Schedule of Events

Abstract: People with intellectual disability often have limited opportunities to practise important life skills in safe and structured environments. Many real-world situations such as navigating community settings, participating in classrooms, or attending healthcare appointments involve uncertainty, social interaction, and potential stress, which can make skill development difficult to support using traditional approaches alone. This presentation will describe a program of research examining how immersive virtual reality (VR) can support skill development and learning for people with intellectual disability. Across a series of studies, VR has been used to help individuals practise everyday life skills, improve behaviour and engagement in learning environments, and prepare for healthcare interactions. These studies examine whether practising tasks in immersive environments can support learning and transfer of skills to real-world contexts. The session will outline key findings from experimental studies, discuss how immersive environments can support repeated practice and structured learning opportunities, and consider how VR may complement approaches used in education, therapy, and support services. Practical considerations for implementing VR in applied settings will also be discussed.

Learning objectives: Understand how immersive virtual reality can support skill development and learning for people with intellectual disability.

Identify ways virtual environments can be used to practise real-world situations, including life skills, learning environments, and healthcare interactions.

Evaluate practical considerations for safe use of VR to support skill acquisition and preparation for real-world settings.

Audience: Behaviour support practitioners, behaviour analysts, support workers

PDU/CE: 1.5 ABAA Only

Affiliation/s: Monash University, Australia

Abstract: Person-centred planning and social validity are both widely endorsed as essential to ethical and effective behaviour support, yet they are often applied in parallel rather than in an integrated way. Person-centred planning foregrounds the rights, preferences, strengths, and life goals of individuals, while social validity has traditionally focused on the acceptability, feasibility, and perceived effectiveness of interventions. When treated as separate processes, opportunities are missed to meaningfully centre the voices of those most impacted by behaviour support decisions. This presentation will explore how social validity can be reconceptualised and operationalised as a core component of person-centred planning, rather than as a post-hoc evaluation of intervention acceptability. Drawing on contemporary developments in applied behaviour analysis and critical disability studies, we propose an integrated framework that embeds social validity assessment across all stages of planning, implementation, and evaluation. This includes co-defining meaningful goals, prioritising outcomes that enhance quality of life and participation, and using accessible methods to capture the perspectives of individuals, families, and key stakeholders. Practical examples from education and disability contexts will be used to illustrate how integrating person-centred planning and social validity can strengthen ethical decision-making, improve contextual fit, and support rights-based practice.

Learning objectives: Describe how social validity can be reconceptualised and operationalised as a core component of person-centred planning.

PDU/CE: 1.5 General Learning (ABAA & BACB)

CE instructor: Rebecca Sharp

Affiliation/s: The Centre for Positive Behaviour Support, Australia

Abstract: ​​Social validity has long been identified as a defining dimension of applied behavior analysis (e.g., Wolf, 1978). Recent reviews suggest that social validity is often treated as a post-hoc supplement rather than as a core outcome variable, raising questions about whether support meaningfully reflects participant experiences and priorities (e.g., Snodgrass et al., 2022; Vollmer & Pendergrass, 2025). Multi-Element Behavior Support (MEBS; LaVigna et al., 2022) offers a constructional framework in which social validity is a critical dependent variable that is evaluated alongside behavioral and quality of life outcomes. Within MEBS plans, proactive and non-aversive reactive strategies are derived from comprehensive functional assessment completed with the participant and key stakeholders (i.e., mediators). MEBS plans developed with these strategies are designed to produce multiple dependent variables, including social validity of goals, procedures, and outcomes for participants and stakeholders. This paper examines social validity as a measured outcome of MEBS plans. Social validity data on MEBS plans were collected from participants and mediators (current n ≈ 120). Results indicate high levels of acceptability, benefit, and cultural alignment. Findings support social validity as an ethical requirement and an empirical outcome variable essential to evaluating effectiveness and a values-based and participant-driven approach with behavior support.

Learning objectives: Identify the connection between social validity and the constructional framework of Multi-Element Behaviour Support (MEBS).

PDU/CE: 1.5 General Learning (ABAA & BACB)

CE instructor: Rebecca Sharp

Affiliation/s: University of Waikato, Hamilton, New Zealand; Endicott College, Beverly, USA; Georgia State University, Atlanta, USA; Salve Regina University, Newport, USA

Abstract: Early in the history of applied behaviour analysis, scholars reflected on the importance of social validity and its implications for service delivery. Three important dimensions were described by Wolf (1978): the social significance of treatment goals, the social appropriateness of procedures, and the social importance of the effects of the intervention. Over the last few decades, our field has acknowledged the importance of client involvement in therapeutic decisions and ensuring high-quality services. Although some research has shown the inclusion of clients in social validity measurement, relatively little guidance is available on specific strategies to involve clients in social validity measures. Thus, the purpose of this presentation is to provide guidance on assessment and measurement strategies for social validity from the service recipient. Suggestions for measurement tactics will be provided, emphasizing both quality and individual focus. Additionally, the discussion will include practical implications and recommendations for balancing social validity among stakeholders and other relevant contributors.

Learning objectives: Identify and apply refined measurement strategies for social validity, including direct, individualized, and multi-dimensional approaches that prioritize the individual’s perspective and inform ethical, effective intervention planning.

PDU/CE: 1.5 General Learning (ABAA & BACB)

CE instructor: Rebecca Sharp

Affiliation/s: Constructional Solutions Pty Ltd; University of Technology Sydney

Abstract: Social validity is traditionally treated as a post-hoc evaluation in behaviour analysis, often functioning as a consumer satisfaction check conducted after goals have already been selected and the intervention has been implemented. While this may indicate acceptability, it does not ensure that supports are designed to produce outcomes that are personally meaningful to the participant’s quality of life, and it risks prioritising outcomes that are more meaningful to stakeholders than to the participant. Drawing on Goldiamond’s (1974) Constructional Approach and operationalised through Liden’s (2015) programming protocols, this paper proposes a shift toward social validity by design.
We present a framework for accomplishment-based goal setting within NDIS specialist behaviour support, in which participants enter a social contract, identify valued outcomes, or Accomplishments, and collaboratively derive the specific repertoires required to produce them. The process shifts intervention planning away from problem elimination and toward lifestyle construction. Case studies illustrate how this framework produces observable, participant-defined indicators of change, while reductions in challenging behaviour emerge as a by-product of building a more meaningful life. By selecting goals from the participant’s envisioned future, utilizing their existing strength and resources, and embedding personal meaning into each step of design, the framework makes social validity an explicit criterion for goal selection, programming decisions, and review.

Learning objectives: Identify core features of a constructional approach and describe how these are relevant to social validity

PDU/CE: 1.5 General Learning (ABAA & BACB)

CE instructor: Rebecca Sharp

Affiliation/s: Lojic

Abstract: 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.

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

Primary topic: Developmental Disabilities

Secondary topic: NDIS

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

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

PDU/CE: 0.5 ABAA / BACB

CE instructor: Isabella Maria Tan

Affiliation/s: The Centre for Positive Behaviour Support

Abstract: 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.

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.

Primary topic: Social validity

Secondary topic: NDIS, Restrictive practices

Audience: Behaviour support practitioners, supervisors, quality and safeguarding leaders

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

CE instructor: Rebecca L. Beights

Affiliation/s: The Centre for Positive Behaviour Support

Abstract: 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.

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.

Primary topic: Training and collaboration

Secondary topic: Developmental Disabilities

Audience: Behaviour support practitioners, behaviour analysts, supervisors, support workers

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

PDU/CE: 0.5 ABAA / BACB

CE instructor: Dr. Rebecca Beights

Affiliation/s: AABA consultants, FPTA, UQ

Abstract: Shelter welfare is often discussed through the lens of animal care alone; however, the outcomes of animals in shelters are deeply connected to the people, systems and environments around them. Staff skills, volunteer interactions, veterinary handling, adopter expectations, organisational pressures and community resources all influence how animals cope, behave and transition into homes. A One Welfare approach recognises that improving animal welfare also requires supporting the humans responsible for assessment, care, training and adoption decisions.

This presentation explores how One Welfare principles can be applied in shelter environments to create more sustainable outcomes for animals and people. Drawing on the Five Domains Model and contemporary shelter behaviour frameworks, the session will examine how stress, pain, fear, arousal, sensory load, disrupted routines and limited control can influence behaviour and welfare. It will also consider the human side of shelter work, including staff training, volunteer consistency, decision-making pressure, communication, safety and adopter education.

Attendees will explore practical strategies for improving animal welfare through predictable routines, low-stress handling, environmental management, enrichment, appropriate social interactions and welfare-informed training. The presentation will also highlight how human training and support can reduce inconsistent handling, improve behaviour interpretation, strengthen the human–animal bond and create clearer pathways from intake to adoption.

By integrating animal welfare science with human education and organisational practice, shelters can move beyond reactive care and towards a One Welfare model that supports emotional stability, safer interactions, improved staff confidence and more successful long-term placements.

Learning objectives: Apply the One Welfare framework to map connections between animal welfare, staff wellbeing, adopter support and shelter decision-making.
Use the Five Domains Model to identify practical intervention points that may reduce stress and improve behavioural outcomes for animals in shelter care.
Develop at least two staff or volunteer training strategies that support consistent, welfare-informed human–animal interactions in shelter environments.

Primary topic: Aggression and behaviour management, Animal welfare/Ethics, Shelter & rescue, Veterinary care, Canine

Audience: This conference is tailored for animal shelter staff, volunteers, veterinarians, animal behaviourists, and anyone involved in the care and welfare of shelter animals

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

PDU/CE: 1 (ABAA Only)

Affiliation/s: Animal Behaviour Matters

Abstract: Scent work is an increasingly popular scent-based activity for companion dogs, widely promoted as a mentally stimulating form of environmental enrichment. Although trainers and handlers frequently report positive behavioural and welfare outcomes, empirical evidence examining the effects of scent work and other scent-based enrichment on canine behaviour, physiology, arousal, and emotional state remains limited.


This presentation reviews current research on the physiological and behavioural effects of scent-based activities in companion dogs and evaluates the scientific evidence alongside anecdotal reports supporting dogs' access to sniffing and scent-based enrichment. Current findings suggest that scent work is associated with increased arousal and activation of the sympathetic nervous system, reflecting heightened behavioural and physiological engagement. However, the relationship between this physiological response and emotional valence remains unclear. Further research is needed to determine whether arousal associated with scent work is accompanied by a positive affective state and to better understand its implications for canine welfare. The presentation will also examine the most commonly used forms of scent-based enrichment designed to engage and support dogs' primary sensory system.

Learning objectives: Learning objectives -
Understand more about behaviour and physiology observed during scent enrichment
How might access to scent-based activities benefit dogs
What types of scent enrichment is most commonly used

Level: Intermediate

PDU/CE: 0.5 (ABAA only)

Affiliation/s: Behaviour Help Pty Ltd

Abstract: 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.

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.

Primary topic: Autism, Behavioural Insights/Economics, Developmental Disabilities, Experimental Analysis of Behaviour

Secondary topic: Positive Behaviour Support

Audience: Educators, BCBAs, Behaviour Support Practitioners

Level: Beginner

PDU/CE: .5 (ABAA Only)

CE instructor: n/a

Affiliation/s: Lojic

Abstract: 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.

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.

Primary topic: NDIS, Theoretical, Philosophical, Conceptual Issues

Secondary topic: Developmental Disabilities, Ethics

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

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

PDU/CE: .5 (ABAA Only)

CE instructor: n/a

Affiliation/s: Billy Cart Behaviour

Abstract: 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.

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.

Primary topic: Health, Mental Health, NDIS

Secondary topic: Autism, Developmental Disabilities

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

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

PDU/CE: .5 (ABAA & BACB)

CE instructor: Sarah McCluskey

Affiliation/s: Allora Options

Abstract: 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.

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?”

Primary topic: Ethics, Mental Health

Secondary topic: Behavioural Insights/Economics, NDIS

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.

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

CE instructor: Lauren Jakeway

Affiliation/s: Multicap LTD

Abstract: 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.

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.

Primary topic: Mental Health, NDIS

Secondary topic: Positive behaviour support and effectiveness

Audience: Behavioural practitioners working with schizophrenia

Level: Beginner

CE instructor: n/a

Affiliation/s: Behavioural Solutions Pty Ltd

Abstract: 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.

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.

Primary topic: Autism, Developmental Disabilities

Secondary topic: Health

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

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

CE instructor: John A Schad

Affiliation/s: University of Waikato

Abstract: Skinner’s account of verbal behaviour treats language in terms of its function, what it does for the communicator, rather than its form. This perspective aligns well with AAC because it focuses on the effects of communication rather than the modality, supporting diverse AAC methods and reducing ableist, speech‑centric assumptions.

By identifying specific communicative functions instead of assuming broad language ability, this framework guides more precise assessment and teaching. It also explains why AAC users may excel in some functions but not others, and why explicit teaching is often needed to generalise skills.

Skinner’s analysis underlies functional communication training, helping replace challenging behaviour with effective AAC responses that serve the same purpose. Because verbal and nonverbal behaviours follow the same learning principles, this approach provides a coherent, behaviour‑analytic foundation for AAC.

The presentation will review supporting evidence and show how to apply function‑based, ethical AAC practices that prioritise meaningful outcomes in everyday life.

Learning objectives: Objectives:

Identify how Skinner’s functional analysis of verbal behaviour applies to AAC users, including the role of communicative function and the implications for autonomy and self-advocacy.

Identify key assessment and instructional implications of a verbal behaviour framework for AAC users.

Apply principles from Skinner’s analysis of verbal behaviour to AAC practice by selecting assessment and intervention strategies that support socially meaningful outcomes.

Audience: Behaviour analysts, behaviour support practitioners

PDU/CE: 1.5 ABAA & BACB

Affiliation/s: Monash University; Griffith University

Abstract: 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.

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.

Primary topic: Theoretical, Philosophical, Conceptual Issues

Secondary topic: Mental Health, Organisational Behaviour Management, Supervision of Behaviour Analysts

Audience: Practitioners, Supervisors and Companies

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

PDU/CE: 1 General Learning (ABAA & BACB)

CE instructor: Sophia Long

Affiliation/s: The Chicago School; The Centre for Positive Behaviour Support; The Centre for Positive Behaviour Support; The Chicago School

Abstract: 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.

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.

Primary topic: Ethics, Supervision of Behaviour Analysts

Secondary topic: Compassionate Care, Practitioner Training, Service Delivery

Audience: Behaviour analysts, behaviour support practitioners, supervisors

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

PDU/CE: 0.5 Ethics PDU/ Supervision BACB

CE instructor: Rebecca Beights

Affiliation/s: Billy Cart Behaviour

Abstract: Behaviour support practitioners working within the NDIS are increasingly required to support individuals with psychosocial disability, presenting unique challenges that extend beyond traditional applications of Applied Behaviour Analysis (ABA). These cases often involve complex interactions between mental health, environmental contingencies, service systems, and multidisciplinary stakeholders. This presentation explores the overarching challenges associated with psychosocial disability and outlines key considerations for effective, ethical, and contextually responsive behaviour support.

A central focus is the shift from individualised, direct intervention toward a systems-informed approach, where practitioners engage primarily with stakeholders, services, and broader ecological variables. Considerations include navigating multidisciplinary collaboration, aligning behavioural approaches with recovery-oriented and trauma-informed frameworks, and managing competing models of care. The presentation will also examine common barriers, including role ambiguity, systemic constraints, and risks of misapplication of behavioural principles.

The objective of this presentation is to provide practitioners with a conceptual and practical foundation for working effectively in psychosocial contexts. Attendees will leave with a clearer understanding of how to position their role within complex systems and apply behaviour analytic thinking in a way that is both collaborative and contextually appropriate.

Learning objectives: At the conclusion of this presentation, participants will be able to identify and apply key considerations for delivering behaviour support within psychosocial disability using a systems-informed approach.

PDU/CE: 1.5 General Learning (ABAA & PDUs)

CE instructor: Sarah McCluskey

Affiliation/s: Billy Cart Behaviour

Abstract: Applied Behaviour Analysis (ABA) has a well-established evidence base in developmental disability; however, its application within psychosocial disability remains less clearly defined. Behaviour support practitioners working in the NDIS are increasingly required to conceptualise and intervene in presentations shaped by mental health conditions, trauma histories, and complex environmental contingencies. This presentation explores how core behavioural principles can be meaningfully and ethically applied within psychosocial contexts.

The session will examine how functional assessment, reinforcement, and skill acquisition can be adapted to account for cognitive, emotional, and contextual variables commonly observed in psychosocial disability. Drawing on contextual behavioural science, including constructional and function-based approaches, the presentation will highlight how behaviour can be understood within broader systems and histories rather than as isolated events. Emphasis will be placed on aligning ABA strategies with recovery-oriented, trauma-informed, and person-centred frameworks.

Practical applications will be demonstrated through common psychosocial presentations, including avoidance, emotional dysregulation, and socially mediated behaviours. The objective is to support practitioners in translating behavioural theory into flexible, contextually responsive interventions. Attendees will gain practical strategies for integrating ABA within multidisciplinary environments while maintaining conceptual fidelity and ethical practice.

Learning objectives: At the conclusion of this presentation, participants will be able to apply core ABA principles (e.g., functional assessment, reinforcement, and skill acquisition) to conceptualise and design interventions for individuals with psychosocial disability.

PDU/CE: 1.5 General Learning (ABAA & PDUs)

CE instructor: Sarah McCluskey

Affiliation/s: University of Waikato

Abstract: Previous research suggests that dogs can detect lung cancer using breath samples, which could represent a non-invasive approach to diagnostic screening. However, most previous studies on this topic have not used methodology that is suitable for operational deployment, so dogs’ performance under operational conditions has not been adequately evaluated. We developed an approach to training and testing dogs for lung cancer detection that could be deployed operationally if suitably high accuracy can be obtained. However, when testing dogs under simulated operational conditions, we discovered a significant decrease in their accuracy. Subsequently, we explored several factors that we hypothesized might be responsible for this effect. The influence of intermittent reinforcement was investigated, and we found no evidence that this reduced accuracy (F(2,97) = .748, p = .476). We also investigated the influence of the date of sample collection and found that this significantly influenced dogs’ performance due to unequal distribution of positive samples across time (r = .4, p < .001). We also evaluated generalisation to cancers that did not originate in the lungs and found that four of five dogs discriminated between lung cancer and non-lung origin cancer. The implications of these findings for operational lung cancer screening are explored.

Learning objectives: Explain the requirement for intermittent reinforcement in most operational scent-detection scenarios

Describe at least one way in which irrelevant sample features can come to control the behaviour of scent-detection animals

Primary topic: Skill development, Canine, Theoretical, Philosophical, Conceptual Issues

Secondary topic: Reversal Design

Audience: Researchers and practitioners interested in scent-detection work and related training factors

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

PDU/CE: 1.5 (ABAA & BACB)

CE instructor: Timothy Edwards

Affiliation/s: University of Auckland

Abstract: 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 .

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.

Primary topic: Developmental Disabilities

Secondary topic: Sexual Behaviour

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

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

PDU/CE: 0.5

Affiliation/s: Nourish Services

Abstract: 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.

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.

Primary topic: Autism, Leisure-based engagement endurance via shaping + differential reinforcement (single-case)

Secondary topic: Developmental Disabilities, NDIS,

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

Level: Beginner

PDU/CE: 0.5

CE instructor: n/a

Affiliation/s: Think Bright Therapy; Launch Supervision

Abstract: 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).

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.

Primary topic: Dementia, Restrictive Practices

Secondary topic: Constructional Behaviour Support, Social Validity

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

Level: Beginner

PDU/CE: 0.5

CE instructor: n/a

Affiliation/s: Kaleidoscope Behavioral Services, LLC

Abstract: 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.

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.

Primary topic: Ethics

Secondary topic: Autism

Audience: Behavior Analysts of all levels, families, other professionals

Level: Beginner

PDU/CE: .5 (ABAA & BACB)

CE instructor: Aubry Dodge, MS, BCBA, LBA

Affiliation/s: Allora Options, South Australia; Jeffrey Chan Consulting

Abstract: 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.

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.

Primary topic: Autism, Developmental Disabilities, Ethics

Secondary topic: Cultural Diversity, NDIS, Supervision of Behaviour Analysts

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

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

PDU/CE: .5 (ABAA & BACB)

CE instructor: Lauren Jakeway

Affiliation/s: Inclusive Behaviour, Monash University

Abstract: 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.

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.

Primary topic: Autism

Secondary topic: Theoretical, Philosophical, Conceptual Issues

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.

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

PDU/CE: .5 (ABAA & BACB)

CE instructor: Paige Humm

Affiliation/s: University of Canterbury

Learning objectives: At the conclusion of this presentation participants will be able to:
- Identify what micronutrients are
- Understand why they are important to brain function
- dentify empirical examples of the use of nutritional supplementation to improve
problem behaviours
- Recognise that there are regulatory issues that must be accommodated for practice
use.

Primary topic: Nutritional Supplementation as a Behavioural Intervention: Empirical Examples and Theoretical Rationales

Secondary topic: Nutritional Supplementation as a Behavioural Intervention: Empirical Examples and Theoretical Rationales

Audience: Target audience:

Level: Focus Topic

PDU/CE: 1.5 General Learning (ABAA Only)

CE instructor: Focus Topic

Affiliation/s: Veritable; The Centre for Positive Behaviour Support (CPBS); Veritable Director

Abstract: 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).

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.

Primary topic: Cultural Diversity, Ethics, Theoretical, Philosophical, Conceptual Issues

Secondary topic: NDIS

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

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

PDU/CE: 1.5 CD PDUs

CE instructor: N/A

Affiliation/s: The Centre for Positive Behaviour Support

Abstract: 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.

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.

Primary topic: Family support

Secondary topic: Autism

Audience: Behaviour support practitioners, behaviour analysts

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

PDU/CE: .5 (ABAA & BACB)

CE instructor: Dr. Rebecca Beights

Affiliation/s: Charles Sturt University, Bright Eyes Clinic; Charles Sturt University; FTF Behavioral Consulting

Abstract: 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.

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.

Primary topic: Autism, Developmental Disabilities

Secondary topic: Parent-Implemented

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

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

PDU/CE: .5 (ABAA & BACB)

CE instructor: Niesha Illingworth

Affiliation/s: Super Kids Behavioural Consulting

Abstract: 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.

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

Primary topic: Autism, Developmental Disabilities

Secondary topic: Autism, Developmental Disabilities

Audience: Behaviour Analysts, Behaviour Technicians, Behaviour Support Practitioners

Level: Beginner

PDU/CE: .5 (ABAA & BACB)

CE instructor: Hayley Lambert

Affiliation/s: Laura Ryder; Jade Fountain

Abstract: To be added

Learning objectives: General Learning

Primary topic: Animal welfare/Ethics

Audience: People who look after any animals

Level: Beginner

PDU/CE: 1.5 (ABAA only)

Affiliation/s: Lucid Minds Positive Behaviour Support; Disability Counsel

Abstract: Physical restraint remains one of the most contested and high-risk interventions in human services, disability support, mental health, and aged care settings. Despite decades of regulatory reform and organisational policy, restraint use persists, often as a default response to behaviours of concern, rather than as a last resort. This presentation argues that sustainable restraint reduction requires more than policy change: it demands a fundamental cultural shift in how organisations understand behaviour, relationship, and risk. The Mandt System offers a comprehensive, evidence-informed framework that repositions restraint

reduction as a natural outcome of investing in prevention, relational safety, and skilled de- escalation. Drawing on implementation experience and the Mandt System's core curriculum, this

presentation demonstrates how its multi-tiered approach, spanning foundational values, communication strategies, and physical intervention as a last resort, creates the conditions for
genuine, measurable reduction in restrictive practices. Attendees will leave with a clear understanding of where restraint reduction efforts most commonly fail, how the Mandt System addresses those failure points, and practical strategies for embedding prevention and de-escalation into organisational culture, not just training calendars.

Learning objectives: This presentation is designed to be immediately applicable. Attendees will be able to:
• Identify the key leverage points where restraint reduction efforts are most often derailed.
• Understand how to embed prevention and de-escalation into their organisation's culture, not just its training schedule.
• Articulate the relationship between relational safety and restraint reduction to leadership and funders.
• Begin mapping the Mandt System domains against their own organisation's current practice.
• Access resources to support continued learning and implementation.

Primary topic: Prevention & Therapeutic Approaches

Secondary topic: Restrictive Practices

Audience: Behaviour Analysts, Behaviour Support Practitioners

Level: Beginner

PDU/CE: 1.5 (ABAA only)

Affiliation/s: Access Learning and Training Pty. Ltd.; Launch Supervision

Abstract: 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.

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.

Primary topic: Organisational Behaviour Management

Secondary topic: Behavioural Insights/Economics, Organisational Behaviour Management

Audience: Behaviour analysts, support providers

Level: Beginner

PDU/CE: 0.5

CE instructor: Melanie Daly

Affiliation/s: The Centre for Positive Behaviour Support

Abstract: 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.

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.

Primary topic: Organisational Behaviour Management

Secondary topic: Supervision of Behaviour Analysts

Audience: Behaviour support practitioners, supervisors, quality and safeguarding leaders

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

PDU/CE: 1.0

CE instructor: Dr. Rebecca Beights