Overview

More details to be added.

Overview

More details to be added.

Overview

More details to be added.

Presenter / speaker

Stephan

Overview

There is a growing number of recent articles on defining, understanding, and promoting the measurement of social validity (i.e., the acceptability of behavioural tactics and meaningfulness of the goals and outcomes for behaviour change programmes) in behaviour analysis. This re-energised interest in Wolf’s (1978) description of the heart of the field is promoting a wider cognizance of how we might ensure, capture, and demonstrate the social validity of the work we do. This symposium brings together researchers and clinicians all focused on understanding social validity from a behaviour-analytic, conceptually systematic, and practical perspective. We will show how capturing social validity is complementary to, and can be embedded within frameworks such as values-driven care and person-centered planning, and present a number of practical ways that researchers and clinicians can meaningfully measure the acceptability of what they do to support consumers of behaviour analysis.

Short description

This symposium brings together researchers and clinicians all focused on understanding social validity from a behaviour-analytic, conceptually systematic, and practical perspective. We will show how capturing social validity is complementary to, and can be embedded within frameworks such as values-driven care and person-centered planning, and present a number of practical ways that researchers and clinicians can meaningfully measure the acceptability of what they do to support consumers of behaviour analysis.

Presenter / speaker

Paige Humm, Erin Leif, Russ Fox

Chair

Rebecca Sharp

Affiliation

University of Auckland

Category

Theoretical, Philosophical, Conceptual Issues · Social validity

Target audience

Practitioners and researchers supporting a range of client populations (e.g., disability, dementia, children).

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Symposium papers

Overview

Disabilities have high heritability (Doherty, Cooper, & Thapar, 2018; Xie et al, 2020; Lichtenstein et al, 2022) and there is a high likelihood that Behaviour Support Practitioners will work with families wherein there are multiple children with disabilities. The majority of behaviour analytic research has focused on sibling-mediated interventions where interventions for a child are mediated by their neurotypical sibling (e.g., Bilgili-Karabacak et al, 2022). There are few published papers that demonstrate behaviour analytic strategies being applied to multiple children in the same family (e.g., Lomas Mevers et al, 2017; Brown et al, 2020). This presentation will present the results of a survey conducted with several families examining the common challenges and needs that are unique to families with multiple children with disabilities. This survey looks beyond behaviour support to include broader challenges including involvement of multiple services, caregiver burden, and caregiver stress. Additionally, this presentation will provide practical solutions that include both behaviour analytic strategies and collaboration with mainstream support, illustrated through case study examples.

Short description

This presentation will focus on the specific challenges and needs of families with multiple children with disabilities. We will discuss strategies that Behaviour Support Practitioners can implement to help reduce the burden on families while making meaningful changes on an individual and family level.

Presenter / speaker

Isabella Maria Tan, Megan Borlase

Affiliation

Lojic

Category

Developmental Disabilities · NDIS

Target audience

Behaviour support practitioners who work with families with multiple children with disabilities

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

At the conclusion of this presentation, participants will be able to: • Describe common challenges and needs that are unique to families who have multiple children with disabilities. • Describe behavioural strategies that have been used in group settings and identify ways that these can be applied to the family setting

Duration / PDUs

25 min · General Learning

CE instructor

Isabella Maria Tan

Overview

Evidence suggests that meaningful RP reduction requires not only procedural compliance and practitioner competence, but systematic inclusion of the perspectives of those most directly affected (Leif et al., 2023; Vollmer et al., 2011). Guided by Multi-Element Behaviour Support (MEBS; LaVigna et al., 2022), this study examined social validity for MEBS plans for individuals with lived experience of RPs. Participants had documented exposure to seclusion, mechanical restraint, and/or physical restraint across home, school, and community settings. Participants or their stakeholders completed a semi-structured social validity questionnaire. The dependent variable was social validity, measured using a structured rating scale and qualitative analysis. Preliminary results indicate positive ratings for MEBS and the plan strategies, suggesting the strategies (no RPs) were perceived as beneficial and effective. Participants show greater variability in perspectives on how quickly behaviour change could occur or how long-lasting the change would be. These findings highlight the need for routine measurement of social validity as a core outcome variable. Data collection is ongoing. Embedding social validity as a standard outcome variable provides a practical mechanism for improving oversight and accountability, ensuring that reduction efforts are guided not only by compliance requirements, but by the lived experience of those most affected.

Short description

This presentation examines social validity outcomes for Multi-Element Behaviour Support (MEBS) plans among individuals with lived experience of restrictive practices, including seclusion, mechanical restraint, and physical restraint. Implications are discussed for embedding social validity as a routine outcome measure to strengthen accountability and support systematic reduction of restrictive practices.

Presenter / speaker

Geoff Potter, Rebecca L. Beights, Matthew Spicer

Affiliation

The Centre for Positive Behaviour Support

Category

Social validity · NDIS, Restrictive practices

Target audience

Behaviour support practitioners, supervisors, quality and safeguarding leaders

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Define social validity as a key dependent variable within behaviour support for those with lived experience with restrictive practices.

2. Identify measurable components used to evaluate behaviour support plans and inform practice.

Duration / PDUs

25 min · General Learning

CE instructor

Rebecca L. Beights

Overview

Multi-element behaviour support (MEBS; LaVigna & Willis, 2022) provides a comprehensive, constructional framework aligned with Australian priorities to strengthen participant autonomy and quality of life while also reducing restrictive practices. Central to MEBS is collaboration with mediators, the stakeholders implementing behaviour support strategies in everyday contexts (e.g., disability support professionals, house supervisors, allied health practitioners, and family members). Active partnership with mediators across assessment, plan development, training, and implementation promotes procedural fidelity, strengthens social validity, and generates sustainable outcomes. This presentation describes collaborative implementation of MEBS to increase autonomy and reduce mechanical restraint. The participant, a 42-year-old man with intellectual disability and autism, had a long history of self-injury with frequent use of protective gloves as mechanical restraint. A participant-informed MEBS plan was developed in collaboration with mediators, incorporating motivational interviewing strategies to support shared decision-making and build implementation capacity. Training focused on an analysis of mediator capacity and competencies in antecedent arrangement, reinforcement strategies, data collection, and systematic reduction of restraint. Results demonstrated reductions in restraint use, decreases in frequency and episodic severity of self-injury, and improved participant autonomy and engagement in meaningful activities. Implications for mediator training, collaborative implementation, and measurement of restrictive practice reduction are discussed.

Short description

Participants will learn how collaborative Multi-Element Behaviour Support (MEBS) can be used to reduce mechanical restraint while strengthening participant autonomy and engagement in meaningful activities within Australian disability services. The session will demonstrate practical approaches to building mediator capacity in assessment, training, and implementation to improve procedural fidelity, social validity, and sustainable restrictive practice reduction. Attendees will gain applied strategies for aligning constructional behaviour analysis with real-world service delivery expectations and regulatory priorities.

Presenter / speaker

Tara Sheridan, Kendall Robins, Chloe Fung, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support

Category

Training and collaboration · Developmental Disabilities

Target audience

Behaviour support practitioners, behaviour analysts, supervisors, support workers

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Define mediators and mediator analysis within the multi-element behaviour support framework.

2. Identify at least two benefits of mediator engagement and collaboration within a consultation model.

Duration / PDUs

25 min · General Learning

CE instructor

Dr. Rebecca Beights

Overview

Animal talk information coming soon.

Overview

This practice paper outlines the development and implementation of the Behaviour Help App, a digital platform designed to support data-driven Functional Behaviour Assessments (FBA) and Positive Behaviour Support (PBS) planning. The purpose of the project was to reduce administrative burden, improve data accuracy, and strengthen the quality and consistency of behaviour support practices. The target population included behaviour support practitioners, educators, allied health professionals, and families supporting neurodivergent individuals within National Disability Insurance Scheme (NDIS) contexts across Australia.

The Behaviour Help App integrates structured data collection tools, including Antecedent-Behaviour-Consequence (ABC) incident recording, goal tracking, and hypothesis generation using frameworks such as the 5Ps (Person, Place, People, Preceding events, Purpose). The platform supports real-time analysis and translation of data into clinically meaningful FBA and PBS plans.

Key outcomes include improved practitioner efficiency, enhanced stakeholder collaboration, and increased alignment between data and intervention strategies. Lessons learned highlight the importance of usability, practitioner training, and embedding evidence-based frameworks within digital systems.

This work contributes to the sector by demonstrating how technology can enhance quality, compliance, and scalability of PBS. Future directions include expanded analytics, integration with regulatory frameworks, and ongoing evaluation of participant outcomes.

Short description

This presentation explores how the Behaviour Help App supports practitioners to conduct efficient, data-driven Functional Behaviour Assessments and develop high-quality Positive Behaviour Support plans. Attendees will see how structured data collection, pattern analysis, and hypothesis development can be translated into practical, function-based strategies across real-world settings. The session will demonstrate how digital tools can enhance consistency, collaboration, and outcomes in behaviour support practice.

Presenter / speaker

Dolly Bhargava

Affiliation

Behaviour Support Practitioner, Behaviour Help Pty Ltd

Category

Autism, Behavioural Insights/Economics, Developmental Disabilities, Experimental Analysis of Behaviour · Positive Behaviour Support

Target audience

Educators, BCBAs, Behaviour Support Practitioners

Academic level

Beginner

Learning objectives

At the conclusion of this presentation, participants will be able to:

Identify and analyse patterns in Antecedent–Behaviour–Consequence (ABC) data to determine likely behavioural functions, including the influence of setting events and maintaining consequences.

Develop a structured functional hypothesis using the 5Ps framework (Person, Place, People, Preceding events, Purpose) to guide intervention planning.

Translate assessment data into practical strategies by designing function-based Positive Behaviour Support (PBS) interventions that align with identified behavioural functions.

Implement a consistent data collection and review process to monitor outcomes and adjust strategies based on observable changes in behaviour over time.

Duration / PDUs

25 min · General Learning (ABAA only)

Overview

Positive Behaviour Support (PBS) within the National Disability Insurance Scheme (NDIS) remains predominantly focused on behaviour reduction, with plans centring on strategies to minimise behaviours of concern and restrictive practices (Wooderson, et al., 2026). Although behaviour support plans incorporate goals and skills-building strategies, functional behaviour assessment (FBA) often remains focused on targeting behaviours of concern and harm. Additionally, systemic pressures and NDIS legislation further reinforce a pathological orientation for plan implementers, where compliance reporting and reductions in behaviours of concern become the primary markers of progress, rather than working toward meaningful skill development, goal attainment, and quality of life (Fisher et al., 2024; Kelly et al., 2024). The constructional questionnaire, initially developed by Goldiamond (1974/2002) and adapted by Layng and colleagues (2021), offers an additional tool to strengthen existing assessment methods toward more human rights informed, ethical behaviour change practices. Lojic has integrated the Constructional Questionnaire as part of its FBA process to capture complex, overlapping contingencies, identify missing repertoires, and support planning toward participant-led outcomes. This presentation illustrates the utility of the adapted, constructional functional assessment interview tool through a clinical case example, demonstrating how a constructional approach can meaningfully inform behaviour support planning and produce positive participant outcomes.

Short description

For many, the primary responsibility of a behaviour support practitioner is risk management, behaviour reduction and compliance with NDIS legislation, which can invertedly divert the focus of PBS away from outcomes that are truly valued by the participant. This presentation will highlight the efficacy of employing a constructional orientation to the functional behaviour assessment process in enabling practitioners to shift practice toward identifying desired participant outcomes and related relevant skill repertoires. Throughout this presentation, a case study will be used to evidence the utility of a constructional functional assessment interview in helping practitioners identify goals and intervention programs that aim to expand the individual's options, rather than teaching to tolerate the present environment.

Presenter / speaker

Maryna Viezhys, Nur Raihan Suhaimi

Affiliation

Lojic

Category

NDIS, Theoretical, Philosophical, Conceptual Issues · Developmental Disabilities, Ethics

Target audience

NDIS participants, neurodivergent persons, families, allied health professionals, behaviour support practitioners, BCBAs, CBAs

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

At the conclusion of this presentation, participants will be able to: 1. Distinguish between key features of a pathological (behaviour-reduction focused) and constructional skill (skill-building, outcomes-focused) approaches to functional behaviour assessment within NDIS-aligned Positive Behaviour Support 2. Identify and define the five elements of the constructional approach and map each element to specific questions used in constructional functional assessment interviewing 3. Analyse a case example to determine how data derived from a constructional functional assessment interview impacts functional hypotheses and intervention goals that prioritise expanding alternatives and repertoires 4. Describe practices and interviewing methods that behaviour analysts can adopt to integrate the constructional approach into current practices.

Duration / PDUs

25 min · Ethics PDU (ABAA Only)

Overview

Young people with psychosocial disability who are engaged across multiple service systems, including disability, mental health, child protection, and education, often experience inconsistent approaches, competing priorities, and conflicting explanatory models of behaviour. This practice presentation outlines the application of Functional Behaviour Assessment (FBA) within a complex, multi-system case involving a young person receiving services across these sectors.

The purpose of this presentation is to demonstrate how behaviour analytic principles can be applied in contexts where systems do not align, and where reinforcement contingencies differ across environments. The program involved synthesising data from multiple sources, including incident reports, stakeholder interviews, and observational data, to inform hypothesis development and guide collaborative decision making with a multidisciplinary team.

Key lessons include the importance of reframing behaviour within context, identifying system-level maintaining variables, and using data to mediate between differing professional perspectives. Outcomes highlight improved consistency in responses, clearer shared understanding of behaviour, and more coordinated intervention planning.

Short description

When multiple systems collide, behaviour can be difficult to understand and even harder to support. This presentation unpacks how Functional Behaviour Assessment can be adapted to complex psychosocial cases, using data to guide decision making across competing teams. Learn practical strategies to bring clarity and consistency to challenging multi-system work.

Presenter / speaker

Sarah McCluskey, Liz Mitchell

Affiliation

Billy Cart Behaviour

Category

Health, Mental Health, NDIS · Autism, Developmental Disabilities

Target audience

Behaviour Support Practitioners working across systems such as OOHC, Health, Disability, and Education.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

At the conclusion of this presentation, participants will be able to synthesise multi-source data to develop function-based hypotheses within complex multi-system psychosocial cases.

At the conclusion of this presentation, participants will be able to adapt Functional Behaviour Assessment processes to account for competing contingencies and stakeholder influences across service systems.

Duration / PDUs

25 min · General Learning

CE instructor

Sarah McCluskey

Overview

Borderline Personality Disorder (BPD) involves rapid shifts in interpersonal state, marked sensitivity to relational cues, and predictable cycles from connection to crisis (Gunderson & Links, 2014; Baker & Beazley, 2022). Although evidence‑based psychiatric models such as Good Psychiatric Management (GPM) and the Interpersonal Coherence Model (ICM) guide generalist care, they remain under‑utilised within Positive Behaviour Support (PBS) practice (Choi‑Kain & Gunderson, 2019; Gunderson & Links, 2014). This presentation offers a behaviour‑analytic translation of the ICM, mapping its four interpersonal states (Connected, Threatened, Alone, Despairing) onto behaviour‑analytic terms to create a PBS‑aligned formulation that is empirically informed and clinically accessible (Greiner et al., 2024; Choi‑Kain & Gunderson, 2019). We reframe interpersonal hypersensitivity as a chronic setting event; relational ruptures as potent social discriminative stimuli; and crisis behaviours as operants maintained by predictable interpersonal contingencies, thereby identifying leverage points for prevention and de‑escalation. Embedding the ICM within rights‑based PBS supports empathic, boundary‑consistent team responses, improves formulation quality, and may reduce crisis‑reinforced cycles in service systems (Jorgensen, Nankervis, & Chan, 2023; Leif, Fox, Subban, & Sharma, 2023). The framework integrates contemporary BPD science and psychoeducation (McMain et al., 2009; Zanarini & Frankenburg, 2008), strengthening behavioural case conceptualisation for complex interpersonal‑emotional presentations.

Short description

This presentation offers a behaviour‑analytic translation of the Interpersonal Coherence Model (ICM), giving PBS practitioners clear tools for understanding and responding to interpersonal escalation. Attendees will learn to recognise state shifts, develop functional formulations, and embed ICM‑informed strategies into behaviour support plans. Ideal for practitioners seeking practical, compassionate frameworks that reduce crisis‑reinforced cycles.

Presenter / speaker

Lauren Jakeway, Beth Kestell, Laura Hollamby, Alicia Marozzi, Claire Walker

Affiliation

Allora Options

Category

Ethics, Mental Health · Behavioural Insights/Economics, NDIS

Target audience

• Positive Behaviour Support practitioners working with complex interpersonal and emotional presentations. • Behaviour analysts seeking applied frameworks for borderline personality disorder–related presentations. • Clinicians, team leaders, and service providers supporting individuals with crisis reinforced behaviour. • Organisations aiming to improve consistency and reduce iatrogenic escalation in service delivery.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Apply the Interpersonal Coherence Model (ICM) to develop a functional formulation within Positive Behaviour Support (PBS) practice. 2. Identify observable indicators and patterns that signal shifts between ICM states (Connected → Threatened → Alone → Despairing) and use these indicators to guide support. 3. Translate the ICM-informed formulation into practical behaviour support planning, by integrating the model into proactive, skill-building, and environmental strategies. Addressing the common challenge of “This framework is great, but how do I actually capture it in a plan?”

Duration / PDUs

25 min · Ethics, General Learning

CE instructor

Lauren Jakeway

Overview

Positive Behaviour Support (PBS) is an evidence-based intervention with a strong research foundation for supporting individuals with disabilities who display challenging behaviours. (Konstantinidou, et al., 2023). However, the existing literature provides limited insight into the effectiveness of PBS for individuals with schizophrenia, as this population is underrepresented in empirical PBS research (Gore, et al., 2022). Despite this, individuals with schizophrenia continue to receive significant PBS funding to manage their challenging behaviours. This project analyses service-level data from individuals with schizophrenia receiving PBS to evaluate the impact of staff training delivered alongside a comprehensive PBS plan incorporating function-based strategies on emergency service utilisation. Outcomes will be assessed by comparing the frequency of emergency callouts and hospital presentations across a minimum 12‑month period of PBS staff training, plan implementation, and ongoing practitioner support. Emergency presentations attributable to genuine medical needs were excluded from the analysis, with data limited to incidents related to behaviours of concern. Preliminary findings indicate that structured staff training combined with consistent implementation of PBS is associated with a reduced reliance on emergency services to manage behavioural escalation. These outcomes suggest that PBS may contribute to both a reduction in the frequency and severity of behaviours of concern among individuals with schizophrenia. Notably, as positive outcomes become more evident, increased buy‑in from support staff, and in some cases from the individuals themselves, has been observed, reinforcing consistency and fidelity in PBS implementation. The project underscores the need for further research to more clearly establish the effectiveness of PBS for individuals with schizophrenia, with implications for clinical practice, service delivery models, and funding allocation decisions.

Short description

This paper explores the application of Positive Behaviour Support (PBS) with individuals diagnosed with schizophrenia, a group underrepresented in the PBS evidence base despite significant service use and funding. Using service‑level data, the project examines the role of function‑based PBS plans delivered alongside structured staff training in influencing emergency service utilisation related to behaviours of concern. The paper highlights key considerations for clinical practice, service delivery, and future research to strengthen the evidence base for PBS within mental health contexts.

Presenter / speaker

Brigitta Hargitai

Affiliation

Multicap LTD

Category

Mental Health, NDIS · Positive behaviour support and effectiveness

Target audience

Behavioural practitioners working with schizophrenia

Academic level

Beginner

Learning objectives

At the conclusion of this presentation, participants will be able to describe how function based Positive Behaviour Support, when implemented with structured staff training and ongoing practitioner support, may contribute to reduced behavioural escalation and emergency service utilisation for individuals with schizophrenia, and discuss the implications of these outcomes for strengthening the emerging evidence base and informing clinical practice and funding decisions.

Duration / PDUs

25 min · General Learning (ABAA only)

Overview

This practice paper describes a behaviour analytic intervention to reduce cynophobia (fear of dogs) and dental phobia in an individual diagnosed with autism spectrum disorder. The program targeted a minimally verbal adolescent and was implemented across home, community, and dental clinic settings to increase access to community environments and necessary health services. The intervention utilised a trauma-informed, skills-based treatment framework grounded in applied behaviour analysis. Procedures included functional communication training to replace escape and avoidance behaviours, differential reinforcement of alternative behaviours, and systematic desensitisation through graduated exposure to feared stimuli. Additional components included the teaching of self-management strategies (for example, deep breathing and self-instruction) to reduce anxiety-related responding. Caregivers were trained to implement procedures to promote generalisation and maintenance across settings. Outcomes demonstrated a reduction in avoidance behaviours and increased tolerance of both dogs and dental procedures, eliminating the need for restrictive practices such as restraint or sedation. Key lessons highlight the effectiveness of combining reinforcement-based procedures with exposure protocols for individuals with limited verbal repertoires. These findings support the broader application of behaviour analytic, assent-based interventions to improve access and reduce restrictive practices. Future directions include replication across participants and settings.

Short description

This presentation will showcase a behaviour analytic, trauma-informed intervention used to reduce dog and dental phobias in a minimally verbal adolescent diagnosed with autism spectrum disorder. Attendees will learn how functional communication training, differential reinforcement, and graduated exposure can effectively decrease avoidance behaviour and increase access to community and healthcare settings. Practical strategies for reducing reliance on restrictive practices and supporting generalisation across environments will be highlighted.

Presenter / speaker

Regina Ledo, John A Schad

Affiliation

Behavioural Solutions Pty Ltd

Category

Autism, Developmental Disabilities · Health

Target audience

BCBAs, Provisional Psychologists, experienced practitioners, team leaders, and supervisors

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

At the conclusion of this presentation, participants will be able to identify and describe behaviour analytic intervention components (including functional communication training, differential reinforcement, and graduated exposure) used to reduce escape- and avoidance-maintained phobic behaviours in individuals diagnosed with autism spectrum disorder.

Duration / PDUs

25 min · General Learning

CE instructor

John A Schad

Overview

More details to be added.

Presenter / speaker

Stefan M

Overview

Current burnout research in the field of applied behavioural science, frames burnout as a psychological syndrome, this presentation aims to provided a theoretical pivot, examining burnout through the lens of behavioural science. We aim to discuss the challenging and multifaceted world of burnout as it relates to private events and how they are shaped by an individual's external and internal environments. We will explore the current research on burnout by reviewing findings of a recent systematic review; including common setting events and antecedents increase the likelihood practitioner's experience burnout. We will postulate the potential consequences and possible functions of burnout behaviours through hypothetical case studies. The theoretical implications of the 4-term contingency, Relational Frame Theory (RFT) and Skinner's verbal behaviour, will then be explored as they relates to burnout.

Short description

This presentation will explore burnout as functional and contextual behaviour. In doing so, we will explore how existing behavioural principles and concepts can be applied to understanding and addressing burnout in behaviour practitioners.

Presenter / speaker

Sophia Long, Russ Fox, Bradley Bloomfield, Amanda Nally

Affiliation

Monash University, Griffith University

Category

Theoretical, Philosophical, Conceptual Issues · Mental Health, Organisational Behaviour Management, Supervision of Behaviour Analysts

Target audience

Practitioners, Supervisors and Companies

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

At the conclusion of the presentation, participants will be able to describe burnout symptoms through the 4-term contingency. At the conclusion of the presentation, participants will be able to describe burnout through a behaviour science perspective.

Duration / PDUs

50 min · 1 General Learning

Overview

Compassionate care skills are critical to developing collaborative therapeutic relationships with caregivers within services. However, practitioners report limited training in empathy and compassion skills (Le Blanc et al., 2020; Plattner & Anderson, 2023). Although behaviour skills training has demonstrated effectiveness in teaching compassionate care skills, gaps remain within generalisation across different service-delivery contexts and in situ implementation of these skills with stakeholders (Nohelty et al., 2024; Verojporn & Luna, 2024). The study evaluated the effects of a training package on compassionate care skills across multiple service-delivery contexts for three behaviour support practitioners. Compassionate care skills were assessed across functional assessment interviews, caregiver training sessions, and email communication, as practitioners implemented the multi-element behaviour support (MEBS; LaVigna et al., 2022) framework with their participants. The effects of the training were maintained after the completion of the study. The presentation will identify critical gaps in the literature, discuss the utility of the training, and offer recommendations for future research.

Short description

Compassionate care skills effect the quality of the intervention and satisfaction with services. As practitioners deliver services to participants and caregivers from diverse backgrounds, it highlights the need to be compassionate and culturally responsive to their needs. The proposed study equipped practitioners to incorporate compassionate care skills across the various job tasks they may undertake. Thus, addressing an essential training need to improve service delivery outcomes and satisfaction.

Presenter / speaker

Preeti Vogel, Sandhya Mehra, Amanda Mahoney, Rebecca L. Beights, Geoff Potter

Affiliation

The Chicago School; The Centre for Positive Behaviour Support, The Centre for Positive Behaviour Support, The Chicago School

Category

Ethics, Supervision of Behaviour Analysts · Compassionate Care, Practitioner Training, Service Delivery

Target audience

Behaviour analysts, behaviour support practitioners, supervisors

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

• Define compassionate care skills and describe the rationale for their implementation within service delivery. • Identify at least 2 gaps in the current behaviour analytic literature, particularly surrounding the implementation of compassionate care. • Describe at least 5 compassionate care skills that can be used by practitioners across different service delivery contexts.

Duration / PDUs

50 min · 0.5 Ethics PDU/ Supervision BACB

Overview

This symposium explores the application of Applied Behaviour Analysis (ABA) within psychosocial disability, with a focus on extending practice beyond the individual to systems, stakeholders, and complex service environments. While ABA has traditionally been associated with developmental disability, there is increasing demand within the NDIS for behaviour support practitioners to work effectively within psychosocial contexts. This symposium responds to that need by presenting a cohesive framework for adapting behavioural principles to complex mental health presentations.

The first presentation outlines key considerations for working in psychosocial disability, emphasising a systems-level approach and the practitioner’s role in collaborating with multidisciplinary teams and stakeholders. The second presentation examines how core ABA principles can be conceptually and ethically applied to psychosocial presentations. The third presentation provides a detailed case study, illustrating applied strategies in practice. A discussant will synthesise key themes, identify future directions, and highlight implications for practice.

The objectives of this symposium are to (1) expand practitioner understanding of ABA in psychosocial contexts, (2) support systems-informed practice, and (3) bridge theory and application. Collectively, the presentations offer practical, scalable approaches for behaviour support practitioners working within the NDIS.

Short description

This symposium examines the translation of ABA principles into psychosocial disability contexts, emphasising systems-informed practice and multidisciplinary collaboration. Through theoretical integration and applied case analysis, presenters will demonstrate practical approaches for behaviour support practitioners working within the NDIS.

Presenter / speaker

David Stevenson, Sarah McCluskey

Chair

Sarah McCluskey

Discussant

Matthew Spicer

Affiliation

Billy Cart Behaviour

Category

Mental Health, NDIS · Autism, Developmental Disabilities, Ethics

Target audience

Behaviour support practitioners working within the NDIS seeking to expand skills in psychosocial disability and complex, systems-based practice.

Academic level

Beginner

Symposium papers

Overview

Animal talk information coming soon.

Overview

Relationships, and sexuality (including health) education is a fundamental human right, yet learners with intellectual and developmental disabilities (I/DD) continue to face inconsistent, inaccessible, and limited support in developing these skills. This presentation brings together brings a research stream examining the state of relationship and sexuality education for people with I/DD in Aotearoa New Zealand with a single case skills approach to teaching people the skills required in day-to-day life. A national survey of 69 specialist teachers found that a third spent less than an hour on relationship and sexuality educaion. A qualitative study, with fifteen self‑advocates in Aotearoa, found information on relationships and sexuality is actively pursued but constrained by surveillance and moral narratives with education in these areas being fragmented, leading to learners seek information informally. Relationships sexuality (including health) is complex juxtaposition between learners and caregivers / educators that should centre on the needs and preferences of self‑advocates while supporting autonomy, safety, and wellbeing. These skills are not just things to be taught and discussed in puberty, they are a stream of skills that need to be taught from birth and individualised. It includes skills from closing the bathroom door and personal hygiene to recognising the names and roles of support people and communicating to others that you do not understand .

Short description

This presentation looks at what and how we are teaching young people with intellectual and developmental disabilities with respect to relationship and sexuality education (including health) as well as what young people think about it. It also addresses the need to integrate health and sexuality education from early childhood and how we as behaviour analysts should be doing this.

Presenter / speaker

Angela Arnold-Saritepe, Julia Thomson

Affiliation

University of Auckland

Category

Developmental Disabilities · Sexual Behaviour

Target audience

Those who are interested in figuring out why we don’t teach the taboo topics when it is all behaviour analysis.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Attendees will be able recognise some of the barriers, for people with intellectual and development disabilities, to accessing accurate relationship and sexuality (including health) information and how this aligns with behaviour‑analytic principles of self‑determination and socially valid practice. 2. Attendees will be able to identify how behaviour analytic techniques can be used to teach a range of relationship and sexuality/ health skills.

Duration / PDUs

25 min · General Learning

Overview

Building meaningful leisure engagement is a critical quality-of-life outcome for adults living in Supported Independent Living, particularly when low tolerance for demands, transitions, and novelty contributes to physical aggression, property aggression, and refusal.

This clinical case is important because effective, low-restrictive strategies that increase participation can reduce risk events and improve daily functioning for the person and support staff. Research on differential reinforcement, shaping, and functional communication training supports teaching tolerance and persistence through structured practice rather than relying on avoidance or restrictive responses.

The participant was a 31-year-old autistic male living in Supported Independent Living and supported one-to-one. Target behaviours included physical aggression, property aggression, and refusal/disengagement during leisure routines and transitions. Assessment included functional behaviour assessment informed by direct observation and repeated session-based measurement of engagement duration, frequency of target behaviours, and prompt levels.

A single-case design evaluated a structured leisure rotation protocol (one high-preference activity, one to two medium-preference activities, and one to three novel activities per session) with systematic shaping of engagement time, explicit teaching of break requests and coping responses, differential reinforcement of engagement and tolerance, and reinforcement thinning with prompt fading. Results indicated increased engagement across sessions with concurrent reductions in aggression and refusal.

Findings suggest leisure-rotation tolerance programming is feasible in Supported Independent Living and can be implemented by clinicians and support staff to improve quality of life, engagement and safety.

Short description

This presentation shares a practical, evidence-informed leisure rotation protocol used in Supported Independent Living to increase engagement endurance while reducing physical aggression, property aggression, and refusal for a 31-year-old autistic male. Attendees will see a single-case changing criterion approach, example graphs, and step-by-step implementation details (activity rotation rules, shaping criteria, and reinforcement strategies) that can be replicated by clinicians and support teams. The focus is on scalable procedures that build participation and quality of life without relying on restrictive practices.

Presenter / speaker

Lucy Knight

Affiliation

Nourish Services

Category

Autism, Leisure-based engagement endurance via shaping + differential reinforcement (single-case) · Developmental Disabilities, NDIS,

Target audience

Behaviour support practitioners / behaviour analysts working with autistic participants under the NDIS

Academic level

Beginner

Learning objectives

1. At the conclusion of this presentation, participants will be able to operationally define and measure engagement duration, refusal, physical aggression, and property aggression within a Supported Independent Living leisure session using a simple session-based data sheet. 2. At the conclusion of this presentation, participants will be able to design a structured leisure rotation session (one high-preference activity, one to two medium-preference activities, and one to three novel activities) and set stepwise duration criteria consistent with a changing criterion single-case design. 3. At the conclusion of this presentation, participants will be able to identify and implement at least two intervention components (teaching functional communication and coping responses, and differential reinforcement with systematic thinning) to increase engagement while reducing aggression and refusal in Supported Independent Living contexts.

Duration / PDUs

18 min · General Learning (ABAA only)

Overview

Traditionally, dementia has been conceptualised as a progressive neurocognitive condition in which intervention prioritises harm reduction, symptom management, and palliative care, with limited focus on skill acquisition or functional re engagement (Livingston et al., 2017). Within this paradigm, behavioural and psychological symptoms of dementia (i.e. sleep disturbance, wandering, sundowning) are frequently managed through restrictive practices, increased staffing ratios, or pharmacological strategies despite evidence that non‑pharmacological interventions should be prioritised (Berg‑Weger & Stewart, 2017; Livingston et al., 2017; Li et al., 2021). This presentation challenges deficit‑based and “management‑only” approaches by applying a constructional, behaviour‑analytic framework to dementia care. Grounded in Goldiamond’s constructional model, the approach emphasises observable contingencies, environmental design, and the intentional rebuilding of functional repertoires rather than the suppression of behaviour (Goldiamond, 1974, 2002). Following a detailed functional behaviour assessment and interdisciplinary clinical collaboration, a predictable daily routine was implemented incorporating evidence‑based non‑pharmacological components identified within the dementia care literature (Berg‑Weger & Stewart, 2017; Saragih et al., 2022; Shin et al., 2023). By systematically addressing antecedent conditions, daily routines, and sources of meaningful engagement, distress was reduced without reliance on restrictive practices for a gentleman living with dementia (Reimus & Sieminski, 2025). Outcomes demonstrated increased participation in previously abandoned activities, reduced late‑day distress, improved emotional regulation, and a progressive reduction in support intensity. Notably, environmental, physical, and chemical restrictive practices were reduced and/or eliminated, consistent with evidence supporting behavioural and environmental interventions as more effective and ethically preferable to pharmacological approaches in dementia care (Drossel & Trahan, 2015; Li et al., 2021).

Short description

This presentation explores how constructional behaviour support can be applied in dementia care to reduce distress, increase engagement, and minimise restrictive practices. Using a clinical case example, participants are guided through translating available data and research into proactive, non‑pharmacological supports, with emphasis on observable antecedents and contextual factors rather than diagnosis alone.

Presenter / speaker

Bridget Knights, Melanie Daly

Affiliation

Think Bright Therapy, Launch Supervision

Category

Dementia, Restrictive Practices · Constructional Behaviour Support, Social Validity

Target audience

Practitioners working within PBS who are supporting those living with Dementia or related

Academic level

Beginner

Learning objectives

• Learning Objective 1: Begin to understand how to integrate available information to guide implementation decisions, including weighing costs, benefits, and risks even when outcomes are uncertain. • Learning Objective 2: Begin to understand and know how to use proactive environmental design and routine‑based supports to help reduce reliance on restrictive practices.

Duration / PDUs

18 min · General Learning (ABAA only)

Overview

Achieving consistent, high-quality implementation across a national organisation presents challenges, including variability in practitioner experience, local service systems, regulatory environments, and organisational culture. This study evaluated the Periodic Service Review (PSR; LaVigna et al., 1994)) as an Organisational Behaviour Management (OBM) technology to improve fidelity of Multi-Element Behaviour Support (MEBS; LaVigna et al., 2022) and identify organisational contingencies that may influence implementation and social validity. Participants included behaviour support practitioners and supervisors across regional teams. A repeated measures group design compared organisational quality standards via the PSR at quarterly timepoints. PSR involved operationally defined performance standards, structured feedback loops, and supervision-linked competency development. Dependent variables included MEBS implementation fidelity scores and social validity ratings. Results demonstrated improved fidelity scores and reduced variability in performance indicators following PSR implementation. Findings support PSR as an effective OBM mechanism for improving consistency and quality of behaviour support across regional teams. Examples from a national organisation will be presented to describe how OBM-informed supervision structures, PSR standardised performance indicators, and feedback systems can reduce implementation drift, strengthen practitioner competency, and improve consistency of behaviour support across service contexts. Implications for scaling quality behaviour support and supporting practitioners through aligned organisational contingencies will be discussed.

Short description

Delivering consistent, high-quality Multi-Element Behaviour Support (MEBS) across a national organisation requires organisational systems that actively shape practitioner behaviour, not just well-written behaviour support plans. This presentation examines Periodic Service Review (PSR) as an Organisational Behaviour Management (OBM) technology that translates MEBS principles into observable performance standards through supervision, feedback, and continuous quality improvement processes. Examples demonstrate how PSR can strengthen procedural fidelity, reduce implementation drift across regions, and support socially valid behaviour support aligned with improved quality of life outcomes.

Presenter / speaker

Nicole McKillop, Jacqueline Abela DeGiovanni, Jenna White, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support

Category

Organisational Behaviour Management · Supervision of Behaviour Analysts

Target audience

Behaviour support practitioners, supervisors, quality and safeguarding leaders

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Describe how Periodic Service Review (PSR) functions as an organisational performance system that supports procedural fidelity and quality implementation of Multi-Element Behaviour Support (MEBS). 2. Explain how supervision and practice leadership establish organisational contingencies that promote consistent use of constructional, non-aversive strategies and reduce reliance on restrictive practices. 3. Identify organisational indicators of quality behaviour support (e.g., mediator competency, implementation fidelity, social validity, and quality of life outcomes) that can be monitored through PSR to guide data-based decision making.

Duration / PDUs

50 min · General Learning

Overview

Accurate shift notes are essential for continuity of support, safeguarding, National Disability Insurance Scheme record-keeping in disability services and supporting effective collaboration with capacity supports such as Positive Behaviour Support practitioners. This practice paper describes an Organisational Behaviour Management project designed to improve staff completion and quality of shift notes in a rural Australian disability service. Nineteen direct support staff were measured using permanent-product data across two dependent variables: (a) weekly percentage of completed shift notes relative to shifts worked, and (b) weekly random audits of one shift note per staff member scored against five criteria: observable language, sentence structure, objectivity and concision, goal coverage, and goal-specific documentation accuracy. An A-B-C-D phase-change single-case design was used to evaluate an intervention package comprising task clarification, job aids, brief behavioural skills training, and ongoing performance feedback with mastery criteria and faded check-ins. Across six baseline weeks, mean completion was 40.75%, and mean quality was 35.38%. Following intervention introduction, mean completion increased to 98.08%, and mean quality increased to 89.23%. Data collection is ongoing and is expected to extend to approximately 11 months by conference delivery. Findings suggest that low-burden OBM systems can substantially improve documentation fidelity and quality in remote service contexts.

Short description

This data-based OBM practice paper shows how a rural disability provider increased both shift-note completion and note quality using a low-burden system of task clarification, checklists, brief training, and performance feedback. Delegates will leave with a clear measurement model (permanent-product + brief audits), mastery criteria, and practical implementation steps that can be applied immediately in human services and NDIS settings.

Presenter / speaker

Aaron Butler-Woodall, Melanie Daly

Affiliation

Access Learning and Training Pty. Ltd., Launch Supervision

Category

Organisational Behaviour Management · Behavioural Insights/Economics, Organisational Behaviour Management

Target audience

Behaviour analysts, support providers

Academic level

Beginner

Learning objectives

At the conclusion of this presentation, participants will be able to describe how measurement, feedback, and skills training can be combined within an Organisational Behaviour Management framework to improve staff documentation performance.

Duration / PDUs

25 min · General Learning

CE instructor

Melanie Daly

Overview

Behaviour analysts routinely implement behaviour support plans and skill acquisition goals within complex family, educational, and interdisciplinary environments. This practice paper describes the use of Cultural Historical Activity Theory as a framework for analysing and addressing contextual barriers to plan implementation. We present two worked examples and their outcomes from plans implemented in a family setting and a school-based setting. The cases involved a behaviour analyst and speech pathologist working collaboratively with educators and family members to support two students with diverse learning, behavioural, and communication needs.

Activity system mapping was incorporated into either intervention planning or troubleshooting to identify role expectations, policy and rule constraints, material and human resources, and patterns of interaction that influenced plan implementation. The process supported shared problem solving across disciplines and clarified responsibility for environmental adjustment and skill instruction. Across cases, activity systems mapping supported more consistent implementation, improved alignment between intervention goals and strategies, and identified environmental constraints and available resources that influenced plan contextual fit and sustainability.

We explore the value of activity theory as a structured tool for supporting collaboration and improving the contextual fit of behaviour support plans, and suggest that activity system analysis can strengthen routine implementation practices.

Short description

This practice paper examines why well designed behaviour support plans may not be consistently implemented across family, school, and interdisciplinary contexts. Drawing on Cultural Historical Activity Theory, the presentation demonstrates how activity system mapping can support collaborative implementation by identifying contextual constraints, clarifying roles, guiding environmental adjustments, and prioritising skill acquisition for students, families, and staff. Participants can expect concrete examples illustrating how this approach can improve the contextual fit and sustainability in plan design and implementation.

Presenter / speaker

Merryll-Anne Cobb-Clark, Anne-Louise Finlayson

Affiliation

University of New South Wales, Speak 2 Me Speech Pathology Services

Category

Behavioural Insights/Economics, Theoretical, Philosophical, Conceptual Issues · Education, Organisational Behaviour Management

Target audience

Educators, behaviour analysts, and allied health

Academic level

Beginner

Learning objectives

At the conclusion of this presentation, participants will be able to identify and map key considerations for behaviour support plan implementation in complex support settings.

Duration / PDUs

25 min · General Learning

CE instructor

Merryll-Anne Cobb-Clark

Overview

Positive Behaviour Support (PBS) is grounded in the science of Applied Behaviour Analysis (ABA). As the fields of PBS and ABA continue to evolve, there is growing expectation that practice must extend beyond technical competence to include co-design, lived experience, and a human rights-based framework (Carminati, et al., 2024; Leif, et al., 2023). Presenting panel will distinguish co-design from commonly conflated practices. The panel will define 'consultation' as typically seeking input on pre-determined decisions, 'collaboration' as shared discussion but retains practitioner led control. Finally, 'co-design' as the participant being the decision maker with authority over goals, design and evaluation of supports. The discussion will examine how co-design strengthens alignment with the seven dimensions of ABA: ensuring interventions are truly applied (socially significant), behavioural (guided by the person’s lived priorities), analytic (accountable to outcomes valued by the participant), technological (transparent and replicable through shared authorship), conceptually systematic, effective. This approach is grounded in compassion as the eighth dimension (Penney, et al., 2023). Drawing on real-world PBS case examples, including cross-cultural behaviour support in remote Central Australia- the panel will explore how embedding co-design ensures social validity, ethical integrity, and meaningful outcomes. Presenters will identify both challenges and successes at systemic, organisational, and practitioner levels, offering practical and implementable strategies for ABA and PBS professionals seeking to strengthen co-design within their work (Carminati, et al., 2024). With proper consents and assent there will be opportunity to hear participants reflect and share their co-designing experiences (Breaux & Smith, 2023).

Short description

This panel explores the difference between consultation, collaboration, and true co-design within Positive Behaviour Support. Drawing on practice in Central Australia, presenters will examine how positioning the client as the expert and author strengthens social validity and aligns with the core dimensions of ABA. Attendees will leave with practical strategies to move from prescriptive practice towards genuinely co-designed and culturally responsive support.

Presenter / speaker

Dayna Jory, Tahlia Joy, Matthew Spicer

Moderator

Sophie Staughton

Affiliation

Veritable, The Centre for Positive Behaviour Support (CPBS)

Category

Cultural Diversity, Ethics, Theoretical, Philosophical, Conceptual Issues · NDIS

Target audience

Any practitioner who would like to strengthen their cross-cultural skills/ looking for ways to align their practice with truly person centred practices.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. At the conclusion of this panel, participants will be able to apply the principles of co-design to the development of behaviour support strategies by aligning practice with the core dimensions of Applied Behavioural Analysis, 2. At the conclusion of this panel, participants will be able to evaluate their own practice and identify opportunities to strengthen co-design and improve social validity, particularly within the context of cross-cultural positive behaviour support 3. At the conclusion of this panel, participants will be able to define and differentiate between consultation, collaboration and co-design by identifying key features of each and evaluating their impact on social validity within Positive Behaviour Support Practice.

Duration / PDUs

Cultural Diversity (ABA Australia only) · 1.5 CD PDUs

Overview

Multi-Element Behaviour Support (MEBS; LaVigna et al., 2022) is a constructional, person-centred framework within that integrates functional behaviour assessment, proactive environmental design, skill development, and non-aversive reactive strategies to improve quality of life. Building connection with mediators, often parents for young participants, is a key component of MEBS. When mediators experience burnout, implementation fidelity and sustainability of behaviour support may be compromised. This presentation examines integration of Parent Child Interaction Therapy (PCIT; Eyberg, 2005) as a relationship-focused proactive MEBS strategy to strengthen parent capacity and support engagement with the comprehensive MEBS plan. A case study involving a 3-year-old child demonstrated how coaching in PCIT skills functioned as non-contingent social reinforcement to increase positive parent–child interaction and establish a foundation for subsequent MEBS strategies. Functional assessment identified access to extended social interaction and tangibles as maintaining variables for outburst behaviour (verbal aggression, physical aggression, property damage). Across 4 months of parent coaching, frequency of challenging behaviour decreased while functional communication and cooperative sibling interaction increased. Social validity outcomes indicated reduced parental stress and improved family participation in community activities. Findings suggest relationship-focused, low-demand strategies may enhance mediator engagement, improve procedural fidelity, and support sustainable improvement through MEBS.

Short description

Parents are key mediators (stakeholders) and implementors of behaviour support, yet burnout can reduce implementation fidelity and limit meaningful outcomes. This presentation describes integration of Parent–Child Interaction Therapy (PCIT) within Multi-Element Behaviour Support (MEBS). as an initial, relationship-focused proactive strategy to strengthen parent capacity, improve parent–child interaction, and create conditions for successful implementation of broader MEBS strategies. Findings illustrate how relationship-focused proactive strategies with PCIT strengthen parent capacity, improve parent–child interaction, and create conditions for successful implementation of broader MEBS strategies.

Presenter / speaker

Ana Barkaia, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support

Category

Family support · Autism

Target audience

Behaviour support practitioners, behaviour analysts

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Describe how Parent–Child Interaction Therapy (PCIT) can be integrated within Multi-Element Behaviour Support (MEBS) as a proactive, mediator-focused strategy to strengthen parent capacity and support implementation fidelity.

2. Evaluate the effects of relationship-focused, low-demand interventions (e.g., PRIDE skills within Child Directed Interaction) on frequency and episodic severity of challenging behaviour, mediator engagement, and social validity outcomes within a constructional MEBS framework.

Duration / PDUs

25 min · General Learning

CE instructor

Dr. Rebecca Beights

Overview

The Balance Program is designed to support parent capacity in early intervention for young children with autism and developmental delays who are showing early patterns of behaviour that may interfere with learning, participation, and family wellbeing. Delivered via telehealth in Australia, the program focuses on coaching parents to create more balanced interactions across child-led and adult-led activities, respond supportively to emerging challenges, and build practical strategies into everyday routines. This presentation describes the structure and implementation of the Balance Program, with attention to how sessions are adapted to individual family needs and child profiles. Particular attention is given to factors influencing parent engagement, treatment fit, and progression through the program. This work sits within a broader Doctor of Philosophy research program examining effectiveness, feasibility, social validity, and maintenance of outcomes over time to help determine whether the program may function as an effective preventative approach. Early lessons suggest that parent-implemented intervention is strengthened when coaching is responsive, scaffolded, and tailored to the unique interactional patterns of each family. These findings have important implications for accessible, family-centred early intervention and future refinement of implementation.

Short description

How do we build parent capacity in ways that are practical, responsive, and sustainable? This presentation examines the Balance Program and shares early implementation lessons, outcome data, and social validity findings from the current research. It will be of particular interest to behaviour analysts working in early intervention and parent-implemented practice.

Presenter / speaker

Niesha Illingworth, Anthony Saliba, Donnah Anderson, Kelsey Ruppel

Affiliation

Charles Sturt University, Bright Eyes Clinic, Charles Sturt University, FTF Behavioral Consulting

Category

Autism, Developmental Disabilities · Parent-Implemented

Target audience

Behaviour analysts and professionals working with children with developmental delays/disabilities and their families.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

- Describe key implementation features of the Balance Program in a telehealth-delivered model. - Identify factors influencing parent engagement, treatment fit, and progression in parent-implemented intervention.

Duration / PDUs

25 min · General Learning

CE instructor

Niesha Illingworth

Overview

Healthy, clear boundaries are essential for safety, harm prevention, and meaningful participation in the community. Research on parenting styles consistently shows that authoritative parenting, balancing warmth and support with firm, consistent boundaries, is associated with improved behavioural outcomes in children (Pinquart, 2017; Rose et al., 2018). However, many individuals within behaviour analytic practice exhibit behaviours of concern when boundaries are introduced. As a result, caregivers and clinicians may avoid setting necessary limits, or struggle to apply them consistently and safely, to reduce escalation and minimise restrictive practices.

The evolution of Positive Behaviour Support (PBS) and broader shifts within Applied Behaviour Analysis (ABA) have emphasised client autonomy, prioritising choice, control, and reducing restrictive practices. While these advances are critical, an underemphasis on clear, ethical boundary-setting may introduce risks to safety, dignity, and community participation—particularly for children. Inconsistent or unclear boundaries may also maintain or worsen behaviours of concern.

This presentation proposes a model for implementing necessary boundaries with compassion and dignity, grounded in behaviour analytic principles. It outlines a framework for conceptualising and teaching boundaries, supporting consistency across environments, and collaborating with stakeholders, with practical examples from the paediatric Australian context.

Short description

Learn how to implement clear, consistent boundaries that promote safety, dignity, and positive behaviour outcomes. This presentation focuses on why boundaries are essential in practice and how to apply them compassionately and effectively within a behaviour-analytic framework. Gain practical strategies for setting and maintaining boundaries while reducing behaviours of concern.

Presenter / speaker

Hayley Lambert, Tina Nguyen

Affiliation

Super Kids Behavioural Consulting

Category

Autism, Developmental Disabilities

Target audience

Behaviour Analysts, Behaviour Technicians, Behaviour Support Practitioners

Academic level

Beginner

Learning objectives

At the conclusion of this presentation, participants will be able to: - Describe and provide a rationale for the ethical & effective implementation of boundaries within a behaviour-analytic framework. - Outline implementation steps for different kinds of boundaries

Duration / PDUs

25 min · General Learning

CE instructor

Hayley Lambert

Overview

Animal talk information coming soon.

Overview

Psychology is moving away from the symptom-based approach of the last 40 years. We’ve seen the perils of aggregated group data (Fisher et al., 2018) and stagnant treatment effect sizes (Cuijpers et al., 2024, Rosser et al., 2023). PBT demands a new approach to case conceptualisation, moving us towards identifying a client’s own maladaptive patterns (processes) contributing to their psychological suffering. Identifying unique processes enables the selection of tailored, process-based treatment strategies. This interactive mini workshop will teach attendees how to determine which ACT process should be targeted given the unhelpful relationship between a client’s experience, behaviour, and resulting processes. Delegates will be given access to 2 clinical tools to provide hands-on experience creating a process-based case conceptualisation that leads to the selection of process-matched treatments.

Presenter / speaker

Susan Petrie

Affiliation

Australian Catholic University

Category

Acceptance and Commitment Therapy

Target audience

Behaviour Analysts, Behaviour Support Practitioners

Academic level

Intermediate (some knowledge of ACT will be helpful but newcomers welcome).

Learning objectives

To create an individualised network map of a client’s experiences and behaviour using the clinical tool provided, that then leads delegates to; Select interventions mostly likely to cause the biggest change in the client’s life.

Duration / PDUs

General Learning

CE instructor

Susan Petrie

Overview

This paper aims to advance our community towards more compassionate care. Assent-based, trauma-informed services should be the rule, not the exception. In clinic, home, and community settings, autistic people of all ages can thrive and learn without coercion. Assent-based services do not imply that we avoid encouraging our patients to set high goals or face difficult situations; quite the contrary. When participants are given autonomy and their voices are respected, they are more willing to tackle the hard stuff. All levels of providers and supporters can learn these simple steps and apply them across different environments and activities to ensure the people they are working with are safe, supported, and understood.

Short description

What do you do when a participant doesn't assent? What if the task is safety or health-related? A simple procedure to increase cooperation and avoid coercion.

Presenter / speaker

Aubry Dodge

Affiliation

Kaleidoscope Behavioral Services, LLC

Category

Ethics · Autism

Target audience

Behavior Analysts of all levels, families, other professionals

Academic level

Beginner

Learning objectives

- Explain the importance and implementation of trauma-informed and assent-based services - Implement a simple procedure aimed at increasing cooperation and avoiding coercion.

Duration / PDUs

25 min · Ethics

CE instructor

Aubry Dodge, MS, BCBA, LBA

Overview

Positive Behaviour Support (PBS) is widely used to support people with neurodevelopmental disability, making it essential that everyday practice upholds autonomy, dignity, and human rights (Chan, French, & Webber, 2011). This practice session’s purpose is to show how embedding assent and compassion in PBS is ethically necessary and practically achievable. Contemporary research emphasises that PBS should align with the United Nations Convention on the Rights of Persons with Disabilities (CRPD), recognising assent, choice, and self determination as critical rights rather than optional add ons (Chan et al., 2011; Leif, Subban, Sharma, & Fox, 2024). Drawing on an autistic practitioner’s lived experience, along with principles from inclusive and co designed research, the session teaches how assent can function as a form of autonomy, communicated through spoken language, or non-verbal signals (Grove, Clapham, Moodie, Gurrin, & Hall, 2024; O’Neill, Hughes, & Parmenter, 2024). It also demonstrates how compassion can be operationalised as a teachable and measurable practice skill, building on emerging behaviour analytic work identifying compassion as a core professional competency (Penney, Bateman, Veverka, Luna, & Schwartz, 2023; Taylor, LeBlanc, & Nosik, 2019; Parry, 2020; Rohrer, Marshall, Suzio, & Weiss, 2021). Key messages include: (a) assent is a human right central to rights-based PBS; (b) compassion enhances relevance, safety, and respectfulness in support plans; and (c) lived experience improves decision making, service quality, and research impact. Embedding assent and compassion within PBS can transform practice culture, strengthen practitioner responsiveness, and support more inclusive policy, training, and research across the disability sector.

Short description

This presentation introduces practical, behaviour‑analytic strategies for embedding assent and compassion into Positive Behaviour Support (PBS), drawing on an autistic practitioner’s lived experience and principles of inclusive, co‑designed research. Delegates will learn how to recognise and respond to assent, teach and measure compassionate interactions using behavioural skills training, and align PBS plans with human‑rights obligations under the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Attendees will leave with concrete tools to enhance autonomy, safety, dignity, and social validity in everyday PBS practice.

Presenter / speaker

Lauren jakeway, Jeffrey Chan

Affiliation

Allora Options, South Australia, Jeffrey Chan Consulting

Category

Autism, Developmental Disabilities, Ethics · Cultural Diversity, NDIS, Supervision of Behaviour Analysts

Target audience

Behaviour analysts, PBS practitioners, clinical supervisors, educators, psychologists, support coordinators, and allied health professionals working in neurodevelopmental disability contexts.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Identify at least two observable indicators of assent and apply one strategy to recognise and respond to changes in assent during Positive Behaviour Support (PBS) interactions. 2. Demonstrate a brief, behaviourally based compassion practice that can be incorporated into everyday clinical or educational interactions. 3. Analyse a PBS procedure or interaction and determine how it aligns with key human rights principles outlined in the United Nations Convention on the Rights of Persons with Disabilities.

Duration / PDUs

25 min · Ethics

CE instructor

Lauren Jakeway

Overview

Evidence-based practice is frequently invoked in behaviour analysis as justification for autism interventions, yet is often treated as a value-neutral concept independent of practitioner assumptions and goals. This presentation examines how such interpretations contribute to the marginalisation of autistic lived experience and the mischaracterisation of neuroaffirming practice as incompatible with applied behaviour analysis, and evidence-based practice. Drawing on the Autism Evidence-Based Practice framework published by the National Clearinghouse, this paper argues that neuroaffirming practice is not an alternative to evidence-based practice but a necessary evolution in how evidence is applied. Interventions commonly classified as evidence-based, including visual supports and social narratives, are analysed to demonstrate how identical procedures may function either to enforce neuronormative compliance or support autonomy, access, and quality of life, depending on practitioner intent and contextual assumptions. Autistic lived experience is framed as social validity data, contextual behavioural information, and an ethical requirement of an applied science such as Behaviour Analysis. This presentation concludes that the central issue is not whether neuroaffirming practice is evidence-based, but whether behaviour analysts have been sufficiently supported to critically examine how values shape the application of evidence in autism practice, with implications for ethical decision-making and socially valid outcomes.

Short description

This focus topic critically examines how evidence-based supports for autistic people can be applied in either pathologising or neuroaffirming ways. Using contemporary research and behaviour-analytic theory, this presentation challenges assumptions about evidence-based practice and provides practical guidance for applying interventions that support autistic autonomy, social validity, and quality of life.

Presenter / speaker

Paige Humm

Affiliation

Inclusive Behaviour, Monash University

Category

Autism · Theoretical, Philosophical, Conceptual Issues

Target audience

This presentation is intended for behaviour analysts, behaviour support practitioners, clinical supervisors and service leaders, researchers and academics, postgraduate and undergraduate students, multidisciplinary practitioners, and professionals involved in policy or service design within disability and autism support services.

Academic level

Intermediate (Provides additional training for individuals with experience and training on the topic)

Learning objectives

1. Analyse intervention goals to identify neuronormative assumptions and assess their alignment with socially valid, client-centred outcomes. 2. Modify evidence-based interventions to increase neuroaffirming outcomes while maintaining fidelity to behaviour-analytic principles. 3. Individualise evidence-based practice by integrating empirical evidence, contextual variables, and client values in autism intervention planning.

Duration / PDUs

25 min · Ethics

CE instructor

Paige Humm