We are not kidding when we say our guest speakers are some of the most respected clinicians and researchers in the world.

For more about these and all of our other amazing speakers, click on the speaker’s name to go to their ABAC bio page.

Our 2015 and 2016 guest speakers combined have published close to 1000 research papers, chapters, and books on evidence-based practices and have participated in the development of ground-breaking and innovative programs throughout the world. Our 2016 guest speakers include (but are not limited to):

Sarah E. Bloom, Ph.D., BCBA-D–   Former special education classroom teacher, Dr. Sarah E. Bloom, is now Assistant Professor in the Applied Behavior Analysis program in the Department of Child and Family Studies at the University of South Florida (USF) and a Board Certified Behavior Analyst (Doctoral). Dr. Bloom has published extensively on trial-based functional analysis, an efficient and effective assessment of challenging behavior in the classroom.

Maurice Feldman, Ph.D., C.Psych., BCBA-D–  A world leading expert on parents with learning difficulties and their children, Dr. Feldman has over 100 peer-review publications and 300 invited addresses, talks and workshops, many of which are on the topic of parents with learning difficulties and their children. He co-authored (with Marjorie Aunos) the first book on parenting capacity assessments for parents with learning difficulties (NADD Press). The evidence-based Step-by-Step© Parenting Program he developed and evaluated is emulated worldwide.

Jane E. Fisher, PhD- Founder and Director of the Nevada Caregiver Support Center, a nationally recognized research, training, and outreach program devoted to promoting the behavioral health of elderly persons with neurocognitive disorders and their family caregivers and director of the Elder Abuse Prevention and Treatment Program at the University of Nevada, Reno that is funded by a Victims of Crime Act Grant from the National Institute on Justice.

Giulio E. Lancioni, PhD Professor in the Department of Neuroscience and Sense Organs, University of Bari, Italy.  Prior to this position, he spent many years in the Department of Psychology, University of Leiden, The Netherlands.  His research interests include development and assessment of assistive technologies, evaluation of alternative communication strategies, training of social and occupational skills for persons with severe, profound and multiple disabilities due to congenital encephalopathy, neurodegenerative diseases, or acquired brain injury.

Russell Lang, PhD, BCBA-D– Associate Professor of Special Education and a Board Certified Behavior Analyst (BCBA-D). He earned a doctoral degree in Special Education with an emphasis in Applied Behavior Analysis (ABA) and Autism from the University of Texas at Austin. Dr. Lang completed a post- doctoral researcher position at the University of California in Santa Barbara. He has published over 150 peer-reviewed research papers and multiple book chapters concerning the education and treatment of children with ASD and other developmental disabilities. His primary research interest is in the treatment of problematic and challenging behaviors in individuals with ASD.

David Lee, PhD, BCBA-D– David Lee, Phd, BCBA-D, is the academic director of the Applied Behavior Analysis Program, Penn State, University Park, PA   His research focuses on strategies to help students with emotional/behavioral disorders (EBD), or at risk for EBD, overcome academic performance deficits.

Michael Maloney An elementary and secondary school special education teacher, principal and behaviour analytic school psychologist, Michael has authored 30 books including the prize-winning, best-seller, Teach Your Children Well. He is the creator of Scholastic’s leading prize-winning math software Math Tutor, founder of Maloney Method (2001) and is also founder of Quinte Learning Centre (1979).

Connie Palmer, LCSW is a licensed clinical social worker who is an experienced teacher, therapist and school counselor with more than thirty years of experience working with youth and their families. She is currently the Clinical Training Director for Imagine, A Center for Coping with Loss in Westfield, NJ. She presents seminars on various topics such as: grief and loss, resilience, shame, parenting, anti-bullying, depression and anxiety.

Ruth Anne Rehfeldt, PhD -Dr. Rehfeldt has published nearly 100 articles and book chapters in behavior analysis. Her expertise focuses specifically upon basic and applied investigations of verbal behavior and derived stimulus relations. Dr. Rehfeldt is the editor or The Psychological Record,  was the co-founder, program chair, and past President of the Mid-American Association for Behavior Analysis and has been awarded the Rehabilitation Institute Teacher of the Year award several times. She was the Teacher of the Year for the College of Education and Human Services during 2006 and, in 2010, was awarded the Researcher of the Year Award for the College of Education and Human Services.

Lawrence Scahill, MSN, PhD Dr. Scahill has been a principal investigator in the National Institute of Health-funded Research Units on Pediatric Psychopharmacology (RUPP) Autism Network. The RUPP group has completed four multisite trials that have influenced clinical management of children with autism spectrum disorder. In 2009, Dr. Scahill and colleagues launched the Research Units on Behavioral Intervention and conducted a multisite trial of Parent Training for young children with autism spectrum disorder and disruptive behavior. This ground-breaking study is the focus of the webinar “Parent Training for Children with Autism Spectrum Disorder and Disruptive Behavior.”

Dr. Laura Seiverling is a NY state licensed Psychologist and Board Certified Behavior Analyst-Doctoral Level (BCBA-D). Dr. Seiverling currently works as the Clinical Supervisor and Behavioral Psychologist at St. Mary’s Hospital for Children’s Center for Pediatric Feeding Disorders in Bayside, NY. In addition, Dr. Seiverling is an adjunct professor at Queens College (CUNY) and teaches graduate courses in behavior analysis. Dr. Seiverling has over 10 years of experience providing applied behavior analysis (ABA) treatment for feeding and other behavior in children with autism spectrum disorder and other developmental disabilities. She has published over 20 articles and book chapters in the areas of feeding problems, staff and parent training, and behavioral interventions of those with autism spectrum disorder.

Tristram Smith, Ph.D. is a professor of pediatrics at the University of Rochester Medical Center (URMC), where he leads federally funded studies comparing the efficacy of different interventions for children with autism spectrum disorder (ASD). He is also a clinician in URMC’s Community Consultation Program, serving students with ASD and other intellectual disabilities in schools and other agencies.

Sorah Stein, MA, BCBA, CSE is a Board Certified Behavior Analyst and an AASECT Certified Sexuality Educator. Sorah has 20 years of professional experience in the field of intellectual and developmental disabilities, and is one of the very few dual certified BCBA and CSEs in the world, focusing her efforts on providing sexuality education to individuals with developmental disabilities via behavior analytic methods. Sorah is also mom to 3 children, the oldest of whom has Autism.

Bridget Taylor, Psy.D., BCBA-DCo-founder and Executive Director of Alpine Learning Group,  Senior Clinical Advisor for Rethink member of the Behavior Analyst Certification Board and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies.

Matt Tincani, Ph.D., BCBA-D is an associate professor of special education and applied behavior analysis at Temple University. He has worked with people with disabilities for over 20 years as a therapist, program supervisor, university teacher, center director and researcher. He has authored dozens of articles, book chapters, and books featuring research and strategies to teach communication, socialization, academic, and self-help skills to people with ASD and other disabilities. His most recent book, Autism Spectrum Disorders in Adolescents and Adults: Evidence-Based and Promising Interventions, co-edited with Andy Bondy, explores strategies to help youth and adults with ASD to lead fulfilling lives.

Travis Thompson, PhD, LPFormer director of the John F. Kennedy Center on Human Development at Vanderbilt, Dr. Thompson has conducted research, taught and done clinical work at the University of Minnesota, Vanderbilt University and The University of Kansas a Medical Center.  He has written or edited 34 books and 240 articles and chapters, four of his books on autism for practitioners and parents and for six years he directed a community based early behavioral autism intervention program in Minnesota.

Erin Richard White, PhD, BCBA is the Director of Adult and Transition Services at Alpine Learning Group. She has specialized in working with adolescents and adults with autism spectrum disorders in employment, educational, community and home settings for over 15 years. She is a board certified behavior analyst and holds both teacher of the handicapped and elementary teacher certifications in New Jersey and received her Ph.D. from Caldwell College’s Applied Behavior Analysis program. Ms. White has presented at many local and national conferences on a variety of topics including preparing learners for adulthood, assessing and reducing problem behavior, and teaching skills in the community.

Deborah Worland, MA, BCBA has worked in the field of applied behavior analysis since 2007. She earned her Master of Science degree in Applied Behavior Analysis from the The Chicago School of Professional Psychology. Her “chart family tree” is impressive having studied under Dr. Chuck Merbitz who studied charting with Hank Pennypacker… who learned about precision teaching from its developer Og. Lindsley… who was a student of B.F. Skinner. Deborah has used the standard celeration chart both in and out of the classroom setting and currently uses the chart to help her make data based decisions to provide the most effective interventions to learners with autism spectrum disorders.