All of our workshops are ready to be scheduled for presentation to your group in a dynamic
format with accompanying handouts and materials. Additional workshops focusing on specific clinical and
behavioral issues that meet the needs of you and your children can be developed, please
Teaching Language in the Natural Environment
This two-day conference is designed to provide Parents, Consultants,
therapists, and SLPs who serve as their child's primary therapist with an
introduction to teaching language to children with autism of all skill levels.
Participants will view a wide range of video-taped illustrations of
methods of effective language instruction. This introductory-level,
twelve-hour workshop is geared for parents, teachers, speech
pathologists, behavior analysts, and others who wish to implement ABA language
intensive or verbal behavior programs.
Using the ABLLS-R (Assessment of Basic Language and
Learning Skills-Revised) to Develop Language-Based IEP Goals for Individuals with Autism or Other Developmental Disabilities
The Assessment of Basic Language
and Learning Skills - Revised (ABLLS-R), provides a mechanism to understand learner
skills, develop a comprehensive language-based curriculum, and track skill
acquisition for individuals with autism or other developmental disabilities.
The workshop will provide participants with the necessary information to
use The ABLLS-R to develop and monitor educational programs. Participants
will gain a thorough understanding of the multiple uses the information gained
from The ABLLS-R can provide in the development and adjustment of an
intervention program. Specific topics will be covered with relevant
examples including administering and interpreting The ABLLS-R, analysis of the
learner’s skills, curriculum development, educational planning, the
evaluation of priorities, and determining IEP objectives.
An overview of Asperger's Syndrome
is presented with an emphasis on children and adolescents. Recent
research on the effectiveness of Cognitive-Behavior Therapy for Anger and
Anxiety is reviewed and techniques are presented for incorporating this
approach into working with youth. Dr.
Montgomery has been involved with people with Asperger's for nearly two
decades and brings both professional and personal experiences to this
presentation. Issues relating to identification and interventions are
reviewed with a focus on how to address concerns that limit the person's
ability to more completely and naturally function across the environments of
their life. Emphasis is placed on balancing the need to acknowledge that
no two people are alike with the knowledge that outcomes are best when what
the science has to say about interventions is incorporated as completely as
possible in any set of interventions.
Asperger's Syndrome a
Developmental Perspective: from Pre-School to High School
Aspergers is frequently misdiagnosed and misunderstood because parents,
teachers, and professionals often have a stereotypic view of what constitutes
"Aspergers". How Aspergers presents varies in many ways but
one fundamental issue is how it varies across the developmental span from
pre-school to High School. Understanding how Aspergers may present, the
variations and themes, and most importantly how to support the person is
essential in helping the person with Aspergers achieve to their
potential. Dr. Montgomery's presentation follows the same format as his
new book The
Essential Guide to Asperger's Syndrome.
Language as the Key
number of children with Autism who need language training is increasing every
The National Academy of Sciences’ report Educating
Children with Autism (2001) makes it clear that early intervention with
programming that is well-supported by research is essential to giving children
the best possible future.
Applied Behavior Analysis (ABA) has the best research support among the
programs reviewed by the National Academy of Sciences. This workshop is
designed as a Two-Day presentation focusing on the essentials of the Verbal
Behavior Programming approach to language development characterized by the
Sundberg & Partington work. In addition to didactic presentation,
role-playing, and case review, a variety of video clips of actual language
services are used to illustrate the technical material presented and bring it
alive for the audience.
Sleeplessness: Identification and Intervention
Pediatric sleeplessness and
sleep disruptions are among the most common concerns of parents. Excessive
sleepiness in a child is a symptom that is often under recognized and
misinterpreted, but when left untreated can lead to serious behavioral,
academic, developmental, and medical consequences. Pediatric
sleeplessness is widely prevalent and often behaviorally based. Research
supports that pediatric sleeplessness can be treated effectively with
nonpharmacologic interventions. This workshop reviews the nature of sleep and
sleep disruption (including common pediatric sleep disorders), and introduces
the participant to behavioral treatment strategies (e.g., extinction, parent
education, positive routines, sleep hygiene). Finally, behavioral
interventions for children with special needs are also discussed (i.e.,
developmental disabilities, ADHD, and mood disorders). This workshop was
presented at the 32nd
Annual Convention of the Association for Behavior Analysis - International in
Atlanta on May 26, 2006.
to the Autism Diagnostic Observations Schedule (ADOS)
The ADOS is a semi-structured assessment can be
used to evaluate almost anyone suspected of having autism—from toddlers to
adults, from children with no speech to adults who are superficially verbally
fluent. The ADOS consists of
various activities that allow you to observe social and communication
behaviors related to the diagnosis of pervasive developmental disorders.
These activities provide interesting, standard contexts in which interaction
can occur. This workshop is intended for those seeking to accurately
differentiate between those children with an Autism Spectrum Disorder and
those with other impairments.
Pediatric Bipolar Disorder: Issues in Assessment and Treatment?
Pediatric Bipolar disorder is currently receiving a great deal
of attention in the media. In this workshop Dr. Montgomery examines the
status of Pediatric Bipolar from the viewpoint of what the empirical research
has to say on the subject. Topics covered include: diagnostic
formulation, comobidity and differential diagnosis, medical issues, treatment
interventions, AACAP treatment guidelines, and a review of the current
treatment outcome literature on medications from NIMH and the Expert Consensus
Collaborating with Physicians:
Developing a Data-Based process for serving children with psychiatric
and neurological needs.
A new workshop covering areas of behavior problem identification,
operational definitions, data-collection and collaboration with treating
physicians in maximizing the effectiveness of any pharmacologic intervention
while minimizing the amount and variety of medications necessary to achieve measurable
changes in children's behavior. Discussion of identification of
side-effects vs. main-effects of medications and how to track such
manifestations in ways that can be shared with parents and physicians is a
focus of the workshop. Demonstration of state-of-the-art software to
assist non-medical personnel in identification of medications and their
possible side-effects is included as well.
Educating Children with
Autism: Meeting the Standards of the National Academy of Sciences.
In this workshop the focus is on what the National Academy of Sciences report Educating
Children with Autism has to say about improving service provision by the public
schools. This report, issued by a panel of internationally recognized
experts, should cause parents, public schools personnel, and boards of
education to reevaluate their
positions on intensive early intervention and to increase the focus on early
intensive services in
order to meet these emerging standards. What the literature
says about effective interventions, which programs meet the NAS standards, and
how to access those programs are the focus of this workshop.
Applied Behavior Analysis: Introduction
This workshop is designed for those with little training and experience with Applied
Behavior Analysis and those wishing a refresher on this material. The
four term contingency is the basis for this course. A detailed presentation of the role of
environmental factors in determining behavior is central to this workshop. The emphasis is
on Antecedent control, individual positive programming, and Positive Reinforcement.
Functional Behavioral Assessments:
The Essentials for Compliance with IDEA
The new IDEA language in which Functional Behavioral
Assessments are specifically called for lays out a broad outline for FBAs and
when they are to be conducted. How they are conducted is not detailed in
the regulations but there are professional standards for appropriately
performing an FBA that is sound. However, most school
personnel are unfamiliar with the processes involved in performing a Functional Behavioral
Assessment. This workshop presents a three-tier approach to performing Functional
Behavioral Assessments in the schools. Staff will receive instruction in direct
observation for Functional Behavioral Assessments along with material designed to guide
them through the first two stages of the process.
Positive Behavioral Programming
The emphasis of this workshop is on identifying, targeting, and reducing problem
behaviors in the classroom by using positive interventions. All too often punishment is
the only technique considered in attempting to reduce undesirable or dysfunctional
behaviors. This workshop offers alternative strategies for decreasing these behaviors. A
variety of case examples from actual classroom interventions will be provided to
illustrate this process. Intended primarily for audiences that have a basic
understanding of behavior analysis.
Applied Behavior Analysis: Intermediate
This workshop is designed to build on those skills developed in the Introductory
workshop of the same name or provide more advanced instruction to those already familiar
with ABA and FA. A more interactive format which relies on the participants bringing
specific student examples will allow participants to walk through the process with ongoing
The Challenge of the Dually Diagnosed
Due to the State's withdrawal from treatment provision for children and adolescents and
sweeping changes in private insurance coverage, agencies are being called upon to provide
services for more and more significantly disordered students. This workshop focuses on the
special needs of those who present with cognitive limitations and serious mental
illness. A team approach, incorporating staff, SLP, OT, counselor,
psychologist, and consulting clinical psychologist and psychiatrist, is the model
presented for this demanding population.
Differential Diagnostic Issues: Emotional Disturbance and Social Maladjustment
The laws and guidelines available outlining and mandating special education services
provide a variety of criteria for determination of eligibility. There has been significant
confusion regarding the difference between Behaviorally and Emotionally Disturbed and
Socially Maladjusted classifications. A process model of assessment utilizing a
combination of traditional psychometric, functional behavioral assessment, and informant
information is offered as a vehicle for better and more reliably distinguishing between
those students who present with true emotionally based behavior disturbances and those who
are socially maladjusted.
Establishing a Behavioral Peer Review Process
The goal of this workshop is to provide a rationale, set of tools, and a philosophy for
developing an internal process of peer oversight and collaboration on behavior change
strategies for your setting. A formal process of feedback and review based upon functional
assessment data is at the core of the process. This is an advanced workshop intended to
provide an administrative framework for both Functional Assessments and Applied Behavior
Analysis (see workshop descriptions). Ongoing program evaluation and development are at
the core of the BPR process.
Aggression: Its Causes and Prevention
Aggression by those with serious special education needs is a serious problem across
schools. The safety of other students, the staff, and the student them self is of essential
concern. The focus will be on determining the cause and function of the aggression and
eliminating the aggression through modifying the environment and teaching alternative
appropriate skills to the student.
Please contact Dr.
Montgomery or Reinforcement Unlimited, LLC to discuss your training needs and how one of our professional workshops can meet
those needs in a cost effective way.
Reinforcement Unlimited, LLC's General
Policies for Seminars, Workshops, and Conferences is available for
review. All participants by registering agree to adhere to these
policies. A copy of these policies is available in Adobe Acrobat PDF for