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James Moore, Ph.D., BCBA-D

Currently Dr. Jim Moore is the Director of Autism Solutions for Canopy Children’s Solutions. Prior to his appointment at Canopy, Dr. Moore was the Director of Training for the Master’s Training Program in Applied Behavior Analysis at the University of Southern Mississippi. Dr. Moore holds a Ph.D. in School Psychology from the University of Southern Mississippi. He completed a pre-doctoral internship in Pediatric Psychology from the Kennedy Krieger Institute at Johns Hopkins University Medical Center and the Marcus Behavior Center through Emory University. He was the Director of School Consultation and Applied Research at the May Institute in Atlanta, GA before returning home to work as both an academic counselor and Assistant Dean of Students at Pearl River College. He has been a Board Certified Behavior Analyst since 2002 and became Mississippi’s first Licensed Behavior Analyst in 2015. His research has been published in such journals as the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, Behavior Modification, Behavior Analysis: Research and Practice, Child and Family Behavior Therapy, Journal of Behavioral Education, Journal of Organizational Behavior Management, Proven Practice, Focus on Autism and other Developmental Disabilities, School Psychology Review, and School Psychology Quarterly. His research interests include teaching matching and discrimination skills to children with Autism, integrating Relational Frame Theory into Autism services, Behavioral Economics, Early Intensive Behavioral Intervention, Functional Analysis Methodology, Behaviors Maintained by Negative Reinforcement, Teacher/Staff training, integration of service delivery across home and school settings, the PEAK Relational Training System for children with autism, Parent Training in Behavior Analysis, and health, fitness, and coaching using behavior analysis. In 2015, he was appointed as the first chair of the Mississippi Autism Board; the licensure and regulatory board for behavior analysis in the state of Mississippi. In August 2019, Dr. Moore became a member of the Board of Directors for the Behavior Analyst Certification Board, after being elected to Seat B by his peers.

Abstract: Health and Fitness Applications of Applied Behavior Analysis.

Over the last 30 years, evidence continues to mount to show the applicability of applied behavior analytic techniques in the areas of health, fitness, and coaching. In the current presentation, results from three studies (teaching novice athletes to perform Olympic weightlifting movements, teaching young soccer players to safely head a ball, and using ACT and contingency contracting to help morbidly obese clients lose weight) will be offered to illustrate the potential expansion of ABA into these areas.

Dr. Jordan Belisle, BCBA

Dr. Jordan Belisle is an Assistant Professor at Missouri State University and was part of the development team for the PEAK Relational Training System. Belisle has published over 60 peer-reviewed articles and book chapters focusing on language developmental processes with an emphasis on Relational Frame Theory. Dr. Belisle’s research efforts have generated considerable funding for ABA students, supporting multiple graduate assistants and developing a new research clinic on Missouri State campus. His work has focused on psychometric analyses of ABA assessments, convergence with common assessments of adaptive functioning, and best practice strategies to promote flexible language skills in children. Belisle has also published several articles discussing the current state of applied behavior science and how technological developments and robust, impactful research lines are necessary to progress our field and our effectiveness in a variety of clinical contexts. More recently, Belisle has started a research line dedicated to developing behavioral economic models of choices that impact the earth’s climate because this is the largest social (and, indeed, behavioral challenge facing humans today.

Abstract: Things Are Heating Up: Building Behavioral Economic Models of Climate Choice

Recent estimates suggest that anthropogenic contributions to the climate change may hit a "Point of No Return" (PNR) by the year 2035, after which the impacts of climate change are considered non-recoverable. China and the United States alone produce an estimate 15 billion metric tons of carbon per year combined, stemming largely from industry, transportation, and power. Behavioral economic models may have utility in combating the climate change crisis by analyzing factors that contribute to carbon consumption at the level of the individual consumer and potentially informing climate change policy initiatives at various levels of government. That is, a science of human behavior and choice is especially needed to combat climate change. I will discuss a series of studies conducted by our research lab (HUB) to develop a behavioral economic model of climate change policy, emphasizing PNR as reinforcer loss that may adjust decision making consistent with monetary discounting models. The first study shows similarities and differences between climate and monetary discounting, with potentially greater "polarization" within the climate change discounting model. The second study re-adjusts the monetary discounting task and shows greater similarities at the population-level, but still considerable variation at the level of the single subject. Finally, two additional studies compare policies that tax the consumer (e.g., carbon tax) as a punitive strategy against redistributive policies that attempt to leverage reinforcement within policy development. Results support redistributive policies over strict taxation at the population and single-subject level. Finally, we evaluated social discounting within our economic model by compare redistributive contingencies that allocate funding locally, nationally, or internationally as another factor that may impact willingness self-impose top-down control to delay PNR. These studies have the potential to influence climate policy; however, much more research is still required as well as the activation of behavior analysts in this research space.

Dr. Tess Clifford 

Dr. Tess Clifford is a registered Clinical Psychologist and Director of the Psychology Clinic at Queen’s, a training clinic for graduate students in the Clinical Psychology Program at Queen’s University. In this role she provides supervision to many psychologists-in-training and psychological services to families in the Kingston community. Dr. Clifford has a special interest in neurodiversity, trauma, mental health and parenting. Her perspective is influenced by her own experiences in parenting, the lived experiences of the people with whom she has worked, and training in Cognitive Behavioural Therapy, Dialectical Behaviour Therapy, Mindfulness Based Stress Reduction, and the literature related to child development, attachment and positive relationships. Dr. Clifford is passionate about knowledge mobilization and actively involved in community outreach.

Abstract: Psychological Wellness in the Early Years: What's that? How do we support it?

This interactive session will focus on discussing mental health in the early years, how the way we see challenging behaviour impacts children and our own ability to cope with the behaviour, and strategies for professionals supporting families with developing emotion regulation skills. Content will include consideration for issues related to trauma, attachment, neurodiversity, and parent mental health. The perspective shared will be heavily influenced by Collaborative & Proactive Solutions (Greene & Winkler, 2019), and incorporating literature related to other areas of behavioural psychology, including Cognitive Behavioural Therapy, Mindfulness-Based Cognitive Therapy, and Dialectical Behaviour Therapy. Participants will be welcomed to share de-identified examples from their experiences to contribute to the discussion. 

Pamela Shea, M.Ads, BCBA

Pamela Shea is a Board Certified Behaviour Analyst. She received her Master’s in Applied Disability from Brock University, Graduate Certificate of Behaviour Analysis from the University of North Texas, her Undergraduate Honours degree in Psychology at Queens University, and a diploma in Behaviour Science Technology at St. Lawrence College. Pamela is committed to the field of Applied Behaviour Analysis and a long-standing member of the Ontario Association of Behaviour Analysis. Pamela has spoken at a number of conferences on topics such as climate change, sustainability, motivation, anxiety, sexuality and development of a best practice model of providing community based behavioural services. Pamela has worked as a Clinical Supervisor at CHEO-Ottawa Children’s Treatment Centre. She supervised the IBI program run out of the Children’s Hospital of Eastern Ontario and worked as a Behavioural Consultant at Ottawa Children’s Treatment Centre and Lake Ridge Community Support Services. She is committed to the dissemination of Applied Behaviour Analysis through the education, and mentorship of students in the field. She has supervised many BCBA candidates. Pam is a co-author of two books on the Supervision Curriculum for BCBA. Pamela is also interested in using Applied Behaviour Analysis to tackle world issues such as discrimination and environmental issues. She is committed to helping individuals in need and an ongoing volunteer for Habitat for Humanity.

Pamela Johnson, BPsych, MBA

Pamela comes to SLC with over 25 years of experience in the field of human services through her work as a director, adult educator, facilitator, service coordinator and volunteer. She holds expertise in adult education, community development, housing, and accessibility. Pamela has co-designed and facilitated courses that address areas of study in systems analysis, inclusive urban economies, women’s leadership, human resources management, organizational development and learning, and policy analysis and development. Her research work has included the application of gender analysis tools, and participatory action research in local and international contexts. She has been invited as a conference speaker and panelist focusing on her work on inclusive pedagogy, gender analysis, accessibility and the application of intersectional analysis. Pamela has won awards for her community engagement and for stakeholder/partner relations. Her published work focuses on disability and global development, supported housing, accessibility in education and women’s leadership. Pamela has acted in the capacity of director on a number of non-profit boards focusing on the professional development of the non-profit sector, community based arts organizations, and organizations supporting pwds.

Abstract:Using Relational Frame Theory to Examine Racial Prejudice: A Tool for Educators andAn Appeal for Future Research

As higher learning organizations across Canada begin to acknowledge systemic and institutionalized racism through a series of equity statements, and creation of policy and practice to support more diverse and accessible learning environments, adult educators in the field of behavioural analysis have an opportunity to contribute to the understanding and analysis systemic racial bias.  In this paper, the authors reviewed literature on relational frame theory in the context of racial prejudice. The authors consider how this analysis could be integrated into pedagogy with an aim to better understand possible origins of racial prejudice, and how they might encourage deeper examination of personal and broader socio-cultural bias amongst students in their classrooms.  The authors speculate why certain treatment approaches with respect to racial prejudice appear less effective and identify others that have potential but little empirical support. Finally, the authors offer research ideas that could strengthen the empirical support of these strategies and speak to the importance of rigorous and responsible journalism. 

Dr. Kieva Hranchuk, BCBA-D

Dr. Hranchuk is a cross-appointed Professor in Behavioural Science and Behavioural Psychology at St. Lawrence College. Kieva is both a certified special education teacher and a doctoral-level board certified behavior analyst. She specializes in teacher training as well as in supervision of evidence-based service delivery to students with and without disabilities. Her interests include effective delivery of instruction, analyzing rates of learning in young children, inclusion/integration, kindergarten readiness, verbal behavior development, and the CABAS® model. Her research focuses on how teaching procedures can be effectively modified to accelerate student learning. Kieva received her undergraduate degree in Psychology from Queen’s University in Kingston, Ontario, and a Behavioural Science Technician post-graduate certificate from George Brown College in Toronto, Ontario. She then worked at both Surrey Place Centre in Toronto and at the CHEO Autism Program in Ottawa before making the big move to New York City. There, she earned her M.A. in Teaching as Applied Behavior Analysis and her Ph.D. in Applied Behavior Analysis at Columbia University. She has taught at both Columbia University and Arizona State University as an Adjunct Assistant Professor. Additionally, Kieva helped to pioneer the Scottsdale Children’s Institute, an integrated kindergarten readiness program in Arizona where she then served as the Clinical Director for two years before moving back to Canada. Kieva has been enjoying her new career at the College, has a variety of research projects on the go, and is the newest member of the steering committee for the Centre for Behavioural Studies.

Abstract: The Interaction Between Development and Instruction


The difference between curricula and pedagogy is highlighted best when we consider what we teach versus how we teach it. There exists an interaction between development and instruction such that instruction can only be effective if the educator considers the learner’s level of verbal development. The ways in which we teach must cater to the current verbal developmental cusps found within the learner’s repertoire. While the progression of instructional objectives targeted within a curriculum will change as the learner acquires the necessary prerequisite skills to move forward, attention should be placed on modifying the ways in which we teach those subsequent objectives. Research in the field of verbal behavior development has proven time and time again that the acquisition of skills can be accelerated if the method of teaching is consistent with the capabilities that the learner exhibits, i.e. the presence of verbal developmental cusps within their repertoire.


Lauren Atkinson, BA, BST

Lauren Atkinson is a Behaviour Therapist with Kerry’s Place Autism Services.  She completed an honours Bachelor of Arts in psychology and sociology from McMaster University, as well as a postgraduate diploma in Behavioural Science Technology from George Brown College.  After graduation Lauren worked in the ABA program (now referred to as OAP) before transitioning into working with adults in a residential setting.  Lauren has worked as a Behaviour Therapist with adults with ASD, many of which have a dual diagnosis, for the past 9 years. 

Emily Wykes, M.Ads, BCBA

Emily Wykes is a Clinical Supervisor at Kerry’s Place Autism Services. She completed a Master’s Degree through Brock University in Applied Disabilities Studies and is a Board Certified Behaviour Analyst. Emily began applying ABA in a residential setting to a dual diagnosis population in 2011. She then briefly worked in an IBI setting, before returning to the residential setting through Kerry’s Place Autism Services in 2015 as a Behaviour Therapist before moving into her current Clinical Supervisor role. 

Abstract: Development and Implementaiton of The Group Home Living Compatability Assessment Tool

Given the nature  of  group  care,  persons  with  varying  needs  and  preferences  co-exist  in  one shared  environment. While the literature acknowledges that this  is  a  stressor  in  a  person’s  life; little  research  has  been  done  in  how  to alleviate this  stress. In  order  to  work  within  this model, the  Group  Home  Living  Compatibility  Assessment  Tool  (GCAT)  was  developed  to  create  a compatibility  measure  and  to  predict  future  success  in  cohabitation.  Compatibility was defined by the degree of impact housemates have on each other’s quality of life as determined by direct support professionals, families, and the housemates  themselves.  Once compatibility has been assessed, this  tool  guides  the  user  in  identifying  areas  of incompatibility,  and  determining whether these incompatibilities can  be  alleviated  through  environmental  changes,  or  whether these are not ideal housemates. Sample reports are included within the GCAT to guide the user through problem solving and the presentation of information found. This tool has been evaluated by   measuring   the   compatibility   of   housemates   currently   living   together   who   have   been determined compatible or  incompatible  with  one  another  through  self-report  or  through  reports from  people  within  their  circle  of  care. As a result  of  this  evaluation, there  have  been  two versions of  the  GCAT to  date and  results  have  increased  from a  67%  rating  of  fair-good,  to  a rating of86%rating off air-good. The evaluation of this tool is ongoing as our agency continues to further evaluate our transition process, with the GCAT as part of this process.