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I am proud to be associated with ABA India, a not for profit organization engaged in studying and applying the science of behavioral analysis in treating autistic disorder. ABA India is organizing the 1st ABA Conference in India...

VVS Laxman
Ace Indian Cricketer
Good Will Ambassador for ABA - India

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ABA India is a not for profit organization supported by parents of individuals with Autism, practitioners and caregivers in this special field. I'm proud to be associated with the organization as a "Goodwill Ambassador"...

Gautam Gambhir
Ace Indian Cricketer
Good Will Ambassador for ABA - India

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I' m honored to be associated with ABA India as a "Goodwill Ambassador" for the First Asia Pacific Conference in Bangalore on December 11-12, 2010. I support the work that ABA - India, has set out to do in India...

Farouque Sheikh
Film Actor & Theatre Personality

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Workshop Details:

Day 1: Workshop 1:

Name of author(s): Geetika Agarwal Phd., BCBA-D; Sheela Rajaram M.ADS., BCBA , Katie Kloes M.A., BCBA and Mara K. Oblak Phd., BCBA-D

Title of Presentation: Designing Behavior Analytic Intervention for effective Parent Training of parents and caregivers of children diagnosed with Autism Spectrum Disorder (ASD)

Abstract: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder of childhood affective social communication skills, restricted and repetitive behavior. Prevalence of ASD has be increasing and considered a significant public health (Bearss et al., 2015). Parenting a child with ASD is particularly challenging and overwhelming when compared to raising a neurotypical child. They may experience anxiety and lack of confidence, in addition to deficit in overall mental and physical well being (Karst et al, 2012). Parents of children with ASD are involved in several therapies and research indicates that there are several benefits to their involvement. These include reduced stress level, increase of self-confidence and positive impacts on their child's behavior and long term outcomes. Parent and caregiver training, like other aspects of service delivery, should be a cornerstone of an effective ABA therapy.

Keeping in line with this philosophy, this workshop will discuss specific case studies with outcomes from parent training, focus on discussing how to set up parent training, focuKeeping in line with this philosophy, this workshop will discuss specific case studies with outcomes from parent training, focus on discussing how to set up parent training, focus on discussing specific barriers and challenges to parent training, and finally focus on outcomes of using a Manualized Parent Training Program. Participants will work in small groups and design effective parent training, share their experiences with the group. Come and learn how to get the most from your parent training sessions and tips on how to run parent training sessions!

Day 2: Workshop 2:

Meera Ramani, BCBA

Title: Dealing with Adolescence changes, transition and Teaching Adaptive Behavior

Abstract: Several studies have shown that Applied Behavior Analysis can provide an in-depth structured approach that, if administered by qualified personnel, can lead to positive effects on social behavior. Socialization between individuals is an important characteristic in human development. In individuals with autism, there is a profound deficit with social skills and with social reciprocity. The purpose of this workshop is to demonstrate teaching adaptive behavior such as private and public behavior, avoidance of danger, peer refusal skills, personal space, right and wrong, avoidance of engagement in self stimulation. The importance of using Applied Behavior Analysis such as shaping, teaching interaction and DTT in teaching these skills will be demonstrated. In this workshop you will learn what happens before an undesired behavior occurs, what to do after it occurs and how to set goals to change the behavior. We will share strategies you can use to teach your student replacement behaviors

Workshop 3:

Komala Anantpur, MS BCBA

Title : Evoking Vocal Verbal Behavior in Children with Autism by Establishing Stimulus Control

Abstract : Vocal verbal behavior is the production of auditory stimuli that effectively control the behavior of a community of listeners resulting in reinforcement for the speaker (Skinner, 1957). A large number of children on the spectrum do produce a varied number of speech sounds very early on (they do not have any form of speech disorders), but they do not lead into functional communication. More precisely, for some children with autism the naturally occurring contingencies of reinforcement have failed to effectively control their speech sound emission. Vocal verbal behavior is the most desirable form of communication and hence an important goal.

Many children with Autism do not acquire vocal verbal behavior as their primary form of communication in spite of having some vocal verbal repertoire. There are many procedures outlined in literature which are currently being used like manual sign mand training with prompt delay (Dr. Carbone), stimulus-stimulus prairing procedures to elicit functional language.
In this workshop we will outline procedural steps which leads to establishing stimulus control over the speech sounds, to evoke vocal verbal behavior in children with Autism.

Workshop 4:

Sheela Rajaram, M.ADS , BCBA & Dr. Geetika Aggarwal, BCBA-D

Title of Presentation: Behaviour Technician (RBT) training and procedures.
This workshop will focus on:
1. Training and resources required to implement RBT training.
2. Implementation of Competency checklists.
3. Evaluating effectiveness of RBT training.
This workshop is designed for BACB certificants involved in training RBTs or direct care staff in behavioural settings. The workshop will cover core training requirements for RBT as outlined by BACB. For each area on the RBT task list, teaching exemplars will be identified and taught using Behavioural Skills Training (BST)

Workshop 5:

Dr. Francine Baffa, LMSW, LBA,BCBA-D - Utah Valley University
Jamie Emery, MA , Professor at Crowder College, USA

Title: BARS to Advance Learning Mastery

Behaviourally anchored rating scales (BARS), compared to other appraisal methods, have the most potential to be an integral part of evaluation and contribute significantly to student's mastery of learned units. It is not an accident that the BARS method has proved to be perennial and resilient in terms of survival over the last fifty years, and continues to sustain the interest of researchers and practitioners alike. Based on a synthesis of the existing literature this paper provides a unique perspective by bringing together the use of BARS to motivate and drive effective and efficacy in program delivery and the resulting increased acquisition rate of learned units by students with autism.

Teacher Performance Rate and Accuracy Scale (TPRA) another method of direct teacher observation used in the teacher evaluation and training component of the Comprehensive Application of Behavior Analysis to Schooling (CABAS«) model of schooling will be reviewed. The TPRA builds on the concept of academic engaged time (a measure frequently employed during eco-behavioural assessment) by counting the presence or absence of learn units (interlocking three-term contingencies for both students and teachers) during instruction.

Specifically the mastery rates of learned units will be compared to those reported using both BARS and TPRA. Implementation procedures for the BARS, its application for identification and analysis of instructional problems, and its use for training and ongoing evaluation of teachers are presented.

Workshop 6:

Julianne Bell, MS BCBA

How to apply Incidental Teaching and Embedded Discrete Trial Teaching to Teaching Children with Autism
Discrete trial teaching (DTT) is a commonly used, highly researched and effective technique within behavioural intervention for children with autism. Despite this DTT is often criticized for various reasons such as for not utilising a student's intrinsic motivation, for being removed from the natural establishing operations and discriminative stimuli of the language being learnt so that generalization is a problem and, as social validity is often low with parents and special educators they are less likely to follow the procedures. Incidental and Embedded DTT are two strategies within Applied Behaviour Analysis that address these concerns. They allow for the student to learn in the natural environment and intrinsic motivation to be utilized while teaching. This workshop will provide a brief introduction to the two terms so that attendees are clearly able to discriminate the difference between the two strategies and will present the current research for both. The majority of the workshop will be focused on providing, practical tips for using these strategies effectively, examples of how these strategies can be applied when teaching a variety of language concepts to different learners and examples of data collection.

(NB: This workshop will be most useful for those who have students that have at least a few strong motivators/interests and emerging echoics as these are the students with whom these strategies will be demonstrated with.)

  By 15/08/16 After 15/08/16 Spot
Presenting delegate 2500 2500 3000
One parent 3500 4000 5000
Both parents 5000 6000 7000
ABA members 2500 3000 4000
Non members 3500 4000 5000
Student 2000 2500 3000
Workshop Fee : Fee per workshop 1000 1200 1700

Groups of 5 or more attendees from the same organization: Rs. 2500/- per head .
Groups of 10 or more from the same organization: Rs. 2000/-per head.

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