SexABA 2024 Conference
9 total possible BACB CEUs across 3 Pre-Conference Workshops
10.5 total possible BACB CEUs across the 2 day Conference
for a total of 19.5 possible BACB CEUs, synchronous live online or asynchronous
Join us Jan 26-28, 2024 Online. Can't make it live? Attend asynchronously through March 31, 2024!
Friday Jan 26 - Pre-Conference Workshops & Plenary
9:00AM-12:00PM CST
Pre-Conference Workshop 1
Sex Education Saves Lives: What Behavior Analysts Can Do
Landa Fox, MA, BCBA, CHSE & Barb Gross MA, MEd, MS, BCBA, LBA, CSE
3 Hours
3 BACB CEUs
Workshop Description:
Access to sexual health education can save lives and increase a person’s quality of life. Not having access to this education can contribute to a variety of deleterious outcomes including vulnerability to sexual abuse and assault and resulting trauma. Access to sexual health education that promotes healthy sexuality may also impact quality of life. As such, sexual health education should be viewed as a protective and proactive necessity. In this workshop we will review sources of explicit and implicit bias and how they impact access to sexual health education and decrease safety for disabled clients. The workshop will review some of the most common knowledge, skills, and behaviors that may need to be more explicitly taught to disabled clients to protect them from harmful outcomes. We will highlight some of the ways that teaching must be adapted to create meaningful content for disabled clients. Active engagement opportunities for participants will be embedded throughout.
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Describe how the provision of sexual health education can decrease risk of abuse related trauma
2. Name at least 2 manifestations of bias when considering the intersection of sexuality and disability and how these can result in harmful outcomes for clients
3. Identify at least 2 adaptations that may be necessary to make sexual health education more accessible to disabled learners and how the knowledge or skill taught can increase safety
4. Learn to develop risk-benefit analyses across a range of sexual health knowledge and skills to assist in understanding and advocacy in the area of sexual health
1:00PM-4:00PM CST
Pre-Conference Workshop 2
Self Assessment: Bias, Boundaries, and Building Comfort with Sex Education in Professional Practice
Worner Leland, MS, BCBA, LBA & & Barb Gross MA, MEd, MS, BCBA, LBA, CSE
3 Hours
3 BACB Ethics CEUs
Workshop Description:
When considering sex education in professional practice, it is important for behavior analysts to consider the Ethics Code for Behavior Analysts (ECBA; BCBA, 2020). In addition to considering scope of competence and scope of practice (Brodhead, Quigley, & Wilczynski, 2018; Stein & Dillenburger, 2017), it is also important for behavior analysts to consider their own biases and boundaries (ECBA; BACB, 2020). In this workshop, participants will examine the ethics codes related to bias and boundaries, and will learn to utilize a self-assessment tool to identify the difference between a boundary and a growth area. Participants will also use this tool to identify a potential boundary setting goal and a potential comfort building goal. Relevant research will be provided where applicable and when available.
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Identify ethics code items related to bias, boundaries, and building comfort with sex education in professional practice
2. Behaviorally define bias, behaviorally define boundaries, and behaviorally define comfort
3. Utilize an antecedent self-assessment tool for bias, boundaries, and comfort with sex education in professional practice for oneself
4. Identify at least one potential boundaries goal and one potential comfort building goal, pinpoint each goal, and generate a measurement system for each goal
5:00PM-6:00PM CST
SexABA Conference Plenary
The Contribution of Behavior Analysis to Sexual Well-Being
Guido D'Angelo, PhD, BCBA
1 Hour
1 BACB Learning CEUs
Session Description:
Applied behavior analysis is a science serving socially significant dimensions of human behavior. Although largely neglected in the realm of behavior analysis, sexual well-being is one critical feature of individuals’ quality of life. Topics related to sexuality have already been addressed at an early stage of ABA, such as the prevention of sexually transmitted diseases, the reduction of inappropriate sexual behavior, abduction prevention, sex education programs, the safeguard of individual differences, and the promotion of strategies to promote the inclusion of LGBTQ+ individuals. However, the different contributions still appear still limited and fragmented, not allowing for a substantial impact of behavior analysis to the promotion of sexual health. The objective of the current discussion is to summarize the most relevant contributions of the analysis of behavior with respect to sexual well-being up to now, outlining the current state of research and future perspectives for intervention.
Learning Objectives:
By the end of this presentation participants will be able to:
1. Describe the possible contribution of behavior analysis to sexual well-being and public sexual health
2. Define the intervention areas of behaviorism with respect to sexuality
3. Outline the ethical implications of the behavior analyst in the field of sexuality
4. Describe topics for future research
Saturday Jan 27 - Pre-Conference Workshops & Conference
9:00AM-12:00PM CST
Pre-Conference Workshop 3
Staff Supervision for Sexual Behavior Analysis
Worner Leland, MS, BCBA, LBA
3 Hours
3 BACB Supervision CEUs
Workshop Description:
Behavior analysts are sometimes called upon to support individuals engaging in contextually harmful sexual or sexual-appearing behavior. Additionally they may be called upon to support skill building related to sexual wellness across the lifespan. In these contexts, behavior analysts may also be responsible for supervising staff. When supervising staff in the domain of sexual behavior analysis, a PLISSIT model (Anon, 1976; Taylor & Davis, 2006) in addition to the Ethics Code for Behavior Analysts (ECBA; BACB, 2020) may inform the level of support appropriate for both the supervisor and supervisee to provide. In this workshop, participants will examine ethics codes related to supervision through the lens of sex education and supports in professional practice. Participants will utilize and learn to adapt an assessment and decision making tree for supporting supervisees and for engaging in ongoing check in regarding staff competency and comfort with sex education and supports in professional practice. Relevant research will be provided where applicable and when available.
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Name at least 2 ethics code items related to ethical supervision of staff in building competency and comfort with sex education and supports in professional practice
2. Describe how at least 2 ethics code items relate to ethical supervision of staff in building competency and comfort with sex education and supports in professional practice
3. Utilize and adapt an assessment and decision making tree for supporting supervisees in building competency and comfort with sex education and supports in professional practice
4. Utilize and adapt a checklist for ongoing check in regarding staff competency and comfort with sex education and supports in professional practice
1:00-1:30PM CST
2024 SexABA Conference Kick Off
Positive Reinforcement as a Catalyst for Equity in Sexual Advocacy and Education: A Neurodivergent Perspective
Brittani Gomes, M.Ed., BCBA, LBA & Dr. Shelby Dorsey
0.5 Hours
0.5 BACB Learning CEUs
Session Description:
This presentation addresses the overlooked needs of neurodivergent and non-traditional individuals in sexual advocacy and education. Utilizing principles of Applied Behavior Analysis (ABA), we focus on positive reinforcement as a means to achieve equitable sexual experiences. The session will cover three main learning objectives: mastering the basics of positive reinforcement in sexual advocacy, understanding the interplay between neurodiversity and sexual education, and applying academic ABA concepts in practical settings. The aim is to equip attendees with strategies for inclusive, person-centered sexual education and advocacy.
Learning Objectives:
By the end of this presentation participants will be able to:
1. Acquire a comprehensive understanding of the fundamentals of positive reinforcement and how they can be harnessed to advocate for equitable sexual experiences, particularly from the viewpoint of neurodivergent individuals.
2. Explore the intricate relationship between neurodiversity, non-traditional relationship dynamics, and the delivery of sexual education, and develop strategies to ensure inclusive and equitable sexual advocacy.
3. Bridge the gap between academic ABA terminology and practical interventions in the context of sexual education and advocacy, with a focus on fostering an environment of acceptance and understanding for all individuals.
2:00-3:00PM CST
Period Poverty: Understanding the Intersection of Reproductive Justice and Comprehensive, Medically Accurate, Culturally Relevant Health Education
Dr. Gemma Skuraton, DrPH, MPH, CHES, CDE, CDP, LAT, ATC, USAW, CPT, FMS, RYT-200 & Gabriella Barrientos PhD(c), MAE, BCBA, CDE, LBA, ICA, CSSC
1 Hour
1 BACB Ethics Learning CEUs
Session Description:
It is estimated that 1 in 4 people experience period poverty. This opportunity will unpack the intersection and implications of reproductive justice, ensuring comprehensive, medically accurate, culturally relevant health education is available in k-12 schools during a politically volatile climate, as well as a disproportionate impact menstrual product insecurity has on vulnerable groups such as; Transgender, Gender Non-Conforming and/or Non-Binary Folks, those who are unhoused or housing insecure and incarcerated individuals. This presentation will meet ACE standards for ethics CEUs, allowing participants to understand health education through a culturally responsive lens (1.07), consulting with other providers and experts (3.06), and advocating for appropriate services (3.12). Presentation is provided by subject matter expert, doctor of public health and winner of the 2023 National Student Affairs Administrators in Higher Education (NASPA) Gold Award for the Athletics, Recreation, Counseling, Health, Wellness, and related category as well as the 2023 overall Grand Silver Award for her work in reproductive justice by addressing period poverty for college students living in rural Georgia, Dr. Gemma Skuraton and PhD candidate and BCBA Gabriella Barrientos.
Learning Objectives:
By the end of this presentation participants will be able to:
1. Conceptualize period poverty in terms of reproductive justice
2. Discuss the public health implications of menstrual product insecurity
3. Explain the impact of the lack of comprehensive, medically accurate, culturally relevant health education in k-12 public schools
3:30-4:30PM CST
Gynecological Care for the Autistic Population: Challenges and Opportunities for Behavioral Health Providers
Valeria Parejo, BCBA, QBA, DBH-C
1 Hour
1 BACB Learning CEUs + 1 AASECT SET CEs
Session Description:
Autistic gynecological patients are at high risk for sexual abuse, are less likely to receive education and information regarding their sexual and reproductive health, and significantly under use gynecological services, including life-saving screenings such as those for cervical and breast cancer (Zerbo et al., 2019). In these circumstances, it is critical for behavioral health providers to contribute their expertise so that this population have better access to services, and those services are adapted to their unique needs. Unfortunately, few medical professionals receive formal training in providing care to autistic individuals. This presentation proposes a clinical pathway for gynecological care of autistic individual, where behavioral health providers can contribute towards health equity and better health outcomes for this group.
Learning Objectives:
By the end of this presentation participants will be able to:
1. Identify at least 3 barriers to gynecological care currently experienced by autistic patients
2. Describe the steps of the proposed clinical pathway
3. List the benefits of the clinical pathway
5:00-6:00PM CST
A Discussion on the Ethics of Sexuality Education and Competency of Behavior Analysts
Shane T. Spiker, PhD, BCBA, Dr. Karly Cordova, & Sarah Campau
1 Hour
1 BACB Ethics CEUs
Session Description:
Given the complexity of sexuality education, the limited access to competent professionals, and the number of professional support personnel trying to help, there is often a disconnect of information to the client and their family. Though people with Autism Spectrum Disorder (ASD)/Developmental Disabilities (DD) face higher rates of sexual abuse, sexual health issues, and problem sexualized behaviors, while reporting the same desire for interpersonal relationships; the person with ASD/DD receives education only after problem behavior occurs. Behavior analysts’ obligation to provide effective behavioral treatment, and their clients rights to receive effective behavior services, will guide behavior analysts’ decision making before accepting clients who are seeking support for reducing or acquiring in sexuality related behaviors. The ethics code serves as guiding principles for practitioners but is not the sole consideration when faced with a difficult or complex situation. The ethics related to the intersection of sexuality and behavior analysis often requires a specialized level of training beyond that of the standard behavior analytic scope. Beyond clinical considerations for treating various types of concerns around sexuality, behavior analysts must navigate legal rights and establish comprehensive and equitable consent and assent processes. These challenges may be more than behavior analysts are initially prepared for in their graduate training. Ultimately, specialized competencies are necessary when working with sexuality in behavior analytic work well beyond that of our standard training. It is necessary to supplement the current ethics code with ethical decision-making skills on the part of the clinician, and for the behavior analyst to continuously develop competence in the area of sexuality health.
Learning Objectives:
By the end of this presentation participants will be able to:
1. Describe ethical considerations for behavior analysts working within sexuality 2. Identify key access points for beginning to develop competencies in sexuality education
3. Discuss risks related to the development and practice of clinical skills within sexuality
Sunday Jan 28 - Conference
9:00-10:00AM CST
Empowering Equality as a Board Certified Behavior Analyst (BCBA): Intersectionality, Inclusion, and Advocacy for LGBTQ+ Youth with Disabilities
Elaine Macias Gilmartin, BCBA & Richard Price
1 Hour
1 BACB Learning CEUs
Session Description:
For those who may not be aware, there has been an overwhelming amount of coverage on the legislative efforts aimed at marginalizing the LGBTQ+ community. This legislation creates an environment where LGBTQ+ youth face bullying, lack of affirmation, and potential outing by professionals. We are in a time where LGBTQ+ individuals, particularly youth and young adults in school, are being targeted. Moreover, it is important to recognize that anti-LGBTQ+ bills directly impact individuals with Disabilities. Two BCBA’s collaborated with Nicole Adler, a Disability self-advocate from California who identifies within the LGBTQ+ community. Nicole shares her coming-out story in which she discusses the lack of representation of people like her. She shares what she hopes for the future of LGBTQ+ individuals with Disabilities. Building on Nicole’s experience and her insights on the future of supporting LGBTQ+ youth with Disabilities, we will discuss recommendations for BCBA practitioners, advocates and allies to consider when supporting LGBTQ+ students with Disabilities: (1) Representation of LGBTQ+ individuals with Disabilities in all forms of media, teaching materials, including research; (2) Support BCBA’s to collaborate with educators and families to affirm LGBTQ+ youth with Disabilities; (3) Encourage BCBA practitioners, allies, and disability advocates to actively engage with lawmakers, urging them to enact legislation that ensures comprehensive sex education and robust support for LGBTQ+ youth with Disabilities in their state, and (4) Encourage BCBA’s be curious and open about identity affirming care in ABA practice.
Learning Objectives:
By the end of this presentation audience members will be able to:
1. Identify shared challenges between LGBTQ+ and disabled communities and the impact of anti-LGBTQ+ legislation on students with disabilities
2. List practical strategies for BCBAs, educators, families, and advocates for creating inclusive environments and affirming and empowering LGBTQ+ students with disabilities
3. Describe effective advocacy strategies, for engaging with lawmakers, promoting comprehensive sex education, and promoting robust support for LGBTQ+ youth with disabilities, emphasizing the importance of legislative engagement
10:30-11:30AM CST
Increasing Self-Determination Skills Related to Menstrual Management
Jennifer Pollard, PhD, BCBA, LBA & Erica McClure, PhD, BCBA, LBA
1 Hour
1 BACB Learning CEUs
Session Description:
There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Part of the reason this occurs is due to a lack of education about sexual development and a lack of interventions to build skills related to self-determination or informed decision-making. Using behavior analytic intervention and research-based education intervention, three participants were first taught about their menstrual cycles and given preference assessments about reversible birth control options. Participants then created individualized graphic organizers to help guide them through the process of asking about choices and recording the information given from doctors. A single-case multiple probe design was used to examine the effectiveness of using behavioral skills training to increase the skills of asking a doctor about choices and recording the information. All three participants reached and maintained mastery level. Suggestions for future research, application, and policy change discussed.
Learning Objectives:
By the end of this presentation attendees will be able to:
1. Identify supports to increase knowledge about sexual development
2. Identify and create supports to increase self-determination skills related to menstrual management and related sexual development
3. Describe how to use behavioral skills training to increase self-determination skills for individuals during their sexual development and needs that arise
12:00-1:00PM CST
SexABA 2024 Panel
Presenters Coming Soon
1 Hour
1 BACB Ethics CEUs
Session Description:
Coming Soon!
Learning Objectives:
By the end of this presentation participants will be able to:
Coming Soon!
1:00-2:00PM CST Meal Break and Breakout Rooms
Get to know your fellow conference attendees and connect on sex education topics you are passionate about!
2:00-3:00PM CST
Sex, Intimacy, and Arousal Science Symposium
Discussant: Janani Vaidya, BCBA
1 Hour
1 BACB Learning CEUs
Session Description:
This symposium will acquaint attendees with a literature review on intimacy and sexual behavior in the behavior analytic and non-behavior analytic literature, as well as data and findings from a discounting study examining the effects of self-generated arousal narratives on sexual discounting behavior. Implications and areas for future research will be discussed. Presentations include: 1) Let's Talk About Sex: A Systematic Review of Intimacy and Sexual Behavior Literature in Behavior Analysis; & 2) Sexual Discounting Through Self-Generated Arousal Narratives.
Let's Talk About Sex: A Systematic Review of Intimacy and Sexual Behavior Literature in Behavior Analysis
Candace Fay, BCBA, PhD Student
Session Description:
Intimacy and sexual behavior are socially significant skill sets that influence our interpersonal relationships. Pietromonaco and Collins (2017) presented a call to action in investigating practical and effective interventions to increase related behaviors and continue examining their effects on interpersonal relationships and biological processes. Within behavior analysis, interest in intimacy and sexual behavior is not novel (Barlow et al., 1970; Kantorowitz, 1978; Martinez-Diaz & Edelstein, 1979, etc.) and continues to attract more behavior scientists (Kanter et al., 2020; Hamrick et al., 2021; Wongsomboon & Cox, 2021; Jamolowicz et al., 2022, etc.). However, locating relevant articles on the topic can present challenges. The present review has identified relevant articles (N = 63) which provide a behavior-analytic conceptualization and/or methodology for discussing and investigating intimacy and sexual behavior. These articles are sourced from prominent behavior-analytic journals (i.e., JABA, BAP, etc.) and non-behavior-analytic journals (i.e., Archives of Sexual Behavior, International Journal of Behavioral Consultation and Therapy) from the journals' inception.
Learning Objectives:
By the end of this presentation audience members will be able to:
1. Identify relevant peer-reviewed journals to source behavior-analytic articles on intimacy and sexual behavior
2. Identify relevant behavior-analytic research and concepts around sexual behavior
3. Identify trends in behavior-analytic research investigating intimacy and sexual behavior
Sexual Discounting Through Self-Generated Arousal Narratives
Kiah Kramer & Jesse Dallery, Ph.D.
Session Description:
Impulsive and risky sexual behavior and unsafe sex (contraceptive/prophylactic non-uasage) have long been public health concerns. This study aimed to explore the effects of self-generated arousal narratives on sexual discounting behavior and compare discounting rates across three sexual discounting tasks. A total of 100 undergraduate participants completed the study, and findings revealed that rates were steeper in the arousal conditions across all three tasks when discounting occurred. Notably, a significant proportion of participants in the non-arousal conditions did not discount and instead consistently chose the safe sex option, while a similar proportion of participants in the arousal condition did not discount and instead consistently chose the unsafe sex option. These findings highlight the potential impact of self-generated arousal narratives on impulsive and risky sexual choices. The results contribute to our understanding of variables influencing sexual choice behavior and have implications for developing effective sexual health interventions.
Learning Objectives:
By the end of this presentation audience members will be able to:
1. Explain the concept of sexual discounting and its relevance to impulsive and risky sexual behaviors
2. Discuss the effects of self-generated arousal narratives on sexual discounting behavior across different tasks
3. Identify the implications of the study findings for developing effective sexual health interventions
3:30-4:30PM CST
Meg Thee Stallion, Candace Owens, and Tomi Lahren Walk Into a Bar: An Open Discussion About Sexual Expression and the Privilege That Whiteness Affords White Femmes
Camille Williams, MSC, BCBA, LBA, DrBH student
1 Hour
1 BACB Learning CEUs
Session Description:
This presentation will discuss the racial dynamics of gender and sexual expression, specifically from a Black lens. This presentation will discuss an intersectional perspective of racism, feminism, gender, and sexual expression. It will specifically center the intersection of Blackness and femininity and its impact on Black women in today’s world of weaponized reproduction, white feminism, respectability politics, and hip-hop culture.
Learning Objectives:
1. Define intersectionality
2. Define gender expression and sexual expression
3. Acknowledge the way(s) that race impacts gender and sexual expression
5:00-6:00PM CST
Gamifying Behavioral Rehearsals: Sex eD&D
Nicholas Maio-Aether, MAMFT, MSPSY, LBA, CSC, IBA, BCBA
1 Hour
1 BACB Learning CEUs
Session Description:
Many behavior-analytic professionals have recognized the benefits of modifying procedures and protocols to be presented in ways that cater to client motivation and preferences, enhancing the likelihood that instruction itself will be reinforcing and still effective. One of the more common approaches being used both in and outside of our field is that of "gamification," or adding elements to education and/or therapy that mirror gaming and draw upon the unique interests and skills of gamers. Is it any surprise, then, that this has worked its way into Sexual Behavior Analysis/SBA? Within this hour-long session, while no one will walk away with all the skills needed to run a gamified sex ed course, attendees will gain insight into: a) what is occurring within gamified sex ed; b) how such can still be kept within a behavior-analytic scope; c) considerations for building demonstrable competencies related to running such programming for an individual and/or a sociosexual skills group.
Learning Objectives:
By the end of this presentation audience members will be able to:
1. Differentiate between a role-playing game (RPG) and gamification of a behavior-analytic program, with emphasis placed upon the utilization of our principles in service delivery
2. Discuss a real, gamified, Sociosexual Skills Group curriculum, Sex eD&D, and the realities (including challenges) of implementation
3. Define competencies needed in order to do this work, as well as paths to such competencies