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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: Teaching Play to Children with Autism Using Applied Behavior Analysis

Presented By: Russell Lang PhD, BCBA-D

Date: Thursday, 12/5/19

Time: 12:00 pm – 1:00 pm eastern (New York)

Recording Availability: 12/6/2019 – 12/11/2019 at 5 pm eastern

    Abstract

    Play is important to child development because it provides a context for emerging motor, language and social skills. Unfortunately, children with autism often engage in restrictive and repetitive play that is not as likely to facilitate the acquisition of other important behaviors as the play behavior of typically developing children. In this session we will describe the reasons why teaching play behavior to children with autism is often an important goal, identify the evidence-based approaches to teaching play to children with autism, and offer specific strategies to improve the variability and diversity of play in children with autism.

    Learning Objectives

    1. Identify 3 reasons why improving the play behavior of children with autism is an important early intervention goal.
    2. Identify the components of evidence-based play intervention.
    3. Identify specific intervention procedures that are likely to improve the diversity, flexibility and variability of play in children with autism.

    Presenter Bio and Disclosure Statement

    Russell Lang, PhD, BCBA-D, is an associate professor of Special Education and a doctoral-level Board Certified Behavior Analyst. He earned his PhD in Special Education with an emphasis in Applied Behavior Analysis (ABA) and early childhood developmental disabilities from the University of Texas at Austin. Dr. Lang completed a post-doctoral researcher position at the University of California in Santa Barbara. He has published over 150 peer-reviewed research papers, books and multiple book chapters concerning the education and treatment of children with autism and other developmental disabilities. Dr. Lang’s research is most often conducted in applied settings including children’s homes and schools. He serves on the editorial review board for Journal of Development and Physical Disabilities, Developmental Neurorehabilitation, Journal of Child and Family Studies, Advances in Neurodevelopmental Disorders, Journal of Behavioral Education and Behavior Modification.

    The presenter(s) and/or presenters’ family members do not have financial arrangement or affiliation with any of the products, organizations, or programs mentioned during this talk.

    Credit Hour Information

     

    Behavior Analysts: 1 Type II CEU

    Psychologists: 1 CE

    Social Workers/Counselors: 1 Clinical CE/ 1 CE

    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

    12:00 pm: Introduction
    12:05 pm: Webinar begins
    12:50 pm: Q & A session
    1:00 pm: Evaluation, post-test and attendance code submission forms