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1 Special Event Invited Events and Tutorials Invited Events and Tutorials are listed below, by area. AUT: Autism #468 Tutorial 5/25/2009 3:30 p.m. - 4:20 p.m. West 301 CD AUT; Applied Behavior Analysis BACB CE Offered. CE Instructor: Mark L. Sundberg, Ph.D., BCBA Why Children With Autism Often Fail to Acquire a Functional Intraverbal Repertoire Chair: William H. Ahearn (New England Center for Children) MARK L. SUNDBERG (Sundberg and Associates) Dr. Mark L. Sundberg received his doctorate degree in Applied Behavior Analysis from Western Michigan University (1980). He is the author of the Verbal Behavior Milestones Assessment and Placement Program (the VB-MAPP), and the co-author of The ABLLS; Teaching Language to Children with Autism or Other Developmental Disabilities; and A Collection of Reprints on Verbal Behavior. He has published over 45 professional papers, including a chapter titled “Verbal Behavior” in Cooper, Heron, & Heward (2007). He is the founder and past editor of the journal The Analysis of Verbal Behavior, a twice past- president of The Northern California Association for Behavior Analysis, a past-chair of the Publication Board of ABAI, and was a member of the committee that developed the BACB Task Lists. Dr. Sundberg has given over 500 conference presentations and workshops, and taught 80 college courses on behavior analysis, verbal behavior, sign language, and child development. His awards include the 2001 “Distinguished Psychology Department Alumnus Award” from Western Michigan University. Abstract: Many children with autism acquire an extensive vocabulary of mands, tacts, and listener discriminations, but have difficulty answering WH questions or engaging in meaningful conversational behavior. In addition, the intraverbal behavior they do have may be rote, scripted, or irrelevant to the preceding verbal context. This tutorial will present several examples of intraverbal problems experienced by children with autism along with an analysis of why these problems are occurring and suggestions for possible intervention programs. It will be proposed that the stimulus control relevant to intraverbal behavior involves primarily verbal conditional discriminations where one antecedent verbal stimulus alters the evocative effect of another antecedent verbal stimulus, and that this type of discrimination requires special training for many children with language delays. It will also be suggested that intraverbal development in typically developing children can serve as a guide for sequencing these complex discriminations for purposes of intraverbal assessment and intervention. #255 Invited Presenter 5/24/2009 2:30 p.m. - 3:20 p.m. West 301 AB AUT; Applied Behavior Analysis BACB CE Offered. CE Instructor: Bridget A. Taylor, Ph.D., BCBA “Do This,” But Don’t Do That: Moving Beyond Imitation to Observational Learning With Children With Autism Chair: William H. Ahearn (The New England Center for Children) BRIDGET A. TAYLOR (Alpine Learning Group) Dr. Bridget A. Taylor has specialized in the education and treatment of children with autism for the past twenty-two years. She is co-founder and Executive Director of Alpine Learning Group a highly regarded education and treatment center for children with autism in New Jersey. Dr. Taylor holds a Doctorate of Psychology from Rutgers University, and received her Masters degree in Early Childhood Special Education from Columbia University. She is a Board Certified Behavior Analyst and serves on the editorial boards of the Journal of Applied Behavior Analysis, Behavioral Interventions, and Behavior Analysis in Practice. She is also a member of the Autism Advisory Group for the Cambridge Center for Behavioral Studies, is a member of the Expert panel of the National Autism Center’s National Standards Project, and is a board member of the Association for Science in Autism Treatment. Dr. Taylor has authored numerous research articles and book chapters related to autism. Abstract: It is commonly recognized that children with autism present with significant deficits in imitation and observational learning. Influenced by Bear and Sherman’s 1964 study on generalized imitation, most modern curricula for children with autism incorporate instruction in a variety of imitative response topographies. Less common in applied research and practice, however, are procedures to ensure that children with autism learn to acquire novel responses through observational learning. Observational learning encompasses generalized imitation, yet exceeds it, requiring subtle discriminations about observed actions and their outcomes. To shift from learning in a one-on-one context to a group setting, for example, a child must identify contingencies as applied to another, and then incorporate into their own repertoire novel responses related to that contingency without directly contacting it themselves. While complex, observational learning is essential for the child with autism to learn more intricate social and academic repertoires. This presentation will outline instructional programs that move beyond direct imitation to the skills essential for observational learning. Specific procedures to increase observational learning in children with autism across a variety of responses will be reviewed. BPH: Behavioral Pharmacology #11 Tutorial 5/23/2009 1:00 p.m. - 1:50 p.m. West 301 CD BPH; Experimental Analysis BACB CE Offered. CE Instructor: Raymond C. Pitts Ph.D. Behavioral Mechanisms of Drug Action: What Are They and How Do We Identify Them? Chair: Jesse Dallery (University of Florida) RAYMOND C. PITTS (University of North Carolina Wilmington) Dr. Raymond C. Pitts received his Ph.D. in Psychology from the University of Florida in 1989. After a 2-year post-doctoral fellowship in the Department of Physiology and Pharmacology at the Wake Forest Medical School, he took a job as a Research Assistant Professor in the Department of Psychology at the University of North Carolina Chapel Hill. In 1996, he moved to the Department of Psychology at the University of North Carolina Wilmington, and has been there ever since. He achieved his current rank of Professor in 2005. Dr. Pitts has served on the Editorial Boards of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, and routinely reviews for a variety of other journals, including Behavioural Processes and Psychopharmacology. His work has been supported by grants from the National Institute on Drug Abuse, and has been published in journals such as Journal of the Experimental Analysis of Behavior, Journal of Pharmacology and Experimental Therapeutics, Psychopharmacology, Behavioural Pharmacology, Behavioral Neuroscience, Behavioural Processes, and Experimental and Clinical Psychopharmacology. Abstract: Over 50 years of research in behavioral pharmacology has provided unequivocal evidence that variables such as the environmental context, behavioral history, schedule of reinforcement, type of reinforcer, level of deprivation, and baseline response rate are powerful determinants of the behavioral effects of a variety of drugs. It has been suggested that such effects might profitably be viewed within a general conceptual framework referred to as “behavioral mechanisms “ of drug action. In this tutorial, the concept of behavioral mechanisms of drug action is presented and discussed, several approaches to identifying behavioral mechanisms are reviewed, and the theoretical and applied implications of the concept are considered. It is argued that the promise of this approach has yet to be fully realized, and that this has been due, in part, to the fact that there does not appear to be an agreed upon set of operations and criteria by which a specific behavioral mechanism of a given drug effect might be identified unequivocally. It is suggested, however, that advances in the quantitative analyses of behavior may provide a set of tools that will allow us to elucidate behavior mechanisms of drug action clearly. BPH: Behavioral Pharmacology #180 Invited Presenter 5/24/2009 10:00 a.m. - 10:50 a.m. West 301 AB BPH Biobehaviorally-Based Drug Abuse Prevention Chair: Jesse Dallery (University of Florida) THOMAS H. KELLY (University of Kentucky) Dr. Thomas H. Kelly is the Robert Straus Professor and Vice-Chair of the Department of Behavioral Science in the College of Medicine at the University of Kentucky, Professor of Psychiatry and Psychology, and Scientific Director of the Center for Drug Abuse Research Translation. He also serves as the Director of Research Education, Training and Career Development for the Center for Clinical and Translational Science. He is a clinical behavioral pharmacologist examining drug-behavior interactions and assessing bio- behavioral factors associated with individual differences in drug abuse vulnerability. Abstract: Sensation seeking is a behavioral trait characterized by frequent exposure to novel, complex, ambiguous and emotionally intense stimuli and by a tendency to take risks to obtain such stimulation. High sensation seekers initiate drug use at an earlier age, use drugs at a higher rate, and develop more problems with drug-taking behavior than low sensation seekers. This presentation will examine biobehavioral factors associated with drug abuse vulnerability and sensation seeking status and the application of these factors for enhancing drug abuse prevention efficacy. I will discuss an interdisciplinary series of studies utilizing neurobiology, preclinical and clinical behavioral pharmacology (e.g., drug self-administration, psychopharmacology),
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