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In 2022, the recording of all ABACLive Webinars and Workshops are accessible to those that register for the live event for 2-weeks. Continuing education credit and professional development requirements must be met within that two-week window.
Recording closes 4/7/22 at 11:59 pm eastern (New York) | You must register prior to the LIVE event to have access to the recording. Recording closes 14 days after the LIVE webinar.
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Whether the “problem solver” is a scholar, a scientist, an artist, a writer, a child, a parent, or an entrepreneur, certain repertoires are required to tackle the problem-solving environment successfully. A strategy designed decades ago is currently implemented in various settings by behavior analysts. This strategy called TAPPS (Think Aloud Pair Problem Solving) or TAPS (Talk Aloud Problem Solving) can be implemented with elementary to college-age students in general education and special education settings and by career professionals, parents, and others. The presenters will describe the implementation of a TAPS program through the context of a Constructional Approach (Goldiamond, 1974), the three repertoires that are required to successfully reason and problem solve, and present a contingency analysis regarding creating a “culture” of problem-solving in a group of individuals, ensuring that the teaching and implementation of TAPS maintains over time and lineages of individuals (Glenn, 2004; Layng et al., 2020). Those attending will leave with a more complete picture of what problem-solving is, what it takes for someone to reason through a problem independently, and learn of the various settings that take advantage of its utility.
Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.
By the end of this event participants should be able to
Joanne Robbins is Principal and Associate Director of Morningside Academy, Seattle, Washington, and co-founder of Partnerships for Educational Excellence and Research (PEER), International. Her contributions in program development, curriculum design, teaching, and supervision were initially guided by Susan Markle, Philip Tiemann, and Herb Walberg.
As Principal at Morningside Academy for more than twenty-five years, she has participated with her colleague Kent Johnson, fine faculty and staff, and hundreds of children and their families in the creation, modification, implementation, and assessment of effective and efficient instruction.
As Executive Director of PEER International, Joanne helped create an international team that assists numerous township primary schools and high schools in South Africa. She is the author of Learn to Reason with TAPS: a Talk Aloud Problem Solving Approach, which is being translated into Italian, Hebrew, Spanish, and Portuguese. She is co-author of Fluent Thinking Skills: A Generative Approach. A local community advocate, she served as co-chairperson of the Seattle Public School Superintendent’s Positive Climate and Discipline Advisory Committee.
Sean Michael Will is a certified educator in the State of Texas and has spearheaded the development of programs used at animal shelters, zoos, and public schools. Sean studied under Dr. Jesús Rosales-Ruiz and earned an M.S. in Behavior Analysis from the University of North Texas. As a special education teacher, he designed problem-solving training for students and faculty in public schools. The after-school program he created taught learners problem-solving skills to apply to their academic and everyday lives. Elected by district teachers and administrators to the Educational Improvement Counsel, Sean advised the school board in decisions related to the public school curriculum. Currently, Sean is in the Florida Institute of Technology doctoral program researching problem-solving and animal training.
Sean co-founded the nonprofit organization Constructional Approach to Animal Welfare and Training (CAAWT) and serves as its Chief Executive Officer. CAAWT provides free training to individuals and organizations in need. The lives of animals and their caretakers are improved through applications of the Constructional Approach. Sean co-hosts a monthly podcast, runs private sessions and group classes in-person and online, hosts webinars, and the Annual CAAWT Conference to disseminate information on the Constructional Approach and its many applications to animal welfare and training.
Lucero Neri-Hernandez is a behavior analyst overseeing the ABA Early Intervention Clinic at Children’s Health in Dallas, Texas. She has over 10 years of experience working with children with autism and their families, completing her master’s degree and clinical training at the University of North Texas (UNT) with Jesus Rosales-Ruiz. Lucero completed her master’s thesis in a life skills classroom in a public middle school where she and a colleague taught the staff and students in the class to be better problem solvers and active listeners using Talk Aloud Problem Solving (TAPS; Robbins, 2014).
While working on her master’s degree Lucero learned about several behavior analytic approaches to education, including Direct Instruction, Instructional Design, and Precision Teaching, and nonlinear analysis and constructional interviews. During graduate school, Lucero served as a teaching fellow and teaching assistant for several behavior analytic courses.
Throughout her undergraduate and graduate studies at the University of North Texas (UNT), she was also actively involved in the Office of Outreach with G-Force, a student organization that aids minority and low socio-economic high school students apply and attend college and facilitate “university experiences” for first generation students. During this time, Lucero and her team brought over 60,000 2nd to 9th grade students to UNT’s campus to experience college life and higher education with the hopes to plant a seed for higher education.
Lucero has a broad array of experiences in behavior analysis, a passion for expanding access to higher education, and a knack for building relationships and working collaboratively.
Lilly Alejandra Flores-Fiumara a Wing Institute Grant recipient, defended her dissertation, Using a TAPS Protocol to Establish Component Skills in Third Grade Students in an After School Program: An instructional package consisting of explicit instruction, behavior analytic tactics, and behavior skills training, to earn a Ph.D. in Psychology, Behavior Analysis at The Chicago School of Professional Psychology in 2021.
As an Edward Bouchet Graduate Honor Society inductee, she presented on transitioning to scientist-practitioner at the Yale Bouchet Conference on Diversity and Graduate Education.
Over two decades of work in ABA services, Lilly supported individuals with and without dis/Abilities birth-three, parents, EIBI participants, students in special and general education, and transitioning adults across the home, community, and residential-based settings. Her leadership and OBM skills empowered people's performance. Work with students using EBTs, secured expert witness commissions in litigious special education cases. Currently, while managing a practice, Lilly teaches at Pepperdine and Northern Arizona Universities. As values-based commitments, she contributes to Dr. Biglan’s ValuestoAction.org and facilitates workshops on leadership and diversity, equity, inclusion, and access for college students.
Our speakers are volunteering their time to present as part of the Cambridge Center Series and will not receive a speaker fees for presenting this event. 50% of the proceeds from this event are donated to The Cambridge Center for Behavioral Studies
ELIGIBLE PROFESSIONS: CONTINUING EDUCATION
EXPECTED LEARNING OUTCOMES
After attending this event, attendees will select the correct answer on 80% of the questions within 3 attempts of the post-test that assesses the 3 learning objectives for this 2 hour event.
6:00 pm: Introduction: Welcome, Requirements to earn continuing education, Presenter Bio
6:05 pm: Webinar begins
7:45 pm: Q&A session
8:00 pm: CE requirements, evaluation, check out, certificate of completion