Date/Time: May 24th 12PM-1PM EST

Location: Zoom

CE: 1 BACB CE

Free - NYSABA Members, No CE

$10 - NYSABA Members with CE

$30 - NON NYSABA Members (with or without CE)

Abstract: This session will examine treatment outcomes when implementing the AIM curriculum across a separate facility for students with behavioral and social-emotional barriers. The AIM curriculum focuses on social-emotional development and is based on theories of mindfulness, Acceptance and Commitment Therapy (ACT), and Applied Behavior Analysis (ABA). Implementation of the AIM curriculum was administered to a group of high school students following a collection of baseline measures including frequency of interfering behavior, psychological flexibility measures (CPFQ), Individualized Education Plan goal progress, and academic scores rooted in the educational curriculum. An additional measure of the number of AIM points earned was collected due to the AIM curriculum including the implementation of a function-based reinforcement system. The AIM curriculum included daily AIM lessons, ongoing data collection of interfering behaviors and AIM points, mindful moments, and a function-based points system for behavioral management. This study evaluates the effects of AIM using a group design across participants examining pre and post measures following the implementation of AIM across a 16-week period. Results demonstrate that following implementation of AIM, student interfering behavior decreased, and IEP goal progress and academic scores increased. Furthermore, results of the CPFQ demonstrate growth in some of the student psychological flexibility ratings. Given ongoing measurement of the AIM points earned, continuous growth was present as students progressed through the curriculum.

Learning Objectives:
1. Participants will examine the components of the AIM curriculum and the incorporation of ACT and ABA.
2. Participants will examine how AIM was implemented at a separate facility for students with behavioral and social-emotional barriers.
3. Participants will examine the influence of AIM on interfering behaviors, prosocial and socially appropriate behavior, progress on IEP goals, academic scores, and pre/post test scores on the Children's Psychological Flexibility Questionnaire (CPFQ)

Presenter Bio: Jeremy D. Meduri, BCBA, is the Founder and Chief Executive Officer at Insight. Jeremy earned his bachelor's degree in psychology from Kent State University and continued his graduate studies in a master's/PhD program in psychology and behavioral neuroscience, with emphasis on behavioral psychology, interpersonal trauma, and stress. He earned his master's degree and Board Certified Behavior Analyst (BCBA) certification from Kent State University. Jeremy traveled with the Global Autism Project where he provided support in establishing autism centers in various countries. He worked as a behavioral consultant in the public school setting and as an adjunct professor at both Kent State University and Cleveland State University before founding Insight in 2019. Jeremy currently is Chief Executive Officer at Insight, where he provides behavior analytic services to students both in the public school setting and in their academy setting, with emphasis on Applied Behavior Analysis, Acceptance and Commitment Therapy, emotion regulation, and psychiatric services that help bridge the gap between behavior analysis and mental health.

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