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Experimental Analysis of Behaviour Group (EABG)


There are three workshops available this year: Two all day and two half day.
*Please note those who need ethics and supervision CEUS you can attend Ethics half day work shop in the morning and attend half day supervision in the afternoon.

Workshop 1: HALF DAY WORKSHOP: 9.30-1.00pm
Title: Ethics and Professional Conduct

Dr Elin Walker Jones, Dr Sandy Toogood
Bangor University

PRICE: £60 FULL REGISTRANT / BCBA; £30 – STUDENT / BCABA (Please Note this charge is NOT covered in Conference Registration)
Maximum number of participants: 20


Ethics is pervasive, at the heart of everything we do. The effectiveness of behaviour analytic approaches in changing behaviours of social significance has been demonstrated unequivocally, however, questions as to when, how and where it is appropriate to intervene are increasingly the focus of attention within the behaviour analytic community. It is no longer a case of can we, but should we, and if so, who says we should.

In view of changing priorities, the BACB has produced a new Ethics code which will be operational as from January 1st 2016. In addition, in order to recertify, BCBAs are all required to complete 4 hours of CEUs in Ethics and Professional Conduct every three years.

This workshop will briefly review current BACB ethics and codes of conduct, identify the implications of the new code, and examine the differences between the new and the old. Codes of conduct attempt to prescribe ethical conduct for a profession of group. They do not, however, fully address every ethical dilemma a clinician may face, nor do they adequately facilitate reflective ethical practice or support rational principled decision-making in specific case and on specific issues, for example, on the use of punishment contingencies. This workshop will explore the extent to which the Ethical Grid (Seedhouse, 2009), developed to help clinicians reason the ethics of health care, has utility in behaviour analysis.

Learning Objectives

Describe the main components of the new BACB Ethics code
List the differences between the current codes and the new code.
Use core concepts embedded in ethical thinking in discussion
Estimate the value of the Ethical Grid (Seedhouse, 2009) to reason complex clinical ethical issues.


The session will be interactive
There will be an introductory slide presentation on the BACB codes of conduct and the Ethical Grid (Seedhouse, 2009)
There will be case-based discussion
The workshop will be of interest to anyone wishing to complete their Ethics CEUs and / or become familiar with the new BACB Ethics code.
Level: Introductory to Intermediate
Maximum number of participants: 20

Workshop 2: FULL DAY WORKSHOP (9am-4.30pm) or HALF DAY WORKSHOP (1.30pm – 4.30pm)
BACB Supervisor Training Workshop
Price £90 (full) / £45 (half)
Rebecca Sharp BCBA-D
Limit: 15 people
CEUs: 8 (full) / 3 (half)

As per the Behavior Analyst Certification Board’s requirements (in effect from December 2014), all Board Certified Behavior Analysts (BCBAs) who provide supervision to BCBA candidates, Board Certified Assistant Behavior Analysts (BCaBAs), and Registered Behavioral Technicians (RBTs) must complete an 8-hr workshop on supervision practices. In addition to the 8-hr training course, BCBAs who wish to supervise applied experience will also need to complete an online module provided by the BACB. Additionally, supervisors are required to obtain at least three supervision-based CEUs each recertification cycle.

This workshop will use a combination of seminars, interteaching, and discussion groups to describe, define, and discuss effective supervision. BCBAs who have already completed the 8-hr workshop but wish to obtain three supervision-based CEUs for their ongoing professional development can book on for a half day. We will be covering novel content that aligns with the BACB Supervisor Training Curriculum Outline, making the workshop useful for both new supervisors and supervisors seeking ongoing development. The course is offered by Bangor University in collaboration with EABG. Lunch is not provided, but there are many nearby cafés and restaurants.

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB.

Please contact Dr Rebecca Sharp if you require additional information.

The workshop will cover the entire BACB Supervisor Training Curriculum outline, which includes:

9.00 - 9.50 a.m.                       Purpose of Supervision1  
9.50 - 10.40 a.m.                     Important Features of Supervision2  
10.50 - 12.30 p.m.                   Evaluating the Effects of Supervision5  
12.30 - 1.30 p.m.                     Lunch
1.30 - 2.35 p.m.                       Delivering Performance Feedback4
2.45 - 3.35 p.m.                       Behavioural Skills Training3  
3.45 - 4.30 p.m.                       Ongoing Professional Development6

Learning Outcomes

  • Discuss different types of supervision critically.1
  • Discuss why we engage in supervision and identify what behaviours we supervise for different supervisee populations.1
  • Have the basic information to complete the BACB module on supervision.1
  • Identify potential ethical issues associated with supervision.1
  • Identify the components of effective supervision.2
  • Identify the components of a supervisory contract.2
  • Describe the components of behavioural skills training.3
  • Demonstrate the components of behavioural skills training.3
  • Describe the components of providing corrective feedback.4
  • Identify a range of media through which feedback may be provided in supervision.4
  • Describe measurement of directly observable effects of supervision.5
  • Describe social validation of supervision with all stakeholders.5
  • Describe the changes to the BACB required continuing education credits effective January 2015. 6
  • Describe a supervisor’s professional development obligations in relation to both themselves and their supervisees.6
  • Identify possible methods of engaging in ongoing professional development as a supervisor.6
  • Identify barriers to the possible methods of obtaining ongoing professional development and possible solutions.6

Workshop 4: Full DAY WORKSHOP (9:30 – 5:00)

Title: Introduction to Precision Teaching and Standard Celeration Charting and using TAGteach® in combination with Precision Teaching

Dr Mike Beverley, Bangor University, Wales, Bethan Mair Williams, BCBA & speech and language therapist & Kaydee Owen MSc Research student, Bangor University, Wales.
PRICE: £90 FULL REGISTRANT / BCBA; £45 – STUDENT / BCABA / £70 - for members of the Royal College of Speech and Language Therapy clinical excellence network for s/lts interested in ABA
(Please Note this charge is NOT covered in Conference Registration)
Maximum number of participants: 20


The Standard Celeration Chart (SCC), Precision Teaching and the principles of fluency-based instruction will be introduced in this seminar. The importance of using a clear data tracking system to ensure quality in the teaching and/or therapy process will be emphasized. Implications of focusing on fluency rather than accuracy only will be discussed. The use of Precision Teaching and the SCC as data collection and decision-making tools that can be introduced to any educational or therapeutic programme and any setting will be demonstrated and practiced.

In the afternoon, a basic introduction to TAGteach® (Teaching with Acoustical Guidance) will take place and delegates will learn how to use this in combination with Precision Teaching.
Learning Objectives

At the completion of the workshop, participants will be able to:

  • List and describe the key principles of Precision Teaching
  • Chart performance using the Standard Celeration Chart (SCC)
  • Create free operant learning environments
  • List and describe the barriers that place ceilings on learning
  • Describe a learning channel analysis
  • Identify and describe learning pictures and how they signal the need for instructional changes
  • Use basic acoustical guidance in teaching/therapeutic situations


Throughout the day

  • a combination of slides and hands-on practice will be utilised  
  • participants will engage in interactive exchanges with the presenters and each other 
  • participants will actively engage in fluency building activities
  • participants will chart their own learning
  • participants will learn and practice the basic principles of


The workshop is of interest to all those who are interested in applying behavioural principles to education and therapy across all settings.  Also, those seeking an introduction, or refresher, on the use of Precision Teaching and the SCC. Participants are encouraged to bring materials that they use, or wish to use in teaching/therapy in order for us to work collaboratively to fit them into a Precision Teaching model