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Wednesday, April 17th , 2019


Conference Registration




Keynote: William Heward: “Next Year is Now”


Break and Transition to Concurrent Sessions


(90 min)

Concurrent 1: William Heward and Janet Twyman: “Six Ways you can Improve Learning for Every Student”.

Concurrent 2: Nick Feltz: "Behavioural Gerontology & Evidence-Based Care for the Aging: An Opportunity for the Socially Significant Advancement of Behaviour Analysis".


Lunch, Student Poster Presentations - concourse


(90 min)

Concurrent 3: Janet Twyman: "Designing Instruction for ASD Learners: Fun, Effective, and Meaningful".

Concurrent 4: Louis Busch: "It’s a Crime! Individuals with Intellectual Disabilities in the Forensic Mental Health and Criminal Justice Systems".


Break and Transition to next Concurrent


(45 min)

Panel Discussion: Centre for Behavioural Studies: student learning, research excellence and best practices in community service

4:00-5:30 pm onward Evening Networking Event Wine Social

Wednesday, April 17th, 2019



Educating children with autism is a team game. The goals: improve quality of life now and maximal independence in the future. The clock is running, and everyone involved-school, teachers, family members, and especially the child-has limited resources to contribute. The most pragmatic and ethical way requires targeting only those learning outcomes most likely to yield optimal benefit to the child. This presentation will explore the meaning of meaningful behavior change and suggest actions behavior analysts, educators, and parents can take to ensure their hard work translates into higher quality of life for the children they serve.

PRESENTER: William L. Heward, Ed.D., BCBA-D

Dr. Heward is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. A Fellow and Past President of the Association for Behavior Analysis International, Bill has been a Fulbright Scholar in Portugal, a Visiting Professor of Psychology at Keio University in Tokyo, Japan and at the University of São Paulo, Brazil, and given lectures and workshops in 21 other countries. His publications include the books, Applied Behavior Analysis (with John Cooper and Tim Heron), Exceptional Children: An Introduction to Special Education (with Sheila Alber-Morgan and Moira Konrad), and Sign Here: A Contracting Book for Children and Their Parents. (with Jill Dardig), each of which has been translated into several foreign languages. Awards recognizing Dr. Heward’s contributions to education and behavior analysis include the Fred S. Keller Behavioral Education Award from the American Psychological Association's Division 25, the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies, the John W. Jacobson Award for Contributions to Behavior Analysis from the New York State Association for Behavior Analysis, and the Distinguished Psychology Department Alumnus Award from Western Michigan University. Bill’s research interests include "low-tech" methods for increasing the effectiveness of group instruction in inclusive classrooms.

Concurrent 1


This presentation is our response to any of the world’s 60 million teachers who asks, “What can I do right now to improve learning in my classroom?” Bill will present three low-tech teaching tactics that consistently yield measurably superior learning outcomes. Janet will demonstrate their digital counterparts. The tactics are applicable across curriculum content and students’ ages and skill levels. Attendees will experience the presentation as students and receive information and resources necessary to being implementing each of the practices.

PRESENTER: Bill Heward and Janet Twyman

Janet Twyman, Ph.D., BCBA, LBA

Throughout her career a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, and educational consultant, Dr. Twyman has been a proponent of effective learning technologies that produce individual and system change. A sought after speaker nationally and internationally, Dr. Twyman has presented on leveraging new technologies for diverse learners and settings at the United Nations. She has served on the boards of numerous organizations including the Cambridge Center for Behavioral Studies (chairing the Education Group) and PEER International (assisting township schools in Port Elizabeth, South Africa). In 2007-08 she served as President of the Association for Behavior Analysis International and in 2014 was named an ABAI Fellow. Formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout, currently Dr. Twyman serves as the Director of Innovation & Technology for the U.S. Dept. of Education funded Center on Innovations in Learning and is the founder and Chief Learning Scientist at blast: A Learning Sciences Company. She holds faculty appointments as an Associate Professor of Pediatrics at the University of Massachusetts Medical School. She has published and presented widely on instructional design, evidence-based innovations in education, and systems that produce meaningful differences in learners’ lives. For her distinguished contributions to educational research and practice she has received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.

Concurrent 2


The field of Behaviour Analysis has been rapidly expanding over the past decade demonstrated by the drastic increases in BACB certified practitioners. With an increased capacity of behaviour analytic service providers arises an opportunity for the application of long established practices to transfer to problems of increasing social importance and/or novel consumer populations. Due to the strenuous growth of Canada’s aging population on the healthcare system, the growing demand for evidence-based services addressing challenges encountered by this population is beyond the cusp of social significance. Behaviour analytic procedures have long been established in empirical literature as an effective solution for treating issues of social importance in populations such as Autism Spectrum Disorders and other developmental disabilities. However, despite the emerging need for the aforementioned services in the aging population, the representation of geriatric adults both in behaviour analytic research and clinical practice has long been recognized as deficient (Burgio & Burgio, 1986). The current presentation will explore opportunities for expanding the consumer base within the field of behaviour analysis, highlight empirical literature and applications of behaviour analysis within the geriatric and dementia populations, conceptualize common problems faced in current care environments for the aging through the dissemination of clinical case studies, and provide considerations and strategies for the field to increase opportunities for emerging and established Behaviour Analysts to access novel domains of service delivery as well as the ethical implications for transitioning a professional scope of practice.

Behavioural Therapist, The Royal Ottawa Mental Health Centre
Geriatric Psychiatry & Behavioural Supports Outreach Team

As a past graduate of the Behavioural Science Technology program at George Brown College, Nick Feltz is currently working as a clinician within the field of Applied Behaviour Analysis (ABA). He is also currently enrolled in a Bachelor of Arts Undergraduate Degree at Capilano University. The Latter degree is in Applied Behaviour Analysis, where, upon graduation he will be eligible to write the exam for the Board Certified Assistant Behaviour Analyst (BCaBA) certification. His current employment includes working as a Behavioural Therapist at The Royal Ottawa Mental Health Centre. Previous employment within the field of ABA consisted of a Behaviour Therapist Assistant (BTA) with Safe Management Group (SMG), as well as consulting as an Associate Behaviour Consultant with Malkin & Associates. He continues to seek new experiences and challenges to increase his knowledge and clinical skills as a professional within the field of ABA.

Concurrent 3


If you’re involved in teaching a new skill, establishing new behaviors, or building new concepts, then you’re involved in instructional design. An effective instructional designer understands the learner and then applies behavior analysis and instructional theory to design and develop content, contingencies, and experiences that change the learner’s repertoire. In this presentation we’ll learn about instructional design models and instructional strategies across content areas, as well as behavioral principles that support Universal Designs for Learning. We’ll look at the process involved in developing and delivering both digital and “real world" instruction, including no tech, low tech, and high text examples. Finally we’ll consider consistent and reliable methods that make instruction effective, efficient, and engaging that can be used in any classroom with any student.

PRESENTER: Janet Twyman, Ph.D., BCBA, LBA

Concurrent 4


Individuals with intellectual and developmental disabilities are overrepresented within the forensic mental health and criminal justice systems. Although much research has been conducted on clinical characteristics, little research has examined approaches to treatment and rehabilitation. This presentation will (a) provide an overview of the criminal justice and forensic mental health system in Ontario; (b) discuss the prevalence and pathways of individuals with autism and intellectual disabilities within these systems, and (c) review select treatment studies and provide clinical examples of how behaviour analysts might contribute to forensic recovery.

PRESENTER: Louis Busch, Behaviour Analyst at CAMH

Louis Busch is a Behaviour Analyst (BCBA) with the Forensic Specialization Dual Diagnosis Service at the Centre for Addiction and Mental Health. As part of an interprofessional team, he works with individuals living with intellectual disability, mental health needs and challenging behaviour to improve quality of life and facilitate successful community living. Louis is a part-time professor with George Brown College’s Behavioural Science Technology program and specializes in crisis prevention, behavioural assessment, challenging behaviour, research methods, and transition planning. Louis has experience applying behavioural approaches in a variety of populations including Autism Spectrum Disorders, Acquired Brain Injury, Developmental Disabilities, Dual Diagnosis and Mental Health. Louis is interested in the assessment and treatment of severe problem behaviour, the use of functional analysis methodology, the application of behavioural momentum theory, performance management strategies for residential and hospital support staff and innovative approaches to adult education.

Panel Discussion: Centre for Behavioural Studies

This has been a tremendous year for the Centre, not only in celebrating its tenth year in hosting the Building Behavioural Solutions Conference, but in opening a beautiful new Centre where student learning, research excellence and best practices in community service come together. Faculty from the Behavioural Sciences programs at SLC will present on current and past research projects, the importance of collaboration and exciting innovations in behaviour analysis. The Centre for Behavioural Studies has been working to advance the science and practice of behaviour analysis in our community since 2012.  We look forward to a future full of exciting partnerships and as such, this session will also outline how community members can get involved.

Thursday April 18, 2019


Registration, coffee/tea, Welcome


(75 min)

Pat Cole: "Peers: Curriculum for School-Based Professionals".




(75 min)

Pat Cole: "Peers: Curriculum for School-Based Professionals".



1:00-2:30pm (90 min)

Laura Methot: "OBM Applications in Human Services".




(90 min)

Lesley Barreira: "The Acceptance and Commitment Training (ACT) Matrix: A Life Map for Valued Direction".


Closing, Thank you

Thursday, April 18th, 2019



The first session will cover most of the curriculum, theory and adaptations. In the second session, participants will participate in a more hands on experience with the PEERS program.

Approval for the After-School Skills Development Program from the Ministry of Education provided the funding necessary for the CDSBEO to run after school social skills programs for students in all grade levels. The PEERS program was one of the programs offered for our older students both during the school day and after school.

The PEERS (Program for the Education and Enrichment of Relational Skills) program is an evidence based social skills program for teens and young adults.  The curriculum is broken down into clearly divided lesson plans- outlining the concrete rules and steps necessary for the students to acquire the skill.  The PEERS Curriculum for School- Based Professionals is designed to be delivered daily, however, Pat will share how her board adapted the program for delivery weekly.  She will share information about the PEERs curriculum during her interactive workshop as well as how her board adapted the curriculum to support younger students and students with intellectual disabilities.  Participants will learn from Pat’s experiences of both her positive practices and the practices that you may want to avoid.


Pat Cole is an ABA Expertise Professional with the Catholic District School Board of Eastern Ontario. Her  40 years’ experience include working with the Children’s Hospital of Eastern Ontario as an ASD Consultant, Ottawa Children’s Treatment Centre as a Behaviour Consultant and with the Ministry of Child and Youth at the TRE-ADD program in Toronto supporting children and youth with ASD in the classroom and at home. In 2016, the Ministry of Education invited School Boards across the Province for apply for After School Skills Development funding. The Catholic District School Board was one of those fortunate to have their application approved.  In February 2017, Pat attended and received certification for the PEERS<image010.jpg> program at UCLA. Since that time, Pat has trained and supported Teachers, Educational Assistants, and Vice-Principals in the delivery of the program.  She has delivered the PEERS program to students with a diagnosis of Autism as well as students with mental health and behavioural challenges. 

Afternoon Concurrent:


New results require new behaviours; this is a founding principle of organisational behaviour management (OBM). Unfortunately, behaviour change is often given little formal attention in the design of organisational change and thus execution of change is left to chance. Research shows that only about 12% of change programs are successful, 20% deliver less than half of their expected results, and the remaining 68% settle for mediocre impact. Producing meaningful change requires not only that a credible solution is designed, but that everyone in the system understands why the change is important, what behaviours they need to do differently to deliver results, and the environment is designed to make it easier to do the right things and motivating to succeed.

A simple four-component model is available to help leaders align behaviour change to deliver new results. Start with identifying the most important organisational outcomes to be achieved and associated measures of success. Next define measurable results for each contributing frontline team, then pinpoint specific behaviours required by team members to deliver on those results. Finally, pinpoint new leadership behaviours that will activate and maintain behaviour change over time. Once the model has been designed, start implementation by focusing first on leadership behaviours. When leaders change first, employees get on board and change faster (up to 50% more behaviour change), teams deliver better results (up to 80% improvement) and better organisational outcomes are achieved (up to 50% faster and 2X impact).

During this session, we will explore the behaviour-to-results model and participants will have an opportunity to use the tools in guided practice to address challenges they face in delivery of human services solutions.

PRESENTER: Laura Methot

Laura’s career ambition has always been to improve the world of work. Along the way she’s learned a lot about the power of motivation and why people do what they do. For over 25 years she’s applied that knowledge to help leaders get better business results by focusing on behaviours and shaping supportive work environments. One of the most important lessons she’s learned is that most people want to do the right thing and leadership is often about clearing a path for them to shine. With this in mind, she co-founded I&D 101. Diversity brings new potential to the organization, but it takes a culture of inclusion for that potential to be realized. She believes that together we can strengthen leadership and shape cultures in ways that bring out the best in everyone. When leaders actively direct their energy toward creating enabling cultures and inspiring the whole workforce, they can unleash the collective power and achieve great things.

Afternoon Concurrent:


When faced with life’s challenges sometimes our problem solving strategies create needless suffering, increase behavioural rigidity, and basically do the exact opposite of what we had intended. Acceptance and Commitment Training (ACT) provides a way to show up to the present moment, expand behavioural repertoires, and choose actions in the service of people, qualities, and things that are most important to us. In this session, the ACT Matrix will be introduced and you will be invited to take a journey around the Matrix to explore what gets in the way in supporting parents who are trying to manage problematic child behaviour and what we as front line clinicians can choose to do about it.

PRESENTER: Lesley Barreira, MADS, BCBA

Lesley is a Board-Certified Behavior Analyst (BCBA) who has worked in the fields of children’s mental health and paediatric developmental disabilities for over 10 years. Lesley works in the Neonatal Follow-Up Clinic at Sunnybrook Health Sciences Centre and she is the first behaviour analyst to be included as a member of an interdisciplinary team within the neonatal follow-up network in Canada. Lesley is actively involved in promoting the science of behaviour in Ontario and she has served as an elected Director at Large for the Ontario Association for Behaviour Analysis (ONTABA). Her clinical interests include: parent-mediated interventions, toilet training, sleep training, and non-compliance.