervention: Suggestions from a 30-Year Case Example. Behavior Analysis in Practice, 10(1), 12–21. http://doi.org/10.1007/s40617-015-0101-0

Chapter 4 of Rants with Justin and Joe will feature special guests, Mary Jane Weiss and Thomas Zane!! Justin, Joe, Mary Jane, and Tom will discuss the recent update to the BACB ethics code. Differences between the current code and the 2022 code will be highlighted as well as the BACB’s rationale for the changes. The panelists will also discuss ways in which the new code should influence ethical behavior of behavior analysts CEU OBJECTIVES At the completion of the discussion the audience members will list the major components of the 2022 ethics code. At the completion of the discussion the audience members will explain at least 5 differences between the current ethics code and the 2022 model. At the completion of the discussion the audience members will give the BACB rationale for some of the changes made. At the completion of the discussion the audience members will explain how the new code will influence ethical behavior of behavior analysts in at least 3 ways.

The second chapter of our third season will feature a special guest appearance by Nicholas Liu, a former client at Autism Partnership Hong Kong. Justin and Joe will talk with Nicholas about his experience with autism and receiving behavior analytic intervention. Members of the audience will also be invited to ask Nicholas questions about his unique experience from diagnosis, to treatment, to adulthood. CEU OBJECTIVES 1. At the completion of the discussion the audience members will identify one barrier for which Nicholas attributes autism 2. At the completion of the discussion the audience members will identify one benefit for which Nicholas attributes autism. https://autismpartnershipfoundation.org/podcast/ Disclosure: Nicholas Liu was invited to present his perspective as an educational opportunity on Rants with Justin and Joe. He is not a current or past client of Autism Partnership Foundation.

The first chapter of our third season will feature special guests Drs. John McEachin and Ron Leaf! During this chapter Justin and Joe will talk with John and Ron about their responses to recent (and past) critiques of ABA attendees are likely to come across on social media. The discussion will highlight concerns expressed from various sources, consider the importance of consumers judgements of goals and intervention selection, discuss balancing concerns with the right to effective behavioral treatment, and consider areas of overlap, reconciliation, and discourse. CEU OBJECTIVES At the completion of the discussion the audience members will identify at least one commonly expressed concern expressed from various sources on social media platforms. At the completion of the discussion the audience members will identify at least one strategy to balance consumer judges’ concerns with the right to effective behavioral treatment. At the completion of the discussion the audience members will identify areas of overlap, reconciliation, and discourse with respect to consumers’ judgments of the acceptability of a program’s goals and procedures. Research Discussed: https://autismpartnershipfoundation.org/rants3-1-research/

The sixth and final chapter of our second season will feature guests Christine Milne, Jeremy Leaf, and Jonathan Rafuse! Justin and Joe will discuss the development of innovative curriculum for ABA-based intervention for autistics/individuals diagnosed with ASD with Christine, Jeremy, and Jon. The audience will be encouraged to ask our guests questions about the development and scope and sequence of curriculum. CEU OBJECTIVES At the completion of the discussion the audience members will identify at least one new approach to targeting learning how to learn skills for autistics/individuals diagnosed with ASD. At the completion of the discussion the audience members will identify at least one new approach to targeting social skills for autistics/individuals diagnosed with ASD.

The fourth chapter of our second season will feature a special guest appearance by Patricia Wright & Elizabeth Fong! During this chapter Justin, Joe, Patricia, and Elizabeth will discuss cultural humility and other related topics (e.g., diversity, social justice). Audience members will be encouraged to join in the discussion by asking questions for the panel to discuss. Challenges and pathways forward related to cultural humility, diversity, and inclusion will be highlighted during the discussion. CEU OBJECTIVES 1. At the completion of the discussion the audience members will identify challenges related to cultural humility within applied behavior analysis. 2. At the completion of the discussion the audience members will approaches to improve cultural humility, diversity, and equity within the field.

Abstract: The first chapter of our second season will feature a special guest appearance by Sarah Trautman, M.A., BCBA ! During this chapter Justin, Joe, and Sarah will discuss autism treatment in the age of big business. The panelists will take a deep dive into how big business is affecting autism intervention while inviting questions for the audience. Learning Objectives: At the completion of the discussion the audience members will identify what big business is as it relates to autism intervention. At the completion of the discussion the audience members will identify at least two ways big business has affected autism intervention. Resources: Taylor, B. A., Leblanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12, 654 – 666. https://doi.org/10.1007/s40617-018-00289-3