1-908-276-6500 info@abacnj.com

Accessibility

Accommodations for Individuals with Disabilities

ABAC webinars are available to anyone who is able to access the internet. For those who are vision impaired, attendance codes are read aloud and graphs and videos are described verbally. For speech impaired, questions are submitted via chat. For those who require it, our webinar platform allows for closed-captioning. For more information, contact us at info@abacnj.com.

ABAC Disclosure Statement

ABAC, Inc, it’s owner, and employees do not receive royalties or non-financial benefits for the sale of any books or products authored by our guest speakers unless Adrienne Fitzer is listed as co-editor or author.

Cancellation Information

Cancellation policy-

If you are unable to attend a webinar, please email Adrienne at adrienne@abacnj.com as soon as you can. We will not accept cancellations within 1 hour of the webinar start time.  If your cancellation is received prior to 1 hour before the event, we are happy to move you into another webinar or issue a refund. Please check make sure you know how long the webinar recording is available for. Most events are recorded and access is granted for up to 5 days. We do not offer transfers to other webinars or workshops if you miss the webinar.

In the rare event ABAC must cancel a webinar due to low enrollment or presenter conflict, an email will be sent to all individuals who have already signed up arranging an transfer to another webinar or a refund.

Missed Webinar and Grievance Policy

CE General Info

Before continuing make please note:
  • Not all webinars offer continuing education credit hours to certain professionals. Check each webinar for more information.
  • No CE credit is provided for the Free ABACLive Cambridge Center Series webinars or for university/college class supplemental material.
For CE eligible webinars:

Attendance Codes:

Participants are required to attend the entire webinar.  ABAC presenters embed codes randomly within their webinar. These are not hidden. The codes are read out loud and left on the screen for about 20s. The codes are not case sensitive. You must write them down or other wise record them as participants must submit the codes via our attendance code submission form following the webinar to ensure attendance.

Assessment:

In addition, participants are required to pass a post-test with 80% accuracy.

Other:

The moderator will present a visual model of how to access the post-test, evaluation, and code-submission form at the end of the webinar.

Each of these are formatted as online forms and are available after the live event and for the duration of the recording access period.

General Information

Title: Everybody Charts: Applying the Discoveries from Precision Teaching to your Behavioral Programming

Presented By: Andrew J. Bulla, Ph.D., BCBA

Date: Thursday,  October 17, 2019

Time: 6:00 pm - 9:00 pm eastern (New York) 

Recording Availability: October 18, 2019 - October 23, 2019 5 pm eastern

Abstract

Precision teaching can be described as measuring dimensional quantities of behavior, displaying those behaviors on the standard celeration chart, and making instructional decisions based on the patterns of responding. Based on this system of measurement and decision making, several discoveries have been made that directly relate to behavior analytic programming. This webinar expands on the basics of charting and provides learners with an advanced look into precision teaching. Topics to be addressed include (1) differences between free-operant and discrete trial approaches, (2) conducting component/composite analyses of skills, (3) creating free-operant instructional materials, (4) planning for and avoiding ceilings on performance, (5) the relationship between standard celeration charts, and (6) how to use learner verified mastery criteria.

Learning Objectives

After attending this webinar participants should be able to: 
(1) State and plan for common learning ceilings.
(2) Conduct Retention, Endurance, Stability, Application (RESA) checks.
(3) State the similarities and differences between discrete trial and free-operant programming.
(4) Conduct a component/composite analysis for a target behavior you wish to teach.

 

Presenter Bio and Disclosure Statement

Dr. Andrew Bulla is an Assistant Professor of Psychology at Georgia Southern University, and also serves as the university’s Verified Course Sequence (VCS) coordinator for the Behavior Analyst Certification Board’s (BACB) course sequence at the university. He received his Bachelor’s degree from Saint Joseph’s University in psychology with a minor in autism studies. Upon graduating, he completed his Master’s and Doctoral degrees in behavior analysis from Western Michigan University under the advisement of Dr. Jessica Frieder, and subsequently became a Board Certified Behavior Analyst in 2014. Dr. Bulla has worked at a variety of organizations over the course of his career including The Kinney Center, The Center for Autism Research, Kalamazoo Community Mental Health, Summit Pointe, The Envision Center, and Van Buren Intermediate School District. During his time in these positions, Dr. Bulla applied behavior analysis to a variety of learners and situations. He has worked as an instructional design consultant in universities, autism early intervention, ancillary programs including social and recreational skills, the assessment and treatment of challenging behaviors, and academic interventions for students with and without disabilities. Dr. Bulla also currently assists with Morningside Academy’s Summer School Institute, a summer program that trains teachers, school administrators, scholars, and students from all over the world on how to implement the Morningside Model of Generative Instruction.

Dr. Bulla has taught a variety of college level courses in the areas of Applied Behavior Analysis, Autism, Introduction to Psychology, Research Methods, Educational Psychology, Behavior Assessment, and Advanced Behavior Change Systems and Techniques. He believes that it is an honor and a privilege to be a part of someone’s education. In alignment with this view, he tries channel the words of Zig Engelmann and Ogden Lindsley: “If the student hasn’t learned, the teacher hasn’t taught,” and that “The student is always right.” Dr. Bulla utilizes several instructional design and behavioral strategies in his courses to ensure all students are learning the material.

In terms of research, Dr. Bulla has published papers in the areas of self-management and class-wide approaches to behavior management. His current research interests focus on behavioral approaches to education and schooling. More specifically, he has an interest in precision teaching, instructional design, direct instruction, and behavior management in school settings.

In his spare time, Dr. Bulla enjoys applying behavior analysis to his every-day life. He is currently teaching himself to play guitar using precision teaching and frequency building techniques. He also enjoys spending time with family, trying new craft beers, surfing, paddle boarding, and hanging out with his lil’ pup, Kobe.

Disclosure Statement:

Dr. Bulla will be showing examples of Morningside Academy's curriculum. While not directly employed by Morningside Academy, he has a contract with Morningside Teachers' Academy.

 

Credit Hour Information

  • Certified/Licensed Behavior Analysts: 3 Type II CEUs
  • Psychologists, Social workers and counselors: NA

Only behavior analysts and psychologists may view ABAC  recordings for continuing education credit (If eligible). All other professions must attend live.

For ABAC's continuing education approvals statements please view our Continuing Education page

Schedule

6:00 pm: Introduction
6:05 pm: Webinar begins
7:30 pm: 10 minute break
7:40 pm: First Q&A session
7:50 pm: Webinar resumes
8:45 pm: Second Q&A session
9:00 pm: Evaluation, post-test and attendance code submission forms