VABA is Excited to Welcome our 2020 Conference Speakers!
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William H. Ahearn, BCBA-D, LABA
Biography: William H. Ahearn, Ph.D., BCBA-D, LABA joined The New England Center for Children® in August 1996, and serves as the Director of Research. He is also Adjunct Faculty in Western New England University’s masters and doctoral programs. Bill was named the 2009 American Psychological Association – Division 25 awardee for Enduring Contributions to Applied Behavioral Research. His work has been published in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, Behavior Modification, The Lancet, Journal of Autism and Developmental Disorders and he has written book chapters on teaching children with autism, pediatric feeding problems in children with autism, and the certification and licensure of Behavior Analysts. Bill is currently the Editor-in-Chief of Behavioral Interventions and serves on several Editorial Boards. He has also been a federally-funded researcher in collaboration with Bill Dube, Bill McIlvane, Tony Nevin, and others. Bill is a past-President of APBA and BABAT and serves as the chair of the board that licenses behavior analysts in MA being appointed by both a Democratic and Republican Governor.
Workshop Title: Life beyond chicken nuggets: Assessing and treating feeding problems in children with autism
Abstract: Feeding problems are common among children diagnosed with autism and developmental disabilities. The feeding difficulties of these children potentially stem from and are maintained by numerous biological and environmental factors. This presentation will begin by providing an overview of factors that may trigger feeding difficulties with a particular focus on common problems encountered in children with autism. The presentation will also address empirical evidence for the gut theory of autism and the potentially harmful implications of arranging dietary restrictions as treatment for autism. Feeding assessments for classifying feeding difficulties will be discussed and evidence will be presented suggesting that the most common feeding problem for children with autism is food selectivity. Behavioral interventions for selective intake will then be reviewed. Systematically presenting previously rejected and/or novel foods will be illustrated as an initial step in the treatment process. Then an antecedent manipulation, the simultaneous presentation of rejected/novel and preferred foods exposure, will be described. Two effective differential consequence procedures, reinforcing acceptance/ignoring refusal-related responses and escape prevention, will be reviewed. Other behavioral interventions that will be reviewed include: simultaneous presentation with food mixing, texture fading, and positive reinforcement.
Educational Objectives: At the conclusion of this workshop, trainees will be able to describe:
(a) the biological and environmental factors which may cause feeding difficulties
(b) common variables that are related to the development of feeding problems
(c) assessment tools which may be used to conduct feeding assessments
(d) how to categorize and prioritize feeding needs given a hypothetical case
(e) environmental factors that occasion and maintain feeding problems
(f) how to identify common behavior principles (e.g. reinforcement, prompting, extinction) used to address feeding difficulties
Keynote Title: Repetitive Behavior, Automatic Reinforcement, and Autism
Abstract: Individuals with autism are likely born attending to different aspects of the environment than typically developing children. This address will describe how autism involves atypical social learning that leads to the behavioral differences that define the disorder. Then, the best practices for treating automatically-reinforced repetitive behavior will be reviewed. It has been known for some time that intensive behavior analytic intervention for children diagnosed with autism can produce large gains in social, cognitive, and language development. One critical area to address is repetitive behavior such as stereotypy. Some applied research on evaluating and treating stereotypic behavior will be reviewed with a focus on effective interventions for building core adaptive living and social skills, in addition to procedures for treating stereotypic behavior directly. Treatment strategies discussed will include Response Interruption and Redirection (RIRD). A variety of redirection strategies that are contextually relevant in situations in which stereotypic behavior is interfering will be described. Additionally, verbal operant training and training social behavior in situations where stereotypy is problematic will be reviewed.
Level of difficulty: Intermediate
Target audience: ABA practitioners.
Ethics/Supervision: The content of this presentation is NOT intended to serve as Ethics or Supervision continuing education.
1. Attendees will be able to describe how autism is a social learning disorder.
2. Attendees will be able to describe the function of stereotypic behavior.
3. Attendees will be able to describe a variety of Response Interruption and Redirection (RIRD) procedures.
4. Attendees will be able to describe when RIRD procedures are NOT necessary.
5. Attendees will be able to describe procedures for supporting contextually appropriate behavior in situations in which stereotypy is problematic.
Shahla Alai, Ph.D., BCBA-D, LBA
Biography: Shahla Alai received her B.S. from Southern Illinois University and her M.A. and Ph.D. from the University of Kansas. She is an Associate Professor in the Department of Behavior Analysis at the University of North Texas. Shahla and her students collaborate with Easter Seals North Texas to serve vulnerable populations through caring and science-based interventions. Shahla is also a member of an interdisciplinary social justice collective. This collective creates a space for applied research and activism and includes faculty and students from Woman’s and Gender Studies, Applied Anthropology and Behavior Analysis. Shahla teaches ethics, autism intervention, parent training, behavioral systems, applied research methods, behavior change techniques, assessment and capstone in ABA. Shahla served on the governing board of the Behavior Analysis Certification Board (BACB) and as a subject matter expert on supervision and on ethics. She is currently on several boards and disciplinary committees, most notably the ABAI Practice Board, ABA Diversity, Equity and Inclusion Board and the APBA Task Force on Diversity. She has published and presented research on social justice, ethics in early intervention, play and social skills, family harmony, and change agent training. She currently has two books in press, one on supervision and the other on love and science in the treatment of autism. Shahla has trained hundreds of master’s level behavior analysts who have gone on to serve families and communities with honor. She has over four decades of experience working with families, particularly those from non-dominant cultural backgrounds. She travels and presents her work nationally and internationally to both professional and lay audiences. She was awarded an Onassis Foundation Fellowship for her work with families, was the recipient of UNT’s prestigious, student selected “Fessor Graham" teaching award, and received the Texas Association for Behavior Analysis Career Contributions Award in 2019.
Workshop Title: Cultural Responsiveness in Behavior Analytic Practice and Supervision
Abstract: Section 1.05 of the BACB Compliance Code focuses on professional relationships between people of differing ages, genders, races, ethnicities, national origins, religions, sexual orientations, disabilities, languages, and socioeconomic status. Ideally, behavior analysts in clinical practice should be non-discriminatory and be developing increasingly more cultural responsiveness when working with people of differing backgrounds, life experiences and preferences. Cultural responsiveness is closely yoked with experience, ethical perspectives and social justice. The first part of this workshop will review behavior analytic conceptualizations of culture and cultural responsiveness, both the heart and the WEIRDness of our discipline, and ethical perspectives that can foster culturally responsive practices. The second part of the workshop will offer suggested pathways leading to supervisory and organizational cultural responsiveness and social justice. Opportunities for active reflection and practice of selected strategies will be provided throughout the workshop.
1. To identify and discuss the context for considering cultural responsiveness in behavioral practice (global trends, culture from a behavior analytic perspective, aims and history of discipline, ethical philosophies).
2. To identify and discuss some inherent tensions and possibilities within our field that are related to culture and social justice.
3. To identify and discuss pathways for advancement of cultural responsiveness in behavior analytic practice and supervision.
4. To practice and discuss selected strategies related to culturally responsiveness supervision and practice.
Keynote Title: Applied Science and Progress: The Ethics of a Caring Heart
Abstract: What are the relations between science, ethics and progress in Applied Behavior Analysis? To explore this question, we look at the progression of intensive interventions in autism. This will include: an overview of the changing foundational premises of our discipline; the emergence, impact and metamorphosis of early intervention configurations; and the rapid expansion of services and service providers. The success of behavior analysis in autism services has brought both growth and growing pains. When facing the painful dimensions of growth, we can either choose to be complacent or humbly act to progress as an applied science that cares deeply for the people we serve. Concepts complementary to our science, such as social justice and care ethics, can offer humbling and important ways to strengthen our caring hearts.
At the conclusion of the presentation, participants will be able to:
1. To identify the relations between science, ethics and progress in ABA
2. To identify probable outcomes of different actions in the face of rapid growth
3. To identify resources for advancing caring and progressive scientific practices in ABA
Dr. Barbara Kaminski
Biography: Barbara Kaminski received a Ph.D. in Psychology from the Behavior Analysis Training Program at West Virginia University and postdoctoral training at the Johns Hopkins University School of Medicine. During her time on the faculty at Johns Hopkins she was involved in grant-funded research in behavioral pharmacology, exploring the behavioral factors involved in drug and alcohol use and abuse. She is a Board Certified Behavior Analyst (BCBA) and a Virginia Licensed Behavior Analyst (LBA). Currently, she is Clinical Director and a co-owner of Green Box ABA, an agency providing ABA therapy services and she teaches graduate level courses in behavior analysis for both George Mason University and The Chicago School of Professional Psychology-DC Campus. In her “spare time," Dr. Kaminski is also co-founder of Uncomfortablex, which is devoted to providing a forum for sharing information and providing support to individuals in the behavior analysis community who find themselves in “uncomfortable” situations or who are involved in community and social action.
Breakout Session Title: Happy Hour: Lessons From Studying Alcohol as a Reinforcer
Abstract: It should come as no surprise to you that alcohol can function as a reinforcer to maintain and strengthen behavior. Unfortunately, abuse of alcohol, as with many other drugs, results in substantial health issues and affects the quality of life for many people. Research, as a result, focuses both on understanding more about alcohol and how it functions and on how to reduce behaviors related to alcohol use. Through narrative and data sharing, this presentation explores some of the lessons that behavior analysts can learn from research on alcohol as a reinforcer. These lessons include not only the finding that yes, it can function as a reinforcer, but also the importance of understanding variables that contribute to the effectiveness of a reinforcer, that it is okay to consider biological variables, that behavior reduction needs to take into consideration the broad environmental context, and that there is value in research on the interaction and synthesis of environmental variables. Through the lab-based study of alcohol we learn things that are relevant both to understanding of basic behavioral principles and to the application of these principles to socially significant behavior change.
Becca Tagg, PsyD, MSCP, NCSP, BCBA-D
Biography: Becca is executive director of Del Mar Center for Behavioral Health, a multi-specialty practice in southeastern North Carolina committed to the highest quality of clinical care, strong leadership practices, and community advocacy. Becca is a licensed psychologist and Board Certified Behavior Analyst – Doctoral. She has formal training and experience in school psychology, clinical psychology, clinical psychopharmacology, and behavior analysis. She has worked in a variety of clinical settings from schools to hospitals to outpatient clinics as well as consulting with other healthcare organizations to strengthen systems and clinical care. Her clinical practice focuses on psychological testing, training future clinicians, maternal mental health concerns, and treatment of anxiety based disorders using an ACT oriented approach.
Breakout Session Title: Training Behavior Analysts: Providing Enhanced Opportunities For Learning Through The Use of Clinical Rotations
Abstract: A large chunk of the training for future behavior analysts occurs in the field and often in one context or area of application such as applying applied behavior analysis as an intervention for children with ASD. This narrow training may contribute to less occupational options for behavior analysts and limit the areas where behavior analysis may have a “seat at the table”. In this presentation, we will outline a training module for future behavior analysts we’ve developed at Del Mar Center for Behavioral Health, modeled after training in clinical psychology and medicine, where graduate students participate in a variety of applications of behavior analysis as part of their apprenticeship, such as OBM, school collaboration, animal behavior, speech / language, working with payors, gerontology, and others, all aimed at preparing well-rounded behavior analysts to enter the field with strong skills in behavior analysis and basic background in different ways that behavior analysis can bring value, opening up the reach of behavior analysis and option for trainees. Examples of rotations will be provided as well as suggestions for setting up and sustaining this type of training program with strong supervision within organizations.
Christine D. Evanko, BCBA, LBA
Christy Evanko is a Board Certified Behavior Analyst® and Licensed Behavior Analyst in the Richmond area. She provides direct services based in Applied Behavior Analysis (ABA) to children, adolescents, and adults as well as consultative services to organizations and schools. She also performs assessments for a local neurologist and works with adolescents and adults who have Tourette Syndrome or tic disorders. Christy is currently the Administrative Director for the Virginia Association for Behavior Analysis (VABA) and was a past president. She has been active in public policy and legislation and 2012 and is dedicated to broadening the practice applications of behavior analysis in the Commonwealth of Virginia.
Breakout Session Title: What You Need to Know to Practice Behavior Analysis in Virginia
Behavior Analysts in Virginia sometimes feel like the serve several different masters. Do I follow the BACB’s Professional and Ethical Compliance Code for Behavior Analysts? Or maybe I must adhere to the Board of Medicine’s Regulations for Behavior Analysts? Perhaps I should just observe the Medicaid regulations and manuals. Spoiler alert: we are beholden to all three! Find out where these guidelines and regulations differ and where they are similar so that you can make sense of it all. Note that this is a reprisal of a presentation given for CA in March 2019 (but with updates) and has some similarities to the presentation that is available to members as a Webinar.
– Participants will learn about how the BACB code, BOM regulations, and DMAS guidelines interrelate.
– Participants will learn about past and proposed laws that affect the practice of behavior analysis in Virginia.
– Participants will learn about pitfalls related to supervision in Virginia.
Shantel N. Pugliese,
Margaret Stout, Kristin Frigelj, and Crystal Peterson Barker
Shantel Pugliese, M.S., BCBA, LBA, The Faison Center
Shantel received a bachelor’s degree in Psychology from West Virginia University and a master’s degree in Applied Behavior Analysis from Florida Institute of Technology (Melbourne Campus). She became a Board Certified Behavior Analyst in 2012 and obtained licensure in Virginia in 2013. Shantel is employed as a Senior Behavior Analyst and Assistant Director at The Faison Center, where she oversees one of the organization’s performance management systems, supervises the school’s med clinic, and conducts research aimed at improving staff performance. Shantel currently serves as the Secretary of Virginia Association for Behavior Analysis (VABA) and as the chair of the VABA supervision work group, which is dedicated to enhancing the supervision experience for individuals providing and receiving supervision in Virginia.
Margaret Stout, M.Ed., BCBA, LBA, Compass Counseling Services of NOVA
Margaret Stout has been a BCBA for five years and is currently a BCBA and Connections Program Director for Compass Counseling Services of NOVA in Manassas.
Kristin Frigelj, M.S., BCBA, LBA, KORA Analysis
Kristin Frigelj has over sixteen years of experience providing ABA services and supervision. Kristin’s passion for ABA began when working as an in-home ABA therapist while an undergrad at George Mason University. She holds a Master’s degree in ABA from Florida Institute of Technology and became a BCBA upon graduating in 2007. While in Florida she was lucky to be involved in a variety of practical experiences; including in-home autism services, adult day-center services, and foster parent training. She returned to Virginia to work at a school for individuals with disabilities and severe behavior challenges prior to opening her own private practice in 2011. Kristin is a past Secretary of VABA and was fortunate to be a BCBA representative for the Virginia Board of Medicine’s ABA Work Group, whose goal was to recommend regulations during the creation of the behavior analyst state license. Kristin is enthusiastic about growing ABA in her home state of Virginia. In practice, she cares a great deal about sustainable and responsible business growth, successful supervision, and will always hold verbal behavior programs close to heart as her first foray into the field.
Crystal Peterson Barker, M.S., BCBA, LBA, CPB Behavioral Therapy and Advocacy Services, LLC
Crystal Peterson Barker has over 15 years of ABA experience. She holds an undergrad in Psychology from the University of Maryland University College. Upon completion of that, she entered the Master’s program at NOVA Southeastern University and holds a Master’s in Counseling. Crystal became a BCBA in 2013. She has worked her way from becoming an ABA Therapist to BCBA while maintaining services for clients within the home environment. Her specialty is Autism, ADHD, and Down Syndrome. Crystal has been working with the VABA Supervision Work Group to help meet the increasing need for more resources and dissemination related to this topic. Crystal is passionate about growing ABA services in the rural areas of the state.
Breakout Session Title: Supervision in Virginia
Behavior analysts who supervise individuals pursuing certification as a BCBA or BCaBA are responsible for providing an effective supervision experience. While the Behavior Analyst Certification Board (BACB®)
has developed and put forth supervision experience requirements, it is still the supervisor’s primary responsibility to structure the experience in an effective manner that will allow the supervisee to grow both clinically and professionally. Some supervisors work at organizations that have created an internal structure consisting of competency demonstrations, fluency drills, and other activities and materials that correspond to the current task list. However, other supervisors gradually create their own materials and seek a variety of resources from numerous locations. The development and search of these items can become daunting and time consuming on behalf of the supervisor. In an effort to efficiently provide a more effective supervision experience to both supervisors and supervisees in the state of Virginia, the presenters of this panel have compiled several different resources, which will be reviewed during this presentation. Additionally, presenters will seek questions from members of the audience to further assess areas of need.
Saundra Bishop is the founder and Lead Clinician of B.A.S.I.C.S. ABA Therapy. She has over 15 years of experience working in Applied Behavior Analysis and with people with Autism/Autistic people. She has extensive experience working in group homes, schools, and client homes. She has worked with clients ages 18 months to 65 years old in all settings. She is especially passionate about Trauma-Informed Behavior Management and a practice that focuses on Self Advocacy over Compliance. Saundra is a Certified Clinical Trauma Professional and Certified Level 1 PRT method of ABA practitioner. She is also certified to give trainings that qualify for Type-2 CEUs, DCPS CEUS, and CFSA foster parent hours. In her free time she parents 4 kiddos with and without special needs and is a foster parent. She also trains Capoeira and enjoys hiking.
NOTE THAT THIS WILL JUST BE THE FIRST PART OF A TWO-PART PRESENTATION. TWO MORE HOURS ON THIS SUBJECT WILL BE PROVIDED TO THOSE WHO ATTEND THIS PRESENTATION AT THE CONFERENCE VIA LIVE WEBINAR. Those who do not attend the presentation at the conference will not have access to the part two webinar.
Breakout Session Title: Trauma Informed ABA
Applied Behavior Analysis is an effective science to target behaviors in many populations. However, as a field, ABA does not meet the clinical needs of the children we support that also have a history of “trauma events". Because ABA does not target thoughts or emotions, best practices around Trauma Informed Care have been difficult for our field to adopt. However, by looking at trauma events as a setting event, we can create interventions that are Trauma Informed and can better support our clients who may be in foster care, in family preservation programs, and who have experienced other trauma events. In this advanced workshop, we will learn to recognize what a trauma event is, how trauma events can function as a setting event, and what interventions can be put in place to address these events.
Attendees will be able to recognize and define a trauma event
-Attendees be able to define how trauma events can function as a setting event
-Attendees will be able to apply interventions to create Trauma Informed antecedent and consequence interventions
-Attendees will be able to teach replacement behaviors that target the unique functions that maintain behavior for people who have experienced trauma events.
-Attendees will apply the knowledge in the workshop to real cases to develop an intervention for one behavior
Jennifer Camblin, BCBA, LBA
Eli Newcomb, BCBA, LBA
Jennifer Camblin received her Bachelor of Science in Psychology from Mary Washington College and Master’s in Special Education from George Mason University. She is a BCBA, licensed Behavior Analyst, and Virginia licensed special educator. Jennifer began her career providing behavior analytic services to children in Virginia. In 2005 she joined The Faison Center, where she subsequently supervised numerous school programs. Currently, she serves as a Senior Behavior Analyst and Assistant Director, overseeing all Lower School, Upper School, and Life Skills Programs. Jennifer has extensive experience in treating high frequency and moderate-high intensity problem behaviors. She chairs Faison’s Peer Review Committee which involves collaboration between over 30 behavior analysts and oversees Faison’s BCBA/BCaBA experiential training program. Jennifer has experience developing and implementing systems-wide staff training initiatives. Jennifer loves working with a group of energetic behavior analysts who are dedicated to teaching and improving the lives of children and young adults.
Eli Newcomb is the Director of Education and Research at The Faison Center. He oversees the work of 20 behavior analysts and the specialized education and behavior analysis services for 200 students, as well as the activities of Faison’s applied research laboratory. He has taught behavior analysis and education courses at the graduate level and volunteered locally on VABA committees and various state policy and regulatory workgroups. Eli was also elected to serve on the Board of Directors for the Virginia Association of Independent Specialized Education Facilities (2013 – present) and the Behavior Analyst Certification Board (2016-2019). He has published peer-reviewed research in the areas of organizational behavior management, learner preference, and the assessment and treatment of severe problem behavior; and served as guest reviewer for Autism Research, the Journal of Organizational Behavior Management, and the Journal of Autism and Developmental Disorders. Eli’s clinical activities and research focus on transporting well-established assessment and treatment procedures commonly used in intensive treatment settings into the school environment; with the overarching aim of keeping more students in their home and community settings while they access services.
Breakout Session Title: Competing Stimulus Assessment in Non-Intensive Treatment Settings: A Tutorial
Replicating research findings with different populations, problems, and in different settings is fundamental to enhancing external validity and procedural transportability. While the dominant methodology for assessment and treatment of problem behavior has been well-researched, some procedural elements have been underrepresented with regard to where they have been studied. Some of our methodology has been repeatedly demonstrated as effective in more intensive settings (e.g., inpatient or intensive outpatient), but lacks replicative rigor in venues such homes and schools. The focus of this presentation is to orient attendees on the competing stimulus assessment (CSA) and related, function-based treatment that can be carried out by behavior analysts in a variety of settings. Alongside highlighting various advantages of the CSA and noncontingent reinforcement-based interventions, we will review common and important treatment selection considerations for treating problem behavior in less intensive settings.
Teresa Lyons, BCBA, LBA
teacher and the owner of a Fit Learning Precision Teaching learning center in Vinton, Virginia. For more than two years, Teresa has been offering services that apply ABA, direct instruction, and Precision Teaching to address academic and behavioral skills. Prior to opening a precision teaching learning center, Teresa was an educational consultant, a Technical Assistance Coordinator at VCU’s Autism Center of Excellence, a coordinator at the TTAC at Virginia Tech, a school division coordinator and a classroom teacher. Teresa brings her passion for teaching and learning and a rich history of educational experiences to her work as the owner of a Fit Learning affiliate.
Breakout Session Title: Transformational Learning Powered by Standard Measurement and the Inductive Process
Ogden Lindsley said, “In precision teaching we try to get the child doing more successful classroom work by making curricular changes which involve him in the learning process, rather than trying to jack up a dull curriculum with rewards for doing boring tasks . . . precision teaching simply adds a more precise measurement instrument to present teaching, making teaching more economical, more effective, more enjoyable and more loving.”
Through a unique merger of ABA, precision teaching, direct instruction, RFT and ACT, the Fit Learning Method produces transformational learning results for learners of all ages at over 30 learning labs across the world. Through the application of the Fit Learning Method, learners in Southwest Virginia are achieving on average 1-2 years of academic growth, some up to 3 years, in only 40 hours of instruction. A Fit learner is one who is cognitively fit with the ability to learn and perform as an expert on any type of task with agility, flexibility, focus, confidence, and determination.
This presentation will introduce participants to this powerful combination of the learning sciences, good instructional design, fluency building, standard measurement and the inductive process.
Dorothy Zhang and
Dorothy Zhang is a Board Certified Behavior Analyst (Doctoral) and a Licensed Behavior Analyst (LBA) in the state of Virginia. She earned a Ph.D. in education from George Mason University specialized in Educational Psychology and Applied Behavior Analysis and is currently the Assistant Chair at the Chicago School of Professional Psychology.
Dorothy Zhang has over 13 years of experience working with children and young adults with disabilities. Some of the responsibilities that she held currently and in the past include remote supervision and consultation, school-based consultation and training, home-based consultation, vocational training, staff training, program development, and conducting assessments (educational and behavioral).
Academically, in addition to teaching and course development, her research interests include self-management, skill acquisition through stimulus equivalence, executive functioning, parent and staff training, parent and teacher training, supervision including Tele-Health delivery, social skills development among students with autism, evidence-based classroom management practices, teacher efficacy, and cultural issues relating to ABA. She has published and presented at various conference on topics relating to supervision, ethics, and dissemination of ABA within culture diversity.
Chad Honeycutt is a licensed Board-Certified Behavior Analyst. He graduated from Arizona State University with his Master’s in Education and Applied Behavior Analysis. He is the owner and Chief Operating Officer of Evidence Based Classroom Solution LLC. He has an extensive background as a special education teacher, working with students with a wide range of disabilities. Chad takes great pride in creating effective multi-disciplinary teams in order to work for the best possible learning outcome of the student. He is licensed in Virginia to teach General Education Pre-K to 6th Grade and Special Education Pre-K to 12th grade in both adaptive and general curriculums. Chad has recently expanded the operations of EBCS internationally, speaking at several conferences in the Balkans and forming a company there to provide for the development and support of Applied Behavior Analysis services in Bulgaria. He is currently working with several NGOs and the Bulgarian Ministry of Education and Science to expand available services to children with behavioral needs.
Breakout Session Title: Overcoming cultural barriers, environmental and resource constraints for sustainable and effective interventions
Abstract: There are many obstacles to effective application of Applied Behavior Analysis. The increasing demand worldwide for evidence-based practices to address a variety of operantly controlled behavior needs creates a need for Behavior Analysts to identify what barriers emerge when working with cultural, language and environmental differences. This awareness is needed not only when working in international settings but also locally with students, clients, and parents that come from different cultural backgrounds. Successful practice relies on not only overcoming obvious barriers such as language, but also on the ability of the Behavior Analyst to identify resource constraints in the home and community that may impact successful interventions.