5th Annual MABA Conference

Saturday October 23, 2010

Hanley Hall, St Pauls College 70 Dysart Rd University of Manitoba Winnipeg

5th Annual Conference Manitoba Association for Behaviour Analysis Winnipeg, Saturday October 23, 2010
Purpose of event: The Manitoba Association for Behaviour Analysis (MABA) is holding its 5th annual conference on October 23rd 2010. MABAs purpose and mission is to develop and disseminate knowledge about behaviour analysis as a science. MABA's interests lie in basic science, focusing on principles governing human and nonhuman behaviour (i.e., the experimental analysis of behaviour); applied science, focusing on application of those principles to improve socially important problems (i.e., applied behaviour analysis); and the dissemination of information to stimulate interest in, and correct misunderstandings about, behaviour analysis. Behaviour analysis can be used to treat a wide variety of clinical disorders such as anxiety, depression, autism, and sexual dysfunction. Behaviour analysis can also be used to teach a wide variety of skills such as life skills, language, academics, and social skills. Further, behaviour analysis can be used to help assess and treat various challenging behaviours. Location: The conference will be held in Hanley Hall at St Pauls College (70 Dysart Road) at the University of Manitoba Fort Garry Campus. Free parking is available across from St. Pauls College.

Audience and Participants: The MABA conference attracts various undergraduate and graduate students in the field of psychology. It further attracts psychology professors, clinical psychologists, educators, and individuals working with people with clinical disorders. Accommodations: This year the Inn at the Forks is reserving a group of rooms for conference participants. When making your reservation please inform them that you are registering a room under U of M Psychology. The hotel is located at 75 Market Road. You can contact the hotel by calling 1-877-377-4100 (toll free in North America) or (204) 942-6555. You can also visit their website at http://www.innforks.com .

Equipment required: Participants are not required to bring any materials to the event. It is encouraged that notes be taken by participants. Presentations given by various speakers will be done using an LCD and laptop allowing for all participants to see the presentations and hear the presenters. Cost: Early registration rate is offered to all participants registering before August 31st, 2010. A reduced registration rate is also given to members of the Manitoba Association for Behaviour Analysis. Participants who are not members and wish to become members to receive the registration discount can complete and submit the member registration form along with their conference registration form. Refunds will not be given to those who have registered and do not attend. Please see the attached conference registration form for the registration cost. Length of conference: The length of the conference will consist of a full day of paper presentations, poster presentations, and a one hour round table discussion. The conference begins at 8:50 am and ends at approximately 4:30 pm with a one-hour lunch (provided) break and two 15 min coffee breaks. Call for papers: Psychologists, students, professors, researchers, and clinicians are encouraged to submit a poster or presentation. More information is provided on the call for papers poster attached or by visiting our website at www.maba.ca. Fundraising: In order to help MABA promote and disseminate knowledge about behaviour analysis in the province, MABA will be selling MABA merchandise as well as organizing a silent auction. Merchandise can be purchased throughout the day and winners of the silent auction will be announced at the end of the conference. As a going green initiative, we also encourage participants to bring their own coffee cups. Exhibitor: This year we are pleased to announce that two exhibitors will be present at the conference. Representatives from The University of Manitoba, Extended Education, and Sports Psych Manitoba will be available at the exhibitor booths for conference registrants to approach and find out more about the employment and education opportunity in Manitoba, in the field of behaviour analysis. A MABA booth will also be available for conference registrants to learn more about our organization and find out how you can get involved in one of our sub-committees. CPA Continuing Education Credits. The Manitoba Association for Behaviour Analysis (MABA) is approved by the Canadian Psychological Association to offer continuing education for psychologists. MABA maintains responsibility for the program. Three credits will be available. One credit is allotted for our key note speaker, Dr. David Wacker, who will deliver a 45 min talk followed by a 15 min question-answer period. One credit will be based on the combination of our invited speaker, Dr. John Walker, who will deliver a 30-minute presentation with a 10 min question period, and Kerri Walters whose presentation will be scheduled for 20 minutes. The third credit will be allotted for the round table discussion which is scheduled to last for one hour. If you wish to receive CPA CE credits, please indicate so on the registration form.

Evaluation: In our continuous efforts to improve our conference every year, we would like to hear what you think. At the conference you will be given an evaluation form. Please complete the evaluation by rating the presenters and different aspects of the conference. We would also like to hear what you would like to see next year. After party: Lets celebrate and relax after the conference!! A reservation has been made at Earls St.Vital for 5:00. All are invited (RSVP not required).

PROGRAM
850-855

WELCOME
Carole Marion, MABA conference chair

855-925

PRESIDENTIAL ADDRESS
A History of Behaviour Analysis in Manitoba Kerri Walters, M. A., C. Psych. Candidate Kerri is a graduate student in the ABA program at the University of Manitoba and works as a research assistant with the St. Amant Research Centre and as a Consultant with the St. Amant ABA program. Her research interests focus on assessing perspective-taking skills in children with ASDs and with Fetal Alcohol Spectrum Disorder and evaluating behavioural interventions for teaching perspective-taking skills to children with ASDs. Kerri is the current President of MABA. The development of Behaviour Analysis in Manitoba has spanned the past 45 years. During this time undergraduate and graduate level university training programs, residential and community-based behavioural treatment programs, basic and applied research facilities, a provincially funded ABA intervention program for treating ASDs, and the establishment of the provincial affiliate chapter of the Association for Behavior Analysis International (ABAI) are examples of the events and developments that have formed the history of Behaviour Analysis in Manitoba. This talk will describe this history and will discuss future directions for Behaviour Analysis in the province of Manitoba. 925-1025

KEY NOTE SPEAKER

The Long-Term Effects of Functional Communication Training Dr. David P. Wacker, Ph.D. Dr. Wacker is a Professor of Pediatrics at The University of Iowa where he directs outpatient services for children with severe behaviour disorders. He is also the Principal Investigator of an NICHD-funded project that is evaluating the long-term effects of functional communication training.

The purpose of this presentation is to provide a summary of findings from a 5-year, NIHfunded project. Participants were young children with disabilities who displayed destructive behaviour in their homes. Their parents were coached to conduct functional analyses and functional communication training in their homes, and sessions were videotaped during weekly visits by project staff. Data on destructive behaviour, manding (i.e., requesting), and compliance to requests were recorded using a 6-s partial-interval recording system. In this presentation, I will describe the project procedures, present a case example, and provide a summary of the overall findings of the project. 1025-1050 The Promise and Perils of Automated Behaviour Feedback Systems Todd G. Martin, M.A., York University, Dr. Toby L. Martin, Ph.D, St.Amant Research Centre, & Dr. Daniela Fazzio, Ph.D, St.Amant. Todd earned his Masters Degree in Translation and Interpretation at the Universidad Autnoma de Guadalajara, Mxico, and is currently completing a PhD in Ethnomusicology at York University in Toronto. His research interests include methods of improving pedagogy of both music and language. Automated behavior feedback systems (ABFSs) can be used to modify human behaviour for personal and social benefit. This presentation will define the essential features of such systems, and review contemporary applications including systems to modify energy use, health-promoting behaviours, personal productivity, and others. Technologies (including RFID, personal mobile computing, augmented reality, and real-time dynamic analysis of audio/visual data) not yet fully exploited for ABFSs will be considered. Although recent examples of commercialized systems imply growth in the understanding and use of ABFSs, it is unclear whether future systems will be grounded in sound principles of behavior analysis, will address socially-important behaviors, or will ultimately benefit the individuals who contact them. It will be argued that behavior analysts have a crucial role to play in the development and evaluation of ABFSs, owing to their long history of devising and applying these systems, their experience at identifying and controlling relevant variables, their facility with applicable research designs, and perhaps most importantly, their understanding of counter-control as an ethical imperative.
1050-1100 COFFEE BREAK AND EXHIBITORS

1100-1125 Clinical applications of behaviour analysis: Part II Dr. Kirsten Wirth, Ph.D., C.Psych Candidate, St. Amant Kirsten Wirth holds a PhD in behaviour analysis from the University of Manitoba, and is the Past President of MABA. She is the Clinical Coordinator of the St.Amant School-Age ABA Program and services for children with autism in Manitoba.

It is a common misconception of some psychologists and laypersons that behaviour analysis is dead or limited in scope to treatment of individuals with autism and developmental disabilities. In response to this notion, at last years conference I provided a talk on examples of clinical applications of behaviour analysis. Selected treatments for criminal behaviour, sleep disorders, nervous habits and tics, substance abuse, and schizophrenia were presented from a behaviour analytic standpoint. This years presentation is a continuation of last years talk, with examples from the literature of behaviour analytic applications to treatment of gambling, alcohol abuse, sex offences and recidivism, sex abuse prevention, and brain injury.

1125-1150 Dialectical Behavior Therapy: A Clinical Behaviour Analytic Approach Gabriel Schnerch, M.A., BCBA, University of Manitoba & Dr. Michael Ellery, Ph.D. C.Psych. Candidate, University of Manitoba Gabriel Schnerch is a PhD student in clinical psychology at the University of Manitoba, under the supervision of Dr. Joseph Pear. He has used behaviour analytic approaches in the treatment of children with autism, adults with borderline personality disorder, eating disorders, and couples experiencing mutual domestic violence, among others. Dialectical Behavior Therapy (DBT), a clinical therapeutic model originally developed by Marsha Linehan (1993), is considered both a third-wave behavior therapy, and a model of Clinical Behavior Analysis (CBA; Hayes & Bissett, 2000). As such, it is a clinical psychotherapeutic approach that emphasizes behaviour analytic principles and procedures as well as acceptance and mindfulness-based procedures in the treatment of mental health issues. In particular, of the variety of CBA approaches currently available, DBT is a treatment that has been repeatedly shown in replicated empirical research to be especially effective in treating some of the most severe problems faced by clinical psychologists and other mental health professionals, including behaviours displayed by individuals meeting criteria for Borderline Personality Disorder, Bulimia and Binge-Eating Disorder, Bipolar Disorder, individuals involved in domestic violence in their relationships, highly suicidal adults and teens, and others. This presentation will be an introduction to some of the key features of DBT which may be of interest to behaviour analysts, mental health professionals, and others interested in clinical behaviour analytic approaches. I will also present some case study examples and data to illustrate the DBT approach.

1150-1250

LUNCH BREAK (provided) & EXHIBITORS

1250 -135

INVITED SPEAKER
Getting the Message Out About Effective Behavioural Interventions. Dr. John R. Walker, Ph.D. Dr. John Walker, Ph.D. is a Professor in the Department of Clinical Health Psychology at University of Manitoba and Director of the Anxiety Disorders Program at St. Boniface General Hospital. He is active in research, particularly in the areas of anxiety disorders and knowledge translation. Dr. Walker is coauthor of a book focused on health anxiety titled; Treating Health Anxiety and Fear of Death.(2007) and a self-help book on social anxiety published by the Anxiety Disorders Association of America titled: Triumph over shyness: Conquering shyness and social anxiety (2009) The Mobilizing Minds Research Group is funded by a Canadian Institutes of Health Research and Mental Health Commission of Canada team grant to develop knowledge translation approaches focused on the mental health information needs of young adults. The team involves researchers from the University of Manitoba, York University, McMaster University, Brandon University, and Brock University and young adults in Manitoba, Ontario, and New Brunswick. Research organizations around the world have placed an increased emphasis on knowledge translation. There is often a long delay between the development of knowledge through research and uptake of this information in the community. Further, the public rarely receives information about the scientific status of particular interventions. This presentation will consider how knowledge translation approaches can be used to improve the information available to the public concerning behavioural approaches to common developmental and psychological problems. Examples of effective knowledge translation approaches in the behavioural field will be provided. Knowledge translation concepts can help practitioners interact more effectively with policy makers and the public. 135-200 Hypotheses on the active components of non-contingent reinforcement Dr. Javier Virues-Ortega, PhD, University of Manitoba, Dr. Brian Iwata, PhD, University of Florida, Tara Fahmie, PhD candidate, University of Florida, & Dr. Jill Harper, PhD candidate, University of Florida Javier Virus-Ortega received his Ph.D. in Psychology from Juan Carlos I University (Madrid, Spain) in 2007 and is currently an Assistant Professor of Psychology at the University of Manitoba. He previously held doctoral fellowship at the Carlos III Institute of Health in Madrid. His primary areas of interest are applied behavior analysis, developmental disabilities, outcome research in behavior analysis, disorder-specific factors and behavior analysis, and gene-brain-behavior relationships. Noncontingent reinforcement or NCR has been effective as treatment for a wide range of problem behaviors. The suppressive effects of NCR have been attributed primarily to two processes: Consumption of reinforcers may attenuate the behaviors establishing opration through satiation, or elimination of the response-reinforcer contingency may produce extinction. Evidence supporting both of these hypotheses has been published in several studies. In support of the satiation hypothesis, Fischer et al. (1997) and Lalli et al. (1997)

demonstrated that NCR can be effective even when the target response continues to produce reinforcement, thereby eliminating the possibility of extinction. In a similar way, Roscoe et al. (2003) found that large magnitude reinforcers during NCR produced greater response suppression than did small magnitude reinforcers during NCR, which would be expected if NCR produced satiation. Hagopian et al. (2004) provided evidence in support of the extinction hypothesis. They found that NCR was effective under lean schedules of reinforcer delivery conditions where satiation was unlikely to be operating. A third hypothesis, which has been proposed less often, is that NCR decreases target responding because other, competing responses are adventitiously reinforced. For example, some researchers have shown that behaviors other than the target response increase during NCR. The purpose of the current series of studies is to examine changes in a target response under NCR as a function of the availability of alternative responses.

200-225 Teaching Children with Autism to Mand for Information Carole Marion, M.A. C.Psych.Candidate & Drs. Garry Martin & C.T. Yu., Ph.D., Charissa Buhler, University of Manitoba, St.Amant Research Centre Carole is Ph.D student in the ABA program at the University of Manitoba under the supervision of Dr. Garry Martin. She is also a lead consultant in the Applied Behaviour Analysis program for children with autism at St.Amant. A modified multiple-baseline design across responses and contexts was used to evaluate a teaching method to teach children with autism to mand for information using WH questions (Where and Which one). The training procedure included a preference assessment, prompts, and error correction. Mands were contrived in four different ways. The answers to questions were given when the child evoked the correct mand. Generalization to novel contexts, activities, and the natural environment was assessed. Results indicated that all children learned the make the appropriate requests. Generalization to the natural environment occurred for most of the children after one or two contexts were taught. 225-315

Poster Presentation & Exhibitors (break)

A poster session consisting of students and researchers will be held. Participants will be given an opportunity to talk directly to each poster presenter and discuss his or her research. This year three poster judges, Drs. Janine Montgomery, Javier Virues Ortega & James Ediger will be judging the posters. The poster with the highest score will win a prize.

SELF-INSTRUCTIONAL TRAINING TO CONDUCT DISCRETE-TRIALS TEACHING WITH CHILDREN WITH AUTISM Ashley Boris, Kendra Thomson, Colleen Murphy, Alejandra Zaragoza Scherman, Lindsay Dodson, Garry L. Martin, & C.T. Yu, University of Manitoba & St. Amant Research Centre Discrete-trials teaching (DTT) is a valuable tool of applied behaviour analysis that is used to teach skills to children with autism. We evaluated the effectiveness of a revised DTT self-instructional manual for teaching three tasks to children with children with autism. In a modified multiplebaseline across participants design, three university students with no previous experience in DTT: (a) attempted to teach three tasks (pointing to named pictures, matching-to-sample, and motor imitation) to a confederate role-playing a child with autism (baseline); (b) studied the revised selfinstructional manual (training); and (c) attempted to teach the three tasks to a confederate again (post-training). We scored each participants DTT performance using the 21-component DiscreteTrials Teaching Evaluation Form. Two out of three participants achieved the mastery criterion (80%) during a post-training assessment. One participant achieved mastery after a session of performance feedback and demonstration of DTT. Two out of 3 participants achieved mastery in generalization sessions with a child with autism. The average amount of time for participants to master the manual was 6 hours and 41 minutes. The results indicate that studying the selfinstructional manual effectively increased 2 out of 3 participants accuracy in conducting DTT, while feedback and demonstration increased DTT accuracy of the third participant. IMAGINE THAT: USING GRADUATED EXPOSURE TO OVERCOME FEAR OF MRI SCANNING SITUATIONS IN CHILDREN Deborah Hatton, B.A. Hons., St.Amant Research Centre, University of Manitoba, & National Research Council Institute of Biodiagnostics Dr. Toby Martin, St.Amant Research Centre & National Research Council Institute of Biodiagnostics Dr. Deborah Shiloff, Dr. Krisztina Malisza, National Research Council Institute of Biodiagnostics Dr. C.T. Yu, St.Amant Research Centre & University of Manitoba In practice, children younger than 5 years-old are frequently prepared for Magnetic Resonance Imaging (MRI) with sedation, as is the case at Winnipeg Health Sciences Centre MRI. Scanning children without sedation would utilize fewer hospital resources while maximizing patient safety, and may potentially increase participation in MRI research studies where sedation is inappropriate. Unfortunately, many young children indicate fear and unwillingness to proceed in MRI scanning situations. Graduated exposure (GE) is a behavioural procedure that breaks down fear-eliciting situations into a hierarchy of specific stimuli in ascending order of subjective fear elicitation. Intermediate steps are created when a subject is unwilling to proceed to the next step in the procedure. Twenty-eight children who previously demonstrated fear of, or unwillingness to enter, an MRI environment were introduced to a mock scanner using either GE or standard familiarization (SF; no intermediate steps) in a matched-pairs design. GE produced a larger mean increase (M = 4.00, SD = 1.47) in hierarchy step advancement than did SF (M = 2.57, SD = 2.95), t(13) = 2.31, p = .04 (2-tailed, dependent samples). All children who received GE completed the simulated MRI procedure, while a few who received SF made little or no progress.

EASY AS 1, 2, 3: IDENTIFYING THE OPTIMAL NUMBER OF ITEMS TO USE DURING MULTIPLE-ITEM PREFERENCE ASSESSMENTS Deborah Hatton, B.A. Hons., University of Manitoba, St.Amant Research Centre, & National Research Council Institute for Biodiagnostics Carly Theissen, M.A., Dr. C.T. Yu, University of Manitoba & St.Amant Research Centre Dr. Garry Martin, University of Manitoba Two frequently used preference assessment procedures are paired-stimulus (PS) and multiplestimulus without replacement (MSWO) assessments. To assess an array of items, PS involves presenting 2 items per trial and pairing each item with every other item on subsequent trials. In contrast, MSWO involves presenting all items on the first trial. A selected item is not replaced and the remaining items are presented on the next trial, and so on until the last 2 items are presented. MSWO is more efficient than the PS procedure, but many people with developmental disabilities are unable to discriminate between more than 2 items. I evaluated the effectiveness of a simple test to predict the optimal number of items that a person can discriminate. Each participant received a PS assessment to establish a preference hierarchy among 8 items, an optimal-number test, and an MSWO assessment for the same 8 items. Contrary to what was expected, the most preferred item identified by the PS assessment was not selected above chance level during the MSWO assessment on trials when the number of items matched the optimal number.

DOES PERFORMANCE ON THE ABLA TEST PREDICT RECEPTIVE NAME RECOGNITION IN CHILDREN WITH AUTISM? Genevieve Roy-Wsiaki, Dr. Dickie C. T. Yu, Christine Sousa, University of Manitoba & St. Amant Research Centre, Dr. Garry L. Martin, Steven Duvenaud, University of Manitoba Researchers have hypothesized that for people with autism, the deficits in learning certain tasks may be a function of deficits in learning the prerequisite auditory, visual and motor discriminations. The Assessment of Basic Learning Abilities (ABLA) Test is a useful tool by which these discriminations are assessed. However, research has not yet investigated the specific relationship between performance on ABLA Level 6 (an auditory-visual discrimination), and the ability to discriminate the names of objects for children with autism. This study investigated whether performance on ABLA Level 6, predicts performance on receptive language tasks. Participants included ten children with a diagnosis of autism. Standardized prompting and reinforcement procedures were used to attempt to teach ten name-recognition tasks. Three of the Level 4 participants passed all of the tasks, and one passed eight of the ten tasks. The Level 3 participant passed two of the ten tasks. All five of the Level 6 participants passed all of the tasks. The difference in performance between children at ABLA Level 4 and Level 6 was not significant at the .05 level. These results suggest that children with autism at ABLA Level 4 or 6 are approximately equally capable of learning receptive name recognition tasks.

DOES THE ASSESSMENT OF BASIC LEARNING ABILITIES PREDICT FOUR-CHOICE DISCRIMINATION LEARNING FOR PERSONS WITH DEVELOPMENTAL DISABILITIES? Christine Sousa, University of Manitoba The current study assessed whether Assessment of Basic Learning Abilities (ABLA) performance predicts success at four-choice discrimination tasks for adults with developmental disabilities. The ABLA measures the ease or difficulty of learning a simple imitation and 5 two-choice discrimination tasks (Kerr, Meyerson, & Flora, 1977). ABLA results accurately predict the ability to learn a variety of other two-choice tasks relevant to home, school, and vocational settings (Martin, Thorsteinsson, Yu, Martin, & Vause, 2008), but little is known about the test's predictive validity for tasks that involve more than two options. Our participants passed significantly more fourchoice tasks at their ABLA level than four-choice tasks immediately above their highest passed ABLA level. The difference was statistically significant t(11) = 3.74, p = .002, one-tailed, supporting the predictive validity of the ABLA. ABLA predictions on performance on the four-choice tasks were compared with predictions made by direct-care staff who had worked with the participants for at least three months. Staff predictions were slightly more accurate than ABLA predictions, although the difference was not statistically significant. These results have practical implications for designing training programs in clinical settings. EVALUATION OF A SELF-INSTRUCTIONAL PACKAGE FOR TEACHING DISCRETE-TRIALS TEACHING TO TUTORS Kendra Thomson, Sandra Salem, Kristen Campbell, Garry Martin, Dickie Yu, University of Manitoba & St. Amant Daniela Fazzio, St Amant Discrete-trials teaching (DTT) is commonly used for delivering applied behavior analysis (ABA) treatment for children with autism. Although individuals trained in DTT are in high demand, there are relatively few studies examining DTT training procedures. We evaluated the effectiveness of a self-instructional manual for training newly-hired tutors (in an ABA program for children with autism) how to conduct DTT sessions with a confederate role-playing a child with autism. We conducted a multiple-baseline design across a pair of tutors, replicated across three pairs, to assess the tutors accuracy in delivering 21 DTT components while attempting to teach the confederate 3 tasks. After an average of 4.6 hours to master the self-instructional manual, tutors showed an average improvement in DTT accuracy of 39% from Baseline. If tutors did not reach a mastery criterion of 80% correct on DTT skills after reading the manual, they were asked to watch a brief video demonstration of a highly-trained individual conducting DTT with a child roleplaying a child with autism. Tutors accuracy in delivering DTT improved an average of an additional 10% from after reading the manual to watching the video. These results suggest that self-instructional strategies have significant potential for instructing participants to conduct discrete-trials teaching.

USING COMPUTER-AIDED PERSONALIZED SYSTEM OF INSTRUCTION (CAPSI) TO TEACH DISCRETETRIALS TEACHING FOR EDUCATING CHILDREN WITH AUTISM Alejandra Zaragoza Scherman, Kendra Thomson, Lindsay Dodson, Ashley Boris, Dr. Joseph Pear Dr. Garry Martin, University of Manitoba Discrete-trials Teaching (DTT) is a commonly used approach for teaching children with autism in early intensive behavioral intervention (EIBI) programs. With rising prevalence of autism and the increase in government funded EIBI programs, there is a shortage of well-trained tutors and therapists. An effective and cost-efficient training procedure is needed to help address this problem. The present study evaluated the use of a self-instructional manual supported by a computer-aided personalized system of instruction (CAPSI) for teaching DTT to university students. Prior to studying the manual, five university students were assessed on the Discrete-Trials Teaching Evaluation Form (DTTEF) for DTT accuracy, while they taught three tasks, to a confederate role-playing a child with autism. Subsequently, the students studied a selfinstructional manual using CAPSI to demonstrate mastery of study questions about DTT. Finally, participants once again attempted to teach the three tasks to a confederate role-playing a child with autism. Overall mean baseline accuracy on the DTTEF was 54.86%, and improved to 84.73% in post-treatment, a 30% improvement. The results suggest that CAPSI is an effective educational tool for the delivery of the selfinstructional manual. Future research should investigate (1) how to make CAPSI even more effective, and (2) whether these results can be generalized to other populations such as ABA tutors, parents and paraprofessionals working with children with autism. 315-415

ROUND TABLE DISCUSSION

Decades of research has indicated that behaviour analysis can be used to treat/teach a wide variety of behaviours, skills, to various populations. Barriers are sometimes found when disseminating the information generated through research to community and clinical populations. The round table panel will consist of between 3 and 5 clinicians and behaviour analysts who will briefly discuss both their own experience with as well as evidence-based strategies for disseminating research findings to community and clinical populations. Following each panel members brief presentation, the audience will have an opportunity to discuss the topic and ask questions of the panel and members of the audience in order to gain a better understanding of the strategies used to address this issue. 415-425

BEHAVIOUR ANALYSIS AWARDS

A person nominated by MABA members will be honoured for their works/research and contributions to the field of behaviour analysis.

A SPECIAL THANKS TO OUR FUNDERS

FACULTY OF ARTS ENDOWMENT FUND

DEPARTMENT OF PSYCHOLOGY

The Manitoba Association for Behaviour Analysis (MABA) is approved by the Canadian Psychological Association to offer continuing education for psychologists. MABA maintains responsibility for the program.

Manitoba Association for Behaviour Analysis (MABA) Behaviour 5th Annual Conference Registration October 23, 2010
University of Manitoba Winnipeg, Manitoba

First Name: _______________________________ Middle Initial: _____ Last Name: ______________________________________________ Title: _____________________________________________________________________________________________________________________ Affiliations: _______________________________________________________________________________________________________________ Mailing Address: _________________________________________________________________________________________________________ City/Prov or State/ Postal Code or ZIP: _____________________________________________________________________________________ Phone: ___________________________________________________________________________________________________________________ E-mail: ___________________________________________________________________________________________________________________ Are you receiving Canadian Psychological Association Continuing Education Credits Canadian Yes Please note that unless otherwise stated, all correspondence from MABA to registrants will be via e-mail. eNo

Conference Fees
You must be a current member of MABA to be eligible for member conference fees. If you have not paid your 2010 membership fee and would like to become a member, please also download and complete the membership application form at www.maba.ca

Members
2010 Early Registration by August 31, 2010 Non presenter $20.00 Presenter $10.00 Student $12.00 Non presenter $30.00

NonNon-members

Presenter $15.00

Student $15.00

Registration Registration after August 31, 2010 Non presenter $25.00 Presenter $12.00 Student $17.00 Non presenter $35.00 Presenter $25.00 Student $25.00

Please mail this form with cheque (made out to MABA) or money order to: MABA Conference Janelle Valcourt

440 River Road Winnipeg, Manitoba R2M 3Z9 EARLY REGISTRATION DEADLINE: August 31, 2010
Donations I would like to make a donation by the amount of $__________ to the MABA Conference by sponsoring: A Key Note Speaker A student The MABA Conference Committee Yes No

Wine and Cheese: If MABA were to host a wine and cheese immediately after the conference, would you attend?

Conference Evaluation Form

Please rate each of the following presentations using the following scale 5 4 3 2 1 Excellent Very Good Neutral Poor Very Poor
Presenter Topic Presentation topic Walters, Kerri Wacker, David Martin et al. chnerch et al. Walker, John Rating Met objectives outlined Quality of in the abstract Presentation

Overall

Behaviour Analysis in Manitoba Functional Communication Feedback Systems DBT Knowledge Translation

Virues-Ortega et al. Non contingent reinforcement Marion, Carole Round Table

Mands Breaking the barriers

Please rate each of the following parts of the day using the following scale 5 4 3 2 1 Excellent Very Good Neutral Poor Very Poor Part of the day Venue Rating Suggestions/Comments

Food and beverage during breaks

Lunch

Poster Presentation

The Conference Overall

Which of the following Fundraising initiatives would you be likely to participate in? Fundraising Silent Auction Buying MABA Merchandise Wine and Cheese after the conference Making a donation Other: Yes/No

Which day of the week would you like to see the conference held next year (Mon to Sat): Which month would you like to see the conference held next year (Jan to Dec): List some presentation topics that you would like to see next year:

List some of the round table topics that you will like to see at upcoming conferences

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