Continuing Education Units

The University of West Florida Office of Applied Behavior Analysis s proud to bring you the Cambridge Center for Behavioral Studies CEU course series for Board Certified Behavior Analysts.


How to access the Online Continuing Education courses:

To enroll in courses, please click the following link:

Register Now 

  • Create a profile on our Cambrige Center for Behavioral Studies (CCBS) Collaborative Continuing Education site to purchase courses and access the videos instantly.
  • You will be prompted through a series of videos and review questions followed by an evaluation and access to your certificate of completion for printing or saving. As you progress though the video clips, the next clip will appear in your screen. Continue through all video clips and review questions until you are able to access the evaluation and certificate.
  • Quiz questions require 100% proficiency before accessing the certificate.
  • After you complete a course evaluation, you will see your certificate of completion.

Certificate of Completion

The certificate will be visible at the end of the course and you may download or print the file.  The certificate will also continue to be accessilble in your profile on our CCBS Continuing Education Website. Please make sure that your name, email address, and BCBA number are all submitted correctly, as that is the data that will display on the certificate.

Preferred Browsers

These course modules work best when viewed in the following web browsers: Google Chrome, Safari, or Mozilla Firefox. If you are using Internet Explorer, please make sure your computer is equipped with the most up to date version of that browser. The courses may also be viewed on mobile devices.

Special thanks to Janusz Chudzynski at UWF's Academic Technology Center for the development of this online CEU module. Learn more about the Academic Technology Center.


 

CEU Course Descriptions and Syllabi

Please click on the following course names to expand the descriptions:

ABA and DIR/Floortime: Compatible or Incompatible?

Presenter: Robert K. Ross, Ed.D., BCBA-D, Beacon ABA Services

CEU: 1.5 units Type II - Syllabus for ABA and DIR/Floortime (PDF)

Course Description: Behavior analysts providing Early intensive Behavioral Intervention (EIBI) to children diagnosed with autism spectrum disorders (ASD) may be asked to provide other interventions or collaborate with those providing other services. A large number of supplemental and or competing therapies exist, some of which have empirical support while many others do not.

This presentation is designed to comprehensively review the philosophical underpinning, assessment methods, instructional goals and specific instructional practices involved in the implementation of EIBI and DIR/Floortime. This review suggests that a number of specific practices of DIR/Floortime are in direct contradiction to and may undermine the effectiveness of behavior analytically based interventions used in EIBI services. Video exemplars will be use to illustrate these differences. The ethical issues associated with combining these two approaches will also be discussed.

Goals/Learning Objectives: At the end of this 50-minute workshop, participants will be able to:

  1. Describe the philosophical and empirical underpinnings for both EIBI and DIR/Floortime approaches.
  2. State at least three instructional practices from ABA/EIBI and DIR/ Floortime and how they differ.
  3. Describe how the implementation of DIR/Floortime practices could interfere with skill acquisition in EIBI interventions.
  4. List at least two ethical issues associated with combining EIBI and DIR/Floortime approaches.

Course Format: 75-minute video presentation.

Behaviorally-based Interventions for Community-based Challenges: Sexuality, Safety, Social Navigation, and the Criminal Justice System with Adults with Autism

Presenter: Peter F. Gerhardt, Ed.D., Upper School for the McCarton School, NYC

CEU: 1.5 units Type II - Sylabus for Behaviorally-based Interventions for Community-based Challenges (PDF)

Course Description: Despite a rapidly growing body of knowledge regarding effective, behavioral analytic intervention with school age children with autism, adult outcome studies indicate that the majority of individuals graduate to lives of limited independence and minimal community engagement. These poor outcomes can, perhaps, best be understood as the direct result of deficits in adaptive behavior competencies. This presentation will provide a brief overview of the more relevant challenges to effective intervention in adaptive behavior and offer recommendations toward improving outcomes by focusing on the role of context and social validity when providing behaviorally based instruction with older learners.

Goals/Learning Objectives: At the end of this 50-minute workshop, participants will be able to:

  1. Identify the characteristics of interventions based upon the principles of applied behavior associated with more positive adult outcomes.
  2. Discuss adaptive behavior as a measurable, behavior analytic outcome
  3. Discuss the complexities associated with effective intervention in adaptive behavior from dressing, to toileting, to safety and to sexuality
  4. Discuss the impact of the concept of happiness, as behaviorally defined, on intervention development.

Course Format: 75-minute video presentation video edited and presented online with review questions.

How to get Children with ASD to Communicate: What Works

Presenter: Andy Bondy, Ph.D., Pyramid Educational Consultants, Inc.

CEU: 1.5 units Type II - Syllabus for How to get Children with ASD to Communicate‌ (PDF)

Course Description: The selection of an approach to help children with autism acquire communication skills is remarkably challenging. This talk will review many of the issues that relate to evidence-based practices that aim to improve broad language skills, including the acquisition of an array of verbal operants as well as skills associated with "the listener" (traditionally viewed as receptive skills). While the hallmark of applied behavior analysis involves many hundreds of single-subject designs looking at particular skills, many practitioners attempt to use "packages," that is, an organization of target skills and teaching strategies, including those involving generalization.

We will review the evidence that particular packages work, either in terms of outcome measures or in comparison to other packages. We will review several modalities and also consider issues related to the successful transition from one modality to another, including issues related to our ethical responsibilities. Furthermore, consideration must be given to programs/packages that are derived from non- behaviorally based strategies with regard to their evidence for effectiveness. Rather than trying to provide a definitive answer to "Which strategy is universally the best?" guidelines for the most appropriate questions to ask will be offered.

Goals/Learning Objectives: At the end of this 75-minute workshop, participants will be able to:

  1. Identify key language goals from a behavioral and speech-language- pathologist perspective.
  2. Identify several behavioral and non-behavioral interventions packages and associated data regarding effectiveness.
  3. Describe advantages and disadvantages associated with different modalities and issues associated with transitioning between modalities.

Course Format: 75-minute video presentation.

The Next Generation of Research on Applied Behavior Analytic Interventions for Individuals with Autism Spectrum Disorder

Presenter: Tristram Smith, Ph.D., University of Rochester Medical Center

CEU: 1 unit Type II - Syllabus for The Next Generation of Research on ABA Interventions for ASD (PDF)

Course Description: The extraordinary success of behavior analytic interventions for individuals with an autism spectrum disorder (ASD) has fueled the rapid growth of behavior analysis as a profession. However, behavior analysts face two challenges in sustaining this growth and continuing to improve ASD interventions: (1) confronting competition from investigators in other disciplines, who now direct about 90% of extramurally funded, ASD intervention studies, and (2) balancing advocacy for current ABA interventions with the need to identify gaps in existing knowledge and set priorities for research.

This talk makes the case that one key area of need is to synthesis findings from single-subject studies on isolated procedures into interventions that are demonstrably usable by independent providers and useful to individuals with ASD. The talk also presents a framework for achieving such a synthesis by advancing through a series of stages to develop, standardize, validate, and deploy interventions.

Goals/Learning Objectives: At the end of this 45-minute workshop, participants will be able to:

  1. Discuss the impact the Combating Autism Act (2006, 2011) has had on research and interventions for individuals with ASD.
  2. Identify the phases of research recommended by the presenter (Dr. Smith) for establishing evidence-based practices.
  3. Identify what an intervention must do in order to be considered an evidence-based practice.

Course Format: 45-minute video presentation exclusively recorded at the 2013 CCBS Meeting of the Trustees

Conceptual Issues in a Science of Behavior from Watson to Skinner

Presenter: Dr. Jay Moore, University of Wisconsin-Milwaukee

CEU: 1 units Type II - Syllabus for Conceptual Issues in a Science of Behavior from Watson to Skinner

Course Description: John B. Watson was born in rural South Carolina in 1878. He held faculty positions at the University of Chicago and Johns Hopkins, delivered his behaviorist manifesto at Columbia University in 1913, carried out a controversial fear conditioning project with Little Albert B. in 1919-1920, but was obliged to resign from academia in 1920, owing to personal circumstances. He then became a successful executive in the advertising business. He was married twice, the first ending in divorce and the second with the death of his wife, Rosalie, in 1936. He died in 1958.

B. F. Skinner never met Watson, although Skinner read many of Watson's books and Watson influenced the development of Skinner's behaviorism in many ways. One important difference between the two is that Watson recognized only control by antecedents, whereas Skinner recognized selection by consequences. Two common statements about Watson's behaviorism are that it subscribed to methodological behaviorism and an extreme environmentalism.

This presentation suggests that Watson's behaviorism is more accurately described as espousing an anti-mentalism and a social activism. Author note: Correspondence concerning this presentation should be addressed to the author at the Dept. of Psychology; UW-Milwaukee; Milwaukee, WI 53201; email: jcm@uwm.edu.

Goals/Learning Objectives: At the end of this 45-minute workshop, participants will be able to:

  1. Identify historical points in John B. Watson's life.
  2. Identify when Watson's "Behavioral Manifesto" was delivered.
  3. Discuss Watson's Behaviorism.

Course Format: 45-minute video presentation video presentation exclusively recorded at the 2013 CCBS Meeting of the Trustees.

Business Ethics, Is There Really Such a Thing?

Presenter: Aubrey Daniels, Ph.D., Aubrey Daniels International (with opening remarks by Rob Holdsambeck, Ed. D., LCP, BCBA-D)

CEU: 1.5 units Type II - Syllabus for Business Ethics, Is There Really Such a Thing? (PDF)

Course Description: Psychologists and other professionals are often asked to work with businesses to help them become more productive. Many of these professionals are not prepared to deal with the contingencies that operate in this unique environment. A lot has been written about businesses lately and most of itis bad. Business has been described as greedy, money-grubbing, results at all costs. Do businesses make ethical decisions and engage in unethical behavior? No they don't! This session will explain why.

Goals/Learning Objectives: At the end of this 75-minute workshop, participants will:

  1. Learn why businesses aren't ethical entities.
  2. Learn how to analyze how ethical decisions are made.
  3. Learn how to influence behavior in organizations.

Course Format: 75-minute video presentation video presentation recorded at the 2013 CCBS Ethics Conference.

The Ethics of Buying in Without Selling Out

Presenter: Hank S. Pennypacker, Ph.D., University of Florida, Emeritus and MammaCare Corp.

CEU: 1.0 units Type II - Syllabus for The Ethics of Buying in Without Selling Out (PDF)

Course Description: A short history of the basic research underlying the MammaCare Method of Manual Breast Examination will be presented. The role of measurement in the dissemination of the resulting technology will be discussed Also, the benefits to consumers of intellectual property protection will be described. Modes of dissemination of the results of basic research will be discussed.

Goals/Learning Objectives: At the end of this 60-minute workshop, participants will be able to:

  1. Contrast the role of behavior analysis vs. conventional wisdom in designing a training technology to enhance the effectiveness of manual breast examination.
  2. Explain the role of intellectual property protection in dissemination an effective technology.
  3. Describe the role of direct behavioral measurement in certifying competence on the part of those providing an instructional service.

Course Format: 60-minute video presentation video presentation recorded at the 2013 CCBS Ethics Conference

Multicultural Aspects of Ethical Practice

Presenter: Andy Bondy, Ph.D., Pyramid Educational Consultants

CEU: 1.0 units Type II - Syllabus for Multicultural Aspects of Ethical Practice (PDF)

Course Description: The application of strategies based upon the science associated with Applied Behavior Analysis requires constant referencing to the ethical standards of particular communities. Factors that might influence this process involve issues related to private vs. public schools and other public community settings, cultural factors related to familial practices within our own society, and the ongoing spread of our applications to other countries. This talk will review some of the important questions to review.

Goals/Learning Objectives: At the end of this 60-minute workshop, participants will be able to:

  1. Identify ethical issues related to cultural practice within their own setting.
  2. Identify ethical issues related to applying various teaching strategies to other countries.
  3. Identify ethical issues that may influence transferring applications into public settings (including schools).

Course Format: 60-minute video presentation video presentation recorded at the 2013 CCBS Ethics Conference

Applying the Guidelines in Context: Ethical Decision Making, Ethical Supervision, and Ethical Training

Presenter: Mary Jane Weiss, Ph. D., BCBA-D, Institute for Behavioral Studies, The Van Loan School of Graduate and Professional Studies, Endicott College

CEU: 1.0 units Type II - Syllabus for Applying the Guidelines in Context (PDF)

Course Description: Translating the ethical guidelines from a code of behavior into conduct in real-life contexts is a multi-component skill set. In this presentation, we will review the abilities that comprise this essential skill set, and will describe how to apply a problem-solving framework to ethical challenges. Application examples will include: confidentiality, role clarity, training, consultation, and supervision.

Goals/Learning Objectives: At the end of this 60-minute workshop, participants will:

  1. Describe skills related to effective navigation of ethical challenges.
  2. Be exposed to multiple applications of ethical problem-solving skills to contexts frequently encountered in clinical settings.


Course Format: 60-minute video presentation video presentation recorded at the 2013 CCBS Ethics Conference



Feedback

Feedback