[FEAT BC Admin]

In this topic area, discussion is on all issues relating to setting up and running a home-based intervention program. Please feel free to bring up any problems or suggestions. Parents can help each other greatly by sharing information and giving suggestions.

In addition to parents helping parents, A.B.A. professionals on in the Discussion Group can also help provide insight and guidance.

Topic

[Deleted User]

Hi,
Still trying to find a Speech Path…preferably someone who does not charge $75 to get to my house.
If you know of one please email me at: magnolias@telus.net

[Deleted User]

Has anyone ever tried the gluten free and dairy free elimination diet with their child? If you have any information/opinions on it please email me at:
magnolias@telus.net

[Barbara Rodrigues]

Hi Everyone:

Do not forget to register for this workshop. It's going to be great – for those of us who have never had the pleasure of seeing Dr. Newman I hear he is fantastic and we are extremely lucky to have this rare opportunity to hear him speak – so sign up early!! It's also a great experience to take your therapists too for all the hard work they do for our kids each day.

Reminder – to Vancouver area parents and agencies

Dr. Bobby Newman – Do The Right Thing! workshop – Fri. 24 October, 2003.

The first 100 paid registrants receive a free copy of his latest publication – Graduated Applied Behavior Analysis.

Check website for details http://www.ArbutusCoast.com , phone 403-394-9470, or fax 403-394-9471

Arbutus Coast Presentations, Inc.

214- 905 1st St. South, Suite 439

Lethbridge, Alberta T1J 4M7

403-394-9470

403-394-9471

ArbutusCoast@shaw.ca

ArbutusCoast.com

[Mayfawny Goertzen]

PSYCHOLOGIST WANTED

I am looking for a Psychologist for my 7 year old autistic daughter. Are there any recommendations?

Thanks
Mayfawny Goertzen
mayfawnyg@hotmail.com

[Deleted User]

Hello, everybody!
We are looking for a therapist to join our team in Burnaby/Edmonds area. Professional training will be provided. Three references is a must.
Minimum 1 year commitment.
Please contact Alexandra at (604)527-8045 or e-mail at rhinocerus@praisemail.com.

[Deleted User]

The American Pediatric Association (Society? not sure) did a press release last year stating that behavioral intervention was prefered over medications to help children with ADHD cope. Though both are sometimes used they stated that behavioral intervention had long lasting results.
It made no mention of what interventions that were succesful looked like.

[Deleted User]

‘Lovaas ABA’ the hijacking of a protocol by unqualified paraprofessionals or best opportunity for recovery for young children with Autism? Or both?

WARNING: THIS IS LONG AND VERY THOUGHT PROVOKING

I have often seen ‘Lovaas ABA’ reffered to by many on these chat boards as a very small area of the very large field of Applied Behavior Analysis and the only area of Applied Behavior Analysis that is pertinent to treating children with Autism. People who describe ‘Lovaas ABA’ in this manner also tend to refer to all other ABA and its practitioners as ‘Generic’ and not being useful to treating children with Autism. This is a dangerous misconception to entertain. ABA is the science of behaviour. Every single one of its basic principles directly apply to the field of Autism treatment for children as well as any other application of the science such as; safety in industry or training animals. ‘Lovaas ABA’ is a protocol or template that has been proven successful for treating young children with Autism when employed by people who are qualified in Applied Behavior Analysis. Without people who are qualified in Applied Behavior Analysis ‘Lovaas ABA’ becomes a cookie cutter template without merit. It can be dangerous to the child to have unqualified people who lack understanding of the science administer such an extensive and exhaustive protocol without the tools necessary to manage it. I suspect the majority of people engaging providers for ‘Lovaas ABA’ do not understand how to properly credential them. As a result there may be many parents being duped into thinking they are getting the gold standard of Autism treatment for their child when in reality they may not. This situation is most likely to be found in home based programs. As more and more parents are fighting to have Lovaas ABA trained therapists within the school system there is the danger of losing even if you succeed – is your therapist really trained in ABA or does your therapist only have an understanding of the basic mechanics of the Lovaas protocol? There is a huge difference. Many parents may believe their therapists are adequately trained and directed when the opposite may be true. This could prove damaging to your child when behavioural procedures are mismanaged and also be a waste of limited parental resources.

I will demonstrate by giving some quality ABA indicators;

Lovaas ABA providers – program supervisor or consultant
A quality ‘Lovaas ABA’ should be managed at some level by a person with Board certification; either a BCABA or a BCBA or equivalent standard of experience and training AND understand how to implement Lovaas protocol. A Board to credential those practicing ABA was created because people were taking advantage of the demand for Lovaas ABA for children with Autism and calling themselves providers and were not qualified. What is qualified? Look: http://www.bacb.com/
Below are the standards for BCBA and a BCABA certification. Your childs program should have someone with these qualifications actively involved in managing the program not just a token look a few times a year.
Below this extensive info I will also post quality indicators for a quality Lovaas ABA program please look at these also.

Revised Standards for
Board Certified Associate Behavior Analyst™ (BCABA®)

CHANGES IN THE STANDARDS
The current BACB Standards will be posted on the BACB website. The BACB Standards are subject to revision in the sole discretion of the BACB Board of Directors. Whenever possible, advance notice of any substantial standard changes will also be posted at this website.
Eligibility to sit for the BCABA certification examination requires completion of Sections A, and B below and compliance with all other rules and requirements of the BACB.

A. Degree Requirement: Possession of a minimum of a bachelor's degree from any of the following:
1. United States or Canadian institution of higher education fully or provisionally accredited by a regional, state, provincial or national accrediting body; or
2. An institution of higher education located outside the United States or Canada that, at the time the applicant was enrolled and at the time the applicant graduated, maintained a standard of training equivalent to the standards of training of those institutions accredited in the United States.

B. Coursework and Experience Requirements
1. COURSEWORK REQUIREMENT: Acceptable Classroom Instruction and Content. Completion of 90 hours of classroom instruction covering, basic principles of behavior analysis, the application of these basic principles, and ethical issues related to the delivery of behavior analysis programs (See definition of acceptable instruction in Definition of Terms below).
2. EXPERIENCE REQUIREMENT: Completion of the experience requirements specified in either a. or b. below, in a business, educational, health, or human services setting.
a. Completion of no less than 12 months of mentored experience with at least 20 hours per week, 80 hours per month in behavior analysis (See definition of mentored experience in Definition of terms below); or
b. Completion of no less than 6 months of supervised experience with at least 20 hours per week, 80 hours per month in behavior analysis (See definition of mentored experience in Definition of terms below); or
c. A combination of a and b above.

Definitions of Terms

ACCEPTABLE COURSEWORK: Instruction of the type(s) specified in either a, b, or c, below, will be accepted toward the coursework requirement.
a. College or university courses in behavior analysis, that are taken from an institution that meets the requirements specified in Section A.
b. Non-college or university courses approved for this purpose by the State of Florida.
c. A combination of college or university courses and approved courses.
One semester credit is equivalent to 15 hours of instruction and one quarter credit is equivalent to 10 hours of instruction.

MENTORED EXPERIENCE: Acceptable mentored experience must meet all of the following conditions:
a. The applicant’s primary duties during the mentored experience are:
§ Designing, implementing and monitoring behavior analysis programs for persons and/or,
§ Overseeing the implementation of behavior analysis programs by others.
§ Mentored experience includes monthly contacts between the applicant and a mentor who either is a BCBA, or can meet the degree requirements and one of the coursework options for taking the BCBA examination. During the monthly contacts, the mentor discusses and evaluates the behavior analysis programs designed by the applicant.
§ The mentor is not the applicant's subordinate or employee during the mentored experience period. The mentor will not be considered an employee of the applicant if the only compensation received by the mentor consists of payment for mentoring.

SUPERVISED EXPERIENCE: Supervised Experience that meets the following criteria may be substituted for mentored experience on a 2 to one basis. One month of acceptable supervised experience is equivalent to 2 months of acceptable mentored experience, subject to the following conditions:
a. The applicant’s primary duties during the supervised experience are:
§ Designing, implementing and monitoring behavior analysis programs for persons and/or,
§ Overseeing the implementation of behavior analysis programs by others.
b. Supervised experience includes face-to-face meetings for at least two hours every two weeks between the applicant and a supervisor who either is a BCBA, or can meet the degree requirements and one of the coursework options for taking the BCBA examination. During supervision meetings, the supervisor discusses and evaluates the behavior analysis programs designed by the applicant.
c. The supervisor is not the applicant's subordinate or employee during the supervised experience period. The mentor will not be considered an employee of the applicant if the only compensation received by the supervisor consists of payment for supervision.

AND

Revised Standards for Board Certified Behavior Analyst™ (BCBA®)

CHANGES IN THE STANDARDS
The current BACB Standards will be posted on the BACB website. The BACB Standards are subject to revision in the sole discretion of the BACB Board of Directors. Whenever possible, advance notice of any substantial standard changes will also be posted at this website.
Eligibility to sit for the BCBA certification examination requires completion of Sections A and B below and compliance with all other rules and requirements of the BACB.

A. Degree Requirement: Possession of a minimum of a master's degree from any of the following:
1. United States or Canadian institution of higher education fully or provisionally accredited by a regional, state, provincial or national accrediting body; or
2. An institution of higher education located outside the United States or Canada that, at the time the applicant was enrolled and at the time the applicant graduated, maintained a standard of training equivalent to the standards of training of those institutions accredited in the United States.

B. Training and Experience Requirements

OPTION 1: Coursework/Experience
1. Coursework: The applicant must complete 180 classroom hours of graduate level instruction (see Definition of Terms below) in the following content areas and for the number of hours specified:
a. Basic behavior analytic principles – 45 hours
b. The application of behavior analytic principles and methods in applied settings – 45 hours
c. Single-subject research methods – 20 hours
d. Ethical and professional standards issues relevant to the practice of behavior analysis – 10 hours
e. Any other behavior analysis content area – 60 hours
2. Experience: The applicant must complete
a. 18 months of Mentored Experience, or
b. 9 months of Supervised Experience, or
c. A combination of a and b above.
Experience must include at least 20 hours per week, 80 hours per month, in behavior analysis.

See definitions of Mentored and Supervised Experience in the Definition of Terms below. Possession of a doctorate degree from an institution that meets the requirements specified in Section A., with a dissertation that had behavior analysis as its central focus, may be substituted for 9 months of mentored experience.

OPTION 2: Coursework/Experience/Portfolio – Expires 12/31/2003
1. Coursework: The applicant must complete a total of 90 hours of acceptable graduate level instruction in behavior analysis consisting of the following:
a. 60 hours in basic behavior analytic principles and the application of these principles in an applied setting;
b. 20 hours in single-subject research methods; and
c. 10 hours in ethical and professional standards issues relevant to the practice of applied behavior analysis
2. Experience: The applicant must complete
a. 30 months of Mentored Experience, or
b. 15 months of Supervised Experience, or
c. a combination of a and b above.
Experience must include at least 20 hours per week, 80 hours per month, in behavior analysis. See definitions of Mentored and Supervised Experience in the Definition of Terms below.
Possession of a doctorate degree from an institution that meets the requirements specified in Section A., with a dissertation that had behavior analysis as its central focus, may be substituted for 9 months of mentored experience.
3. Portfolio: The applicant must submit a documentation portfolio (see Definition of Terms below) of one case study completed during the experience.

OPTION 3: College Teaching/Experience – Expired 6/30/2002; Reinstated 6/30/2003
1. College Teaching: The applicant must complete a one-year, full-time faculty appointment in a tenure track position at a college or university (as described in Section A above) during which the applicant:
o Teaches classes on basic principles of behavior, single-subject research methods, applications of basic principles of behavior in applied settings, and ethical issues; and
o conducts and publishes research in behavior analysis.
2. Experience: The applicant must complete
a. 18 months of Mentored Experience, or
b. 9 months of Supervised Experience, or
c. A combination of a and b above. Experience must include at least 20 hours per week, 80 hours per month, in behavior analysis.
See definitions of Mentored and Supervised Experience in the Definition of Terms below. Possession of a doctorate degree from an institution that meets the requirements specified in Section A., with a dissertation that had behavior analysis as its central focus, may be substituted for 9 months of mentored experience.

OPTION 4: Instructor/Experience/Portfolio – Expired 12/31/2001.
1. Instructor: The applicant must be the primary instructor of a class covering basic principles of behavior, and the application of these basic principles in applied settings.
2. Experience: The applicant must complete
a. 36 months of Mentored Experience, or
b. 18 months of Supervised Experience, or
c. A combination of a and b above.
Experience must include at least 20 hours per week, 80 hours per month, in behavior analysis. See definitions of Mentored and Supervised Experience in the Definition of Terms below. Possession of a doctorate degree from an institution that meets the requirements specified in Section A., with a dissertation that had behavior analysis as its central focus, may be substituted for 9 months of mentored experience.
3. Portfolio: The applicant must submit a documentation portfolio (see Definition of Terms below) of three case studies completed during the experience.

Definitions of Terms

ACCEPTABLE COURSEWORK: Instruction of the type(s) specified in either a, b, or c, below, will be accepted toward the coursework requirement.
a. College or university courses in behavior analysis, that are taken from an institution that meets the requirements specified in Section A.
b. Non-college or university courses approved for this purpose by the State of Florida.
c. A combination of college or university courses and approved courses.
One semester credit is equivalent to 15 hours of instruction and one quarter credit is equivalent to 10 hours of instruction.

MENTORED EXPERIENCE: Acceptable mentored experience must meet all of the following conditions:
a. The applicant’s primary duties during the mentored experience are:
o Designing, implementing and monitoring behavior analysis programs for persons and/or,
o Overseeing the implementation of behavior analysis programs by others.
b. Mentored experience includes monthly contacts between the applicant and a mentor who either is a BCBA, or can meet the degree requirements and one of the coursework options for taking the BCBA examination. During the monthly contacts, the mentor discusses and evaluates the behavior analysis programs designed by the applicant.
c. The mentor is not the applicant's subordinate or employee during the mentored experience period. The mentor will not be considered an employee of the applicant if the only compensation received by the mentor consists of payment for mentoring.

SUPERVISED EXPERIENCE: Supervised Experience that meets the following criteria may be substituted for mentored experience on a 2 to one basis. One month of acceptable supervised experience is equivalent to 2 months of acceptable mentored experience, subject to the following conditions:
a. The applicant’s primary duties during the supervised experience are:
o Designing, implementing and monitoring behavior analysis programs for persons and/or,
o Overseeing the implementation of behavior analysis programs by others.
b. Supervised experience includes face-to-face meetings for at least two hours every two weeks between the applicant and a supervisor who either is a BCBA, or can meet the degree requirements and one of the coursework options for taking the BCBA examination. During supervision meetings, the supervisor discusses and evaluates the behavior analysis programs designed by the applicant.
c. The supervisor is not the applicant's subordinate or employee during the supervised experience period. The mentor will not be considered an employee of the applicant if the only compensation received by the supervisor consists of payment for supervision.

PORTFOLIO DOCUMENTATION: The applicant must document that the behavior analysis programs designed by the applicant were applied, behavioral, analytic, technological, conceptually systematic, generalized and effective relative to the definitions of these terms found in "Some Current Dimensions of Applied Behavior Analysis" by D. M. Baer, M. M. Wolf, and T. R. Risley (Journal of Applied Behavior Analysis, Volume 1, 1968).
If the applicant must submit a documentation portfolio, the portfolio should provide case studies completed during the experience period that includes:
a. Behavioral assessments that contain a functional assessment.
b. Behavior analysis programs based on these assessments.
c. Data displays related to these programs.
d. Behavior analysis program monitoring reports for these programs.

Some will respond to this by saying “but if you are not doing Lovaas the qualifications are without merit for treating a child with Autism.“ This is a separate argument, again we don’t want people doing ‘Lovaas’ who aren’t competent or are not willing to be certified competent directing our childs “Lovaas protocol ABA program”. It is dangerous and decidedly unprofessional. The therapists trained by uncertified practitioners are an even greater potential hazard to our children and to our children’s right to be supported within a school setting by an individual trained and directed by a certified ABA provider.

IN ADDITION TO THIS YOU CAN ALSO LOOK TO QUALITY INDICATORS WITHIN YOUR PROGRAM;

The Association for Behavior Analysis believes that all children and adults with autism and related disorders have the right to effective education and treatment based on the best available scientific evidence. Research has clearly documented the effectiveness of Applied Behavior Analysis (ABA) methods in the education and treatment of people with autism. Planning, directing, and supervising effective ABA programs for people with autism requires specific competencies. Individuals with autism, their families, and other consumers have the right to know whether persons who claim to be qualified to direct ABA programs actually have the necessary competencies. Consumers also have the right to hold those individuals accountable for providing quality services, i.e., to ask them to show how they use objective data to plan, implement, and evaluate the effectiveness of the interventions they use.
Formal credentialing of professional behavior analysts (i.e., registration, certification, or licensure) can provide safeguards for consumers, including means of screening potential providers and some recourse if incompetent or unethical practices are encountered.

Formal training

o Master's or doctorate in behavior analysis, or in psychology, special education, or another human service discipline with an emphasis in behavior analysis
o Coursework in principles of learning, principles of behavior, or basic behavior analysis; experimental analysis of behavior; behavioral assessment or methods of direct observation of behavior; applied behavior analysis; single-subject research designs; legal and ethical issues
o Supervised practicum, internship, or employment experiences in applied behavior analysis

Competencies

o Ethical considerations
o Definition and characteristics of applied behavior analysis
o Basic principles of behavior
o Behavioral assessment
o Descriptive analysis
o Demonstrating functional relations
o Measurement of behavior
o Data display and interpretation
o Selection of target behaviors and goals
o Behavior change procedures
o Generalization and maintenance of behavior change
o Managing emergencies

(For details, see "Identifying qualified professionals in behavior analysis" by G.L. Shook & J.E. Favell in Behavioral Intervention for Young Children with Autism, edited by C. Maurice, G. Green, & S.C. Luce; Austin, TX: PRO-ED, 1996; and "Essential content for training behavior analysis practitioners," by G. L. Shook, F. Hartsfield, & M. Hemingway, The Behavior Analyst, 1996, Vol. 18, pp. 83-91).
Additional training and experience in directing and supervising ABA programs for individuals with autism:
· Formal training and knowledge of the best available scientific evidence about the characteristics of autism and related disorders, and implications of those characteristics for designing and implementing educational and treatment programs, including their impact on family and community life.
Formal training and/or self-study to develop knowledge of at least one curriculum (ie. lovaas) consisting of: (a) a scope and sequence of skills based on normal developmental milestones, broken down into component skills based on research on teaching individuals with autism and related disorders; (b) prototype programs for teaching each skill in the curriculum, using behavioral methods; (c) data recording and tracking systems; and (c) accompanying materials.
· At least one full calendar year (full time equivalent or 1000 clock hours [@ 25 hrs/wk for 40 weeks]) of hands-on training in providing ABA services directly to children and/or adults with autism under the supervision of a behavior analyst with a master's or doctorate and at least 5 years' experience in ABA programming for individuals with autism. The training experience should include at a minimum:
a.Provision of ABA programming to at least 5 individuals with autism.
b.Designing and implementing individualized programs to build skills in each of the following areas: "learning to learn" (e.g., observing, listening, following instructions, imitating); communication (vocal and non-vocal); social interaction; self-care; academics; school readiness; self-preservation; motor; play and leisure; community living; work.
c.Using both discrete-trial and incidental or "naturalistic" teaching methods to promote skill acquisition and generalization.
d.Incorporating the following into skill-building programs: prompting; error correction; discrimination training; reinforcement strategies; strategies for enhancing generalization.
e.Modifying instructional programs based on frequent, systematic evaluation of direct observational data.
f.Designing and implementing programs to reduce stereotypic, disruptive, and destructive behavior based on systematic analysis of the variables that cause and maintain the behavior.
g.Incorporating differential reinforcement of appropriate alternative responses into behavior reduction programs, based on the best available research evidence.
h.Modifying behavior reduction programs based on frequent, systematic evaluation of direct observational data.
i. Provision of training in ABA methods and other support services to the families of at least 5 individuals with autism.
j.Provision of training and supervision (at least 1 hour of supervision per 10 hours of client contact for at least one-half of the training period) to at least 5 professionals, paraprofessionals, or college students providing ABA services to individuals with autism.

Consumers should ask prospective directors or supervisors of ABA services to provide documentation of their qualifications in the form of: membership in the Association for Behavior Analysis;BCBA or BCABA; degrees; letters of reference from employment supervisors and/or families for whom they have directed ABA programming for similar individuals with autism (with appropriate safeguards for privacy and confidentiality); any registration, certificate, or license in Applied Behavior Analysis per se (i.e., not psychology, special education, education, or another discipline with no emphasis in behavior analysis); results of any competency exams they may have taken in Applied Behavior Analysis; participation in professional meetings and conferences in behavior analysis; publications of behavior analytic research in professional journals. A few workshops, courses, or brief hands-on experiences do not qualify one to practice Applied Behavior Analysis effectively and ethically especially pertinent when considering therapist training.

Unfortunately we are all now parents of children with Autism forced to be consumers of effective treatment in a buyer beware market. Our children have urgent treatment needs and some of the available providers may be unqualified and incompetent but also may truly believe they are doing a good job. It is unfortunate our government is not showing leadership in ensuring each child can have access to the gold standard of treatment ie: they are not recruiting people of the necessary qualifications to work within BC nor are they setting up the educational infrastructure to produce professionals of the necessary qualifications. They are somewhat more determined to invest in acquiring the right to discriminate against our children within a universal health care system. This leaves many parents with their best choice of provider possibly being unqualified and incompetent and providing a protocol without the guidance of scientific training so necessary to its efficacy. For example;
if your consultant has been recommending interventions for behaviors (time out, cost response, extinction, etc..) without first collecting data (frequency, rate, duration, etc..) in a scientific manner over a period of time on the behaviour and then and only then putting in place a plan that also collects detailed data on the child’s response to that intervention and if in all this your therapist has not received strict instructions regarding the data collection and the implementation of that intervention plan and what to do specifically regarding the childs positive or negative response to that intervention then you are not getting ABA you are getting someones subjective ideas and opinions and this is potentially dangerous to your child. If all your consultant has on file for your child’s program is his or hers anecdotal reports and clinical notes and there are not extensive data charting behaviors, interventions, response to intervention, etc.. and graded performance and training records documenting the therapists proficiency in delivery, data collection, and implementation of behavioural plans then you do not have a science based program and you do not have ABA.

Buyer Beware

[Barbara Rodrigues]

For those of you who missed the great Dr. Foxx workshop – Arbutus Coast is bringing up Dr. Bobby Newman in October! This is another must see for parents,therapists/aides and anyone interested in ABA. Info below.

AUTISM 2003

Do the Right Thing!

A Workshop with Dr. Bobby Newman

Calgary 22 October, 2003

Vancouver 24 October, 2003

WORKSHOP DESCRIPTION

Dr. Bobby Newman presents information on the real world of autism assessment and treatment, “Major scientific breakthroughs are not announced on afternoon talk shows. If a technique stands up to peer-review, there is probably something there. If advocates of a system avoid peer-review, the red warning flags should go up.” Dr. Newman starts the process of treatment by examining two efforts that are engaged simultaneously, 1 Teaching new skills, particularly learning to learn skills. 2 Reducing behaviors that are interfering with learning. If you want practical skills, ideas and an organizational directive to your work as a parent or professional—you’ll find it at this workshop, and in his recently published book – Graduated Applied Behavior Analysis*. Dr. Newman also discusses a study describing the effectiveness of an ABA (IBI) preschool.

*The first 100 paid registrants at each venue will receive a free copy of Dr. Newman's publication Graduated Applied Behavior Analysis. This book is valued at approximately $40.00 CDN!

Who Will Benefit from this Workshop?

This presentation will be of interest to parents, therapists, IBI program supervisors, educators and anyone who is interested in providing effective, science-based services for children with Autism Spectrum Disorders. Dr. Newman’s Graduated Applied Behavior Analysis is a practical, functional approach to programming that can easily be applied to children and adults with other disorders of a severe nature, for example, Fetal Alcohol Syndrome Disorder, Developmental Delays, Downs Syndrome, ADD, ADHD and others.

Dr. Bobby Newman is the Director of Training at the Association for Metro area Autistic Children—AMAC. He is a licensed psychologist and was New York’s first Board Certified Behavior Analyst. He received his Ph.D. in psychology, with a sub-specialty in Applied Behavior Analysis, in 1996. He is the author of several books, including The Reluctant Alliance: Behaviorism and Humanism, No Virtue in Accident, When Everybody Cares: Case Studies of ABA, Words from Those who Care, Graduated Applied Behavior Analysis, and the soon to be published Behaviorspeak. His research has centered around effective means of teaching children and adults with autistic-spectrum disorders, particularly in the area of self-management training. His original research has been published in Behavioral Interventions, Behavioral Disorders, Perceptual and Motor Skills, The Psychological Record, Analysis of Verbal Behavior, Education and Training in Mental Retardation, and elsewhere. Dr. Newman is a Past-President of the New York State Association for Behavior Analysis, and lectures on the autistic-spectrum disorders and ABA throughout the United States and United Kingdom. He has been named as Autism Professional of the Year by New York Families for Autistic Children (NYFAC) and Empowering Long Island’s Journey through Autism (ELIJA). Dr. Newman has also been an expert witness in Canadian litigation.

Workshop Fee

$133.75 includes GST**

** Because of this accessible registration fee there will not be group or student rates.

Workshop Schedules

Workshop Registration pick-up & on-site Registration & refreshments 8 a.m.—9 a.m.

Presentation starts 9 a.m.

Morning break 10:30

Lunch (on your own)* 12—1 p.m.

Afternoon break 2:30

Presentation ends 3:30

Questions & comments 3:30—4:00

*there are a variety of restaurants at each site.

REGISTRATION BY CREDIT CARD

To ensure credit card security please go to the Registration Form link below, click and print a copy of the Registration Form and FAX the completed form to 403-394-9471. You will receive confirmation within 24 hours. You will be advised if you are among the first 100 registrants to qualify for the free book.

REGISTRATION BY CHEQUE

Please click on the Registration Form link below, print a copy, complete the information and send with a current dated cheque to Arbutus Coast Presentations, Inc., #214—905 1st Ave. South, Suite 439, Lethbridge, Alberta T1J 4M7. Confirmation of your registration will be sent by email, FAX or mail within 24 hours of receiving your payment. You will be advised if you are among the first 100 registrants to qualify for the free book.

Calgary Location

SAIT (Southern Alberta Institute of Technology) 1301 16th Ave. NW, Symposium Room, Campus Centre. 403-210-4583

Vancouver Location

University of British Columbia, Student Union Building, 6138 Student Union Blvd., Ballroom. 604-822-3456

Registration Form

click on above hyperlink, print a copy, complete the information and fax or send to

Arbutus Coast Presentations, Inc.

#214—905 1st Ave. S. Suite 439

Lethbridge, Alberta T1J 4M7

Phone 403-394-9470

Fax 403-394-9471

Email ArbutusCoast@shaw.ca

web site http://www.arbutuscoast.com

[Angela Verleur]

Langley Family is looking for Therapists’

High functioning 15-year-old Autistic boy needs your help!
We are in the process of setting up a home base therapy for our son and are in need of highly energetic people to help make this happen!

No experience is necessary only a willing to have fun and learn! All training will be provided.

Interested applicants may reply to

Mverleur@direct.ca or…. 604533-2638

[Diane T]

Hi all.

This posting is just a reminder of the Behavioural Therapist Workshop being offered Saturday, July 19 in Nanoose Bay, ten minutes north of Nanaimo.

This workshop is not yet full, so a great opportunity still exists for Islanders to benefit from this offering without the trouble and expense of travelling to the Lower Mainland.

The registration fee is only $25, and the workshop is being led by two experienced senior therapists who have trained – and continue to train – under bona fide Lovaas-protocol behavioural consultants.

The registration form is available at http://www.featbc.org/downloads/abtw.pdf

Since the workshop is not yet full, payment will now be accepted at the door from those who fax a registration form to 604.534.9527 or who call 604.534.6956 to give their registration information.

See you Saturday.
Thanks.
Diane

[Author]

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