Friday, March 18th, 2016

National Conference Center, East Windsor, NJ

Registrations will be accepted through www.njaba.org

11th Annual NJABA Conference

•  The New Jersey Association for Behavior Analysis is proud to sponsor our 11th Annual Conference, to be held at the National Conference Center in East Windsor, NJ. Visit their website for general information:

•  http://www.nccmeetings.com/

•  http://www.nccmeetings.com/directions.html (Directions)

•  NJABA is a non-profit organization dedicated to promoting the advancement of the discipline of behavior analysis and is an affiliate chapter of the Association for Behavior Analysis International (ABAI)TM.

•  The conference is geared toward behavior analysts, administrators, consultants, trainers, direct-service providers, and educators who are interested in learning about the principles and applications of behavior analysis for a wide range of learners.

•  A variety of workshop topics are provided to allow attendees to focus on specific areas of interest related to behavior analysis.

•  Continuing education credits, approved by the Behavior Analyst Certification Board*, and the New Jersey Department of Education, can be earned through conference attendance.

*NJABA is an approved provider of BCBA Type II continuing education credits. The Behavior Analyst Certification Board® (BACB®) does not sponsor, approve, or endorse NJABA, the materials, information, or sessions identified herein.

Registrations will be accepted through www.njaba.org

7:30 – 8:15 AM Check In, On-site Registration, & Breakfast 8:15 – 8:30 AM Introductory Remarks 8:30 – 10:00 AM Keynote Address 10:10 – 11:40 AM Morning Session 11:40 – 12:10 PM Lunch & NJABA Workgroup Meetings 12:00 – 12:45 PM Poster Session 12:45 – 2:15 PM Afternoon Session I 2:15 – 3:45 PM Afternoon Session II

Schedule of Events

Keynote Presenter Louis Hagopian, Ph.D., BCBA-D

Dr. Hagopian is an Associate Professor in Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and the Kennedy Krieger Institute. He received his Ph.D. in Clinical Psychology from Virginia Tech in 1991. He is a Board Certified Behavior Analyst and Licensed Psychologist. He is Program Director of the Neurobehavioral Programs at the Kennedy Krieger Institute. This includes the Neurobehavioral Unit, which provides intensive inpatient treatment for individuals with intellectual disabilities, who exhibit self-injury, aggression, and other problem behavior. The NBU draws patients nationally and provides integrated behavioral and psychiatric treatment.

Dr. Hagopian’s clinical research focuses on understanding and treating problems related to intellectual and developmental disabilities. The NIH has funded his translational research continuously since 2004 (and through to 2018). This research crosses disciplines and seeks to understand the interaction of biological and environmental factors in individuals with intellectual and developmental disabilities. This includes a research grant on behavioral deficits in autism, a neuroimaging study on the reward system in autism, evaluation of generalization of behavioral treatments, and most recently on delineating subtypes of automatic self-injury. Dr. Hagopian has published his research in 21 different peer-reviewed behavioral, medical, and psychiatric journals, including: the Journal of Applied Behavior Analysis, Journal of Child Neurology, Journal of Developmental and Physical Disabilities, American Journal on Mental Retardation, Behavior Therapy, Journal of Anxiety Disorders, Journal of Behavior Therapy and Experimental Psychiatry, Pediatrics, and Child and Adolescent Psychiatric Clinics of North America.

Keynote Presentation (8:30 – 10:00AM) Delineating Subtypes of Self-Injurious Behavior Maintained

by Automatic Reinforcement

Abstract: Self-injurious behavior (SIB) is maintained by automatic reinforcement in roughly 25% of cases. Automatically-reinforced SIB typically has been considered a single functional category, and is less understood than socially-reinforced SIB. Subtyping automatically-reinforced SIB into functional categories has the potential to guide the development of more targeted interventions and increase our understanding of its biological underpinnings. The current study involved an analysis of 39 individuals with automatically-reinforced SIB and a comparison group of 13 individuals with socially-reinforced SIB. Automatically-reinforced SIB was categorized into three subtypes based on patterns of responding in the functional analysis and the presence of self-restraint. These response features were selected as the basis for subtyping on the premise that they could reflect functional properties of SIB unique to each subtype. Analysis of treatment data revealed important differences across subtypes and provides preliminary support to warrant additional research on this proposed subtyping model.

Morning Session (10:10 – 11:40 AM)

1.  Safety Skills and Individuals with and without Autism Spectrum Disorder. Jason Vladescu (Chair), Jessica Day-Watkins, Kelly Carlile, Jessie Northgrave, & Cary Dipsey

Abstract: This symposium includes four studies on teaching a variety of safety-related responses to children with and without autism spectrum disorder (ASD). The first presentation describes the use of equivalence-based instruction (EBI) to teach primary caregiver’s basic contact information to typically developing children. The second presentation evaluated the effects of video modeling and generalization strategies to teach help-seeking responses to children with ASD when lost. The third presentation describes the use of behavioral skills training (BST) to teach a generalized repertoire of safety responses to children with ASD in a public school. The final presentation describes a pilot study evaluating the use of BST and EBI to establish class consistent responding in the presence of dangerous and non-dangerous stimuli to typically developing preschoolers.

2.  The Use of Economic Principles to Influence Choice in Individuals with ASD. Kimberly Sloman (Chair), Robert LaRue

(Discussant), Mikala Hanson, Erica Dashow, Ashley Kipness. Abstract: The ability to make choices is a right most of us take for granted. The opportunity to choose among different activities, such as reading a book or exercising, has traditionally been a right reserved for those who are “neurotypical”. Unfortunately, individuals with autism spectrum disorders (ASDs) often have limited opportunities to make choices in their daily lives. While practitioners have an ethical obligation to encourage choice-making in this population when possible, we are also tasked with addressing important habilitation goals that will increase independence in the future. Complicating matters further is the fact that individuals with ASDs often make poor choices. These populations often make impulsive choices (i.e., selecting smaller-sooner rewards over larger-delayed rewards) or choose to not complete important tasks, even if they lead to beneficial outcomes in the long-term (e.g., brushing their teeth, exercising). These issues become even more pronounced as this population ages and becomes more challenging to intervene with. Purpose of the current presentation is to look at some of the factors that influence choice-making in individuals with ASD and to share some strategies that may afford these individuals with opportunities to make choices while addressing important habilitation goals.

Morning Session (10:10 – 11:40 AM)

3.  Teaching Children with Autism Complex Social Skills. Sharon Reeve (Chair), Catherine Taylor-Santa, Sandra Gomez, Elena Garcia-Albea, and Heather Pane

Abstract: Autism spectrum disorder is characterized by deficits in social interactions including more complex social behavior (American Psychiatric Association, 2013). The teaching of this complex social behavior, however, is often challenging and as a result may be overlooked. Examples of these skills are perspective taking, empathetic responding, and joint attending. There are few published studies in all of these areas. When attempting to teach these skills, it might be helpful to first objectively define these responses and then conduct a conceptual analysis of the stimuli that signal and maintain these types of responses. One might then be in a better position to design effective teaching strategies. This symposium includes two literature reviews and two experimental studies on complex social skills. The two literature reviews are overviews of the literature, conceptual analyses, and functional assessments of perspective taking and joint attending. The two studies evaluated teaching procedures of differential imitation of observed behaviors and empathetic responding.

The field of Applied Behavior Analysis is thriving and provides opportunities for growth as well as challenges. NJABA is here to help its members make the most of these opportunities and navigate the challenges in a coordinated manner. In response to feedback from members, NJABA has created topical workgroups as a way to better serve its members and our organizational goals. Let’s work together to enhance the practice of behavior analysis across service domains throughout the State.

The NJABA Board and Workgroup Leadership Committees are excited to offer you the opportunity to join fellow behavior analysts on topics of your interest.

Workgroups are forming now, and we invite you to be a part of them! Join us at designated lunch tables for the following workgroups:

§  Adult Services §  Early Intervention §  Insurance Provider §  Public Schools

We look forward to seeing you there!

NJABA Workgroups at Lunch (11:40 – 12:10 PM)

•  Evaluating the Effects of Attending Behavior on the Academic Performance of Students with Autism Spectrum Disorder. Daniela Silva & Kate Fiske

•  Evaluation of Off-Task Behavior Using a Modified Reinforcer Assessment in an Individual with Autism. Dylan Zimmerman, Jennifer

Stracquadanio, Rachel Davis, Robert Isenhower, & Kate Fiske •  A Component Analysis of the Reinforcing Value of an iPad for an Individual with Autism. Ethan Eisdorfer, Audrey Torricelli, Zachary Brown,

Robert Isenhower, & Kate Fiske •  Examining the Role of Response Effort on the outcome of a Reinforcer Assessment for an Individual with Autism. Melanie Erwinski,

Stacy Lauderdale-Littin, Robert Isenhower, Meredith Bamond, & Kate Fiske •  Using a Sequential Visual Match-to-Sample Task to Facilitate Auditory Matching in a Learner with Autism. David Singer, Robert

Isenhower, Samantha Bergmann, Tiffany Kodak, Meredith Bamond, Catriona Francis, & Kate Fiske •  Using Stimulus Re-Presentation to Facilitate Visual Discrimination Training in Individuals with Autism. Stacy Lauderdale-Littin, Kate

Fiske, Robert Isenhower, & Meredith Bamond •  A Rapid Evaluation of the Reinforcing Value of Tokens. Audrey Torricelli, Kate Fiske, Robert Isenhower, & Meredith Bamond •  Teaching a Functionally Equivalent Response with a Competing Item and Response Interruption and Redirection to Reduce Pica. Jaxcy

Odom, Rachel Davis, Erica Dashow, Caitlin Darragh, Denise McNair, Jen Stracquadanio, Molly Vigneri, & Robert LaRue •  Assessment and Treatment of Problem Behavior Maintained by Escape from Social Interactions. Sarah Luem, Michelle Klimowicz, Molly

Vigneri, & Kimberly Sloman •  The Emergence of Intraverbals Following Equivalence-Based Instruction in a Young Male with Autism. Jamie Fitzgerald, Kathryn Looney,

Jaime DeQuinzio, & Bridget Taylor •  Evaluating the Effects of Response Interruption and Redirection on the Stereotypic Vocalizations of a Girl with Autism. Nicole Denisco,

Kristi Pflug, Jaime DeQuinzio, & Bridget Taylor •  Social Story Effectiveness on Social Interaction for Students with Autism: A Review of the Literature. Muhammed Karal •  The Standard Celeration Chart and Functional Analysis: Adding Levels of Analysis. Salvador Ruiz

Poster Session (12:00 – 12:45 PM)

4.  What Behavior Analysts Need to Know about Health Insurance. Craig Domanski, Kathy McCabe-Odri, & Cara Graham Abstract: Currently, 43 states have passed legislation mandating that certain health insurance plans cover ABA therapy for individuals diagnosed with Autism Spectrum Disorder. New Jersey, currently with the highest prevalence of ASD diagnoses in the country, passed such legislation in 2009, becoming the 14th state to do so. Currently, there are 1097 BCBAs registered as practicing in New Jersey, but relatively few provide services through health insurance plans. This workshop aims to (a) inform the behavior-analytic community as to details of and updates to the autism mandate, (b) provide a general overview of how to get treatment authorized and reimbursed through the insurance process, (c) discuss business practice considerations (e.g., billing infrastructure, realistic timelines for authorization and reimbursement, in-network versus out-of-network considerations, ethical scenarios) that may impact service delivery, and (d) discuss current issues that may have important implications for the field.

5.  Teaching Socially Significant Skills to Typical Learners Using Stimulus Equivalence-Based Instruction. Kenneth Reeve

(Chair), Elizabeth Callahan, Stefanie Baldovin, Briana Tingler, & Lisa Trucil

Abstract: Equivalence classes consist of sets of stimuli in which each member occasions the selection of all other members even though the stimuli are physically disparate. Only a subset of stimulus-stimulus relations are required to be taught for this to occur. This symposium will examine using equivalence-based instruction (EBI) to teach stimulus content domain that is socially significant for typical individuals to learn. In the first study, college students learned to identify characteristics of science and pseudoscience following EBI and multiple-exemplar training. In the second study, children of typical development learned equivalence classes representing coin values. The third study evaluated the use of EBI to teach equivalence classes consisting of stimuli representing time-sampling procedures to college students. In the final study, college students learned to estimate food portion sizes following EBI and multiple-exemplar training.

Afternoon Session I (12:45 – 2:15 PM)

6.  Recent Research on Training Behavioral Techniques to Staff and Graduate Students. Tina Sidener, (Chair), Alexandra C. Anisko, Dana Janots, Lauren K. Schnell, & Antonia R. Giannakakos Abstract: In this symposium, there will be four data-based presentations of empirical evaluations of procedures to train behavioral techniques to staff and graduate students. The first study evaluated the effects of an interactive computer-based training on the visual analysis skills of individuals with no prior experience. Results showed that all participants accurately visually analyzed A-B graphs following training for variability, level, trend, and overall intervention effect, and these skills generalized to paper and actual data graphs and maintained 1-month following mastery. The second study evaluated data collector accuracy and preference for continuous duration and three intervals of momentary time sampling and partial interval recording. The majority of data collectors displayed strong preference for longer intervals of partial interval recording and maintained levels of accuracy between 86%-100%. The third study evaluated an interactive computer-based training to teach graduate students to analyze functional analysis data and implement a series of procedural modifications. Following the tutorial, mean scores on the posttest, probe with novel cases, and maintenance assessment significantly increased. In the fourth study, a video model with voiceover instruction (VMVO) plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. Results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure.

Afternoon Session I (12:45 – 2:15 PM)

7.  Current Advancements in Preference Assessments and Conditioned Reinforcement. Ruth DeBar (Chair), Alexandria Andrade, Dabielle Cicalese, Kaitlyn Donovan, Christina Slaten, Benjamin Rhodes

Abstract: Assessing preference for items and establishing neutral items as reinforcers is of great clinical importance, which can impact the effectiveness of clinical intervention for individuals with autism spectrum disorders (ASD). Identifying and incorporating highly-preferred items is necessary for effective skill acquisition and behavior reduction programs. This symposium will present five papers related to methodology assessing preference of stimuli and establishing conditioned reinforcers. The first paper will discuss the use of a Single Operant Assessment (SOA) to identify preference for social consequences, tangibles, and edibles. The second paper will evaluate displacement across edibles, tangibles, and social consequences when combined in a single multiple stimulus without replacement (MSWO) array. The third paper will present findings related to a single stimulus engagement (SSE) preference assessment. The fourth paper will present findings comparing pairing procedures to establish neutral stimuli as reinforcers for adolescents with autism. The final paper will present findings from a quantitative literature review on the production of conditioned reinforcers in individuals with developmental disabilities.

8.  Advancements in Teaching Verbal Behavior. April Kissamore (Chair), Casey Nottingham, Tina Dass, Natalia Szmacinski, Lauren Goodwyn, Allison Parker Abstract: Children with autism spectrum disorder often have difficulty learning verbal behavior. Four presentations in this symposium are geared toward evaluating strategies for teaching verbal behavior to children with autism spectrum disorder and the fourth is a literature review on vocal imitation. The first presentation compared the effectiveness and efficiency of presenting additional targets during learning trials for individuals with autism spectrum disorder. The researchers compared conditions in which (a) an additional target was presented in the antecedent and consequence portions of each learning trial, (b) two additional targets were presented in the consequence portion of each learning trial, (c) a single additional target was presented within the consequence portion of each trial, and (d) no additional targets were presented in a trial. The second presentation evaluated the effectiveness and efficiency of presenting additional targets during learning trials with children with autism spectrum disorder on the acquisition of item and category tacts of olfactory stimuli. The third presentation involved fading the volume of auditory prompts on the acquisition of mands by children with autism spectrum disorder. The fourth presentation evaluated effects of tact before receptive and receptive before tact training with children with autism spectrum disorder. The fifth presentation is a literature review of vocal imitation that addresses strategies for teaching vocal imitation to children with autism spectrum disorder and recommendations for researchers.

Afternoon Session II (2:15 – 3:45 PM)

9.  Applications and Extensions of Joint Control. David Sidener (Chair , Presenter, Discussant), Vincent Carbone, Lauren Sinning

Abstract: Joint control is a type of multiple stimulus control that may help us to understand how we act or make discriminations when the discrimination is complex or the opportunity to act is delayed – in either case, when there is verbal behavior involved in the subsequent action or discrimination. In a series of papers, Lowenkron and colleagues described the joint control model and evaluated its utility in several empirical investigations (especially 1984, 1988, 1992, 2004, 2006). Recent joint control application and research is reviewed and new directions for additional research are suggested, including applied research. It is possible that applications of joint control may be useful for teaching children who have language deficits in a variety of areas.

Afternoon Session II (2:15 – 3:45 PM)

Presenter Bios

Alexandra C. Anisko, M.A. received her Bachelor of Arts degree in Psychology and also in Government and Law from Lafayette University. She recently completed her Master of Arts degree in Applied Behavior Analysis at Caldwell University. She has worked at Caldwell University’s Center for Autism and Applied Behavior Analysis since 2012, where she also completed her practicum experience. Alex currently maintains membership in Association for Behavior Analysis International (ABAI), New Jersey Applied Behavior Analysis (NJABA), and the Student Association for Applied Behavior Analysis (SAABA). Her clinical and research interests include data collection methods and analysis. Alexandria Andrade graduated magna cum laude from Elmira College with a B.S. in Speech and Language Disabilities. Recently, she graduated with a Master of Arts degree in Applied Behavior Analysis at Caldwell University. Ms. Andrade is currently working for the Bierman ABA Center for Autism in Massachusetts, where she is gaining clinical experience working with children with autism ranging from 2 to 5 years old. Her clinical and research interests include preference assessments, early intervention, functional analyses, feeding interventions, and reinforcement procedures. Stefanie Baldovin, M.A. received her Master’s degree in Applied Behavior Analysis from Caldwell University. She has three years’ experience working with children with Autism Spectrum Disorders using the principles of applied behavior analysis. Her clinical interests include home-based programming and addressing students’ and families’ needs in home settings. Elizabeth G. Callahan, MA, BCaBA holds a Master of Arts in Applied Behavior Analysis from Caldwell University. Elizabeth has over 10 years of experience working with learners with developmental delays, autism spectrum disorders, and emotional and behavioral disorders. She has worked in public and private schools, as well as in clinic, home, and community settings. Currently, she is the Assistant Clinical Director at the Bedrock Clinic & Research Center, and also provides consultation to school districts in the New York, New Jersey area. Elizabeth has presented at local and regional conferences and has published online and in newsletters pertaining to autism and science-based treatment. Her research interests include the assessment and treatment of challenging behaviors, desensitization procedures, and the use of stimulus equivalence-based instruction to disseminate scientific information. Elizabeth is a member of the Association for Behavior Analysis International, the Association of Professional Behavior Analysts, and the New Jersey Association for Behavior Analysis.

Presenter Bios (Continued) Vincent Carbone Ed.D., BCBA-D is a Board Certified Behavior Analyst-Doctoral with over 35 years of experience educating and treating persons with autism and development disabilities. Dr. Carbone received his graduate training in applied behavior analysis (ABA) at Drake University, Des Moines, Iowa. He serves as an adjunct faculty member at Penn State University. He currently holds teaching appointments at the University of Salerno, Salerno Italy, and Istituto Europeo per lo Studio del Comportamento Umano (IESCUM) in Milan, Italy. His teaching responsibilities include courses in Applied Behavior Analysis and Verbal Behavior. His behavior analytic research has been published in several peer-reviewed journals including the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavior Modification, Behavior Analysis in Practice, Research in Autism Spectrum Disorders and others. Currently, he serves as the director of the Carbone Clinics in New York, Boston, and Dubai, UAE. Kelly A. Carlile, M.A. is a Board Certified Behavior Analyst in a hospital-based autism center and has been working in the field of Applied Behavior Analysis (ABA) for the past eight years. She is a doctoral candidate in Applied Behavior Analysis at Caldwell University (expected 2015). The research she conducted as part of her Master’s thesis, Teaching Leisure Skills with an iPod touch© Activity Schedule, has been published in Education and Treatment of Children. Kelly is a member of New Jersey Association for Behavior Analysts, Autism New Jersey, Association of Behavior Analysis International, Association of Professional Behavior Analysts, International Reading Association, and Council for Exceptional Children. Kelly’s research interests are incorporating technology into interventions for individuals with autism, safety skills, and incorporating social validity measures into research. Danielle Cicalese completed her undergraduate studies at Caldwell College with a B.A. in Psychology. She is currently finishing her Master of Arts at Caldwell University in Applied Behavior Analysis. Afterwards, she is pursuing becoming a Board Certified Behavior Analyst (BCBA). She has worked and volunteered in the field of Autism treatment for over 15 years as a teaching assistant, as Catechist for Special Education, and most recently as a special education teacher in a public school. Mrs. Cicalese maintains memberships with Association of Behavior Analysis International (ABAI), New Jersey Applied Behavior Analysis (NJABA), is an Autism Ambassador with AutismSpeaks, and Association for Science in Autism Treatment (ASAT). Her clinical interests include preference assessments, parent training, advocacy, antecedent interventions and functional analysis.

Presenter Bios (Continued) Erica Dashow earned her B.A. in psychology from Binghamton University in 2011 and is currently pursuing her doctorate in clinical psychology at Rutgers University. She is a behavioral consultant at the Douglass Developmental Disabilities Center. Her research interests include feeding disorders as well as the assessment and treatment of problem behavior in individuals with ASD. Tina K. Dass, B.A. has been working with individuals with autism for 8 years and is a student member of ABAI. She is a master’s student in the Applied Behavior Analysis program at Caldwell University and she earned her bachelor’s degree from Indiana University in 2006. She currently works at Uncommon Collegiate Charter High School in Brooklyn, NY. Tina's research interests include verbal behavior and skill acquisition. Jessica Day, M.S.Ed., BCBA is currently a Board Certified Behavior Analyst working within the public school system. Ms. Day earned a Master of Science in Curriculum, Instruction and Technology in Education from Temple University and is currently working towards a PhD in Applied Behavior Analysis at Caldwell University. She has collaborated with nonprofit organizations to bring evidence-based interventions to community outreach programs. She serves as an Adjunct Instructor at Drexel University and Rowan University. Ms. Day has worked in the field for eight years serving individuals with autism in New Jersey and Pennsylvania. She has presented her work at local and national chapters of the Association for Behavior Analysis. Ms. Day is a member of the Association for Behavior Analysis International and the Delaware Valley Association for Behavior Analysis. Her research interests include social skills for adolescents with autism, stimulus equivalence, and behavioral pediatrics. Casey R. Dipsey, M.A. completed her undergraduate degree in Psychology at Lafayette College in 2013. She recently earned her Master of Arts degree in Applied Behavior Analysis at Caldwell University. Casey has worked at Caldwell University’s Center for Autism and Applied Behavior Analysis since 2013, where she held a position as a graduate assistant. She maintains membership in Association of Behavior Analysis International (ABAI), Berkshire Association for Behavior Analysis and Therapy (BABAT), New Jersey Applied Behavior Analysis (NJABA), and the Student Association for Applied Behavior Analysis at Caldwell University (SAABA). Her clinical and research interests include safety skills and reduction of problem behavior. Craig Domanski, Ph.D., BCBA-D is the Clinical Director and co-founder of The DATA Group, a NJDOE-approved agency providing home- and community-based ABA services to families impacted by Autism Spectrum Disorders. Dr. Domanski also currently serves as the Chair for the NJABA Insurance Provider Workgroup, which aims to disseminate information about providing services through health insurance plans to the behavior-analytic community. His research interests include training conditional discrimination skills, the assessment and treatment of maladaptive behaviors, and parent-training.

Presenter Bios (Continued)

Kaitlyn E. Donovan completed her undergraduate degree in Psychology at Caldwell University in 2014. She is currently a graduate student pursuing a Master of Arts degree in Applied Behavior Analysis at Caldwell University. She has been at Caldwell University’s Center for Autism and Applied Behavior Analysis since January of 2013, where she has held two internships prior to enrolling in the masters program. Ms. Donovan maintains membership in Association of Behavior Analysis International (ABAI), Association of Professional Behavior Analysts (APBA), New Jersey Applied Behavior Analysis (NJABA), and the Student Association for Applied Behavior Analysis (SAABA). Her clinical and research interests include reinforcement magnitude, language acquisition, concept formation, and the use of activity schedules to promote independence. Elena Garcia-Albea, Ph.D., BCBA is a Board Certified Behavior Analyst and public school consultant in NJ. Dr. Garcia-Albea earned her Masters and Doctorate degrees in Applied Behavior Analysis from Caldwell University. She has been working with children with disabilities for over 14 years in both private and public schools. Her Masters thesis, entitled: Using Audio Script Fading and Multiple Exemplar Training to Increase Vocal Interactions in Children with Autism, was recently published in the Journal of Applied Behavior Analysis. She has presented at numerous local, national, and international conferences on teaching children with autism language and social skills, such as empathetic behavior. Currently, Dr. Garcia-Albea is a member of the membership committee of the New Jersey Association for Behavior Analysis. Her clinical and research interests include teaching prosocial behavior, perspective taking, empathy, observational learning, and food refusal. Antonia R. Giannakakos, M.A. graduated from Caldwell University with a Master of Arts in Applied Behavior Analysis and is currently pursuing her Ph.D. She is employed as an Associate Trainer at the Caldwell University Center for Autism and Applied Behavior Analysis. She has published in Behavior Analysis in Practice. Her research interests include staff training, feeding interventions for children with developmental disabilities, self-management, and increasing awareness about the myths associated with autism in the community. Sandra R. Gomes, Ph.D., BCBA-D is an Assistant Director at the Somerset Hills Learning Institute and has worked in the field of autism treatment for over 10 years. She earned her Masters and Doctorate Degree in Applied Behavior Analysis from Caldwell University. Her thesis entitled: Teaching a Generalized Repertoire of Joint Attention Skills to Children with Autism, won the ABAI Autism SIG Student Research Award in 2011. She has presented at local, national, and international conferences on teaching joint attention skills to young children with autism. Her book review, Effective Practices for Children with Autism: Education and Behavioral Support Interventions That Work, was featured in the newsletter of the New Jersey Association for Behavior Analysis in 2009. Her research interests include joint attention, social skills, food refusal, and stimulus control.

Presenter Bios (Continued)

Lauren A. Goodwyn completed her undergraduate degree in Biopsychology at Philadelphia University. She is currently a doctoral student in the Applied Behavior Analysis program at Caldwell University and is a student member of ABAI. Lauren currently works at Garden Academy. Her research interests include skill and language acquisition and verbal behavior. Cara Graham is a Board Certified Behavior Analyst. She received her M.A. in Special Education from Kean University and completed the post-master’s certificate program in Applied Behavior Analysis at Caldwell College. She began working with individuals with special needs at a specialized school that uses the principles of ABA to teach children with autism. Having found her passion, Cara began working in other public school programs, first as a teacher of adolescents with autism, then as the district behavioral consultant. Currently, in her role as founder and director of Graham Behavior Services, Cara’s work focuses on providing home and community based services for children with developmental disabilities. Mikala Hanson earned her B.A. in Psychology from Princeton University in 2014, and is currently pursuing her doctorate in clinical psychology at the Graduate School of Applied and Professional Psychology at Rutgers University. She is currently a behavioral consultant at the Douglass Developmental Disabilities Center. Her interests include skill acquisition, and the assessment and treatment of problem behaviors in children and adolescents with autism as well as early teacher training for teachers working with individuals with autism. Dana A. Janots, M.A. received her undergraduate degree in Psychology from William Paterson University. She recently completed her Master of Arts degree in Applied Behavior Analysis at Caldwell University. She has worked at Caldwell University’s Center for Autism and Applied Behavior Analysis since 2012, where she completed her practicum and held a position as a graduate assistant. Dana currently maintains membership in Association for Behavior Analysis International (ABAI), New Jersey Applied Behavior Analysis (NJABA), and the Student Association for Applied Behavior Analysis (SAABA). Her clinical and research interests include preference assessments, data collection methods, and language acquisition. Ashley Kipness, Psy.D. earned her doctorate from Rutgers University in 2013. She has been working with children on the Autism Spectrum since 2008. During graduate school, Ashley worked at Project: Natural Setting Therapeutic Management doing in-home training to parents of children with developmental disabilities as well as school-based consultation. Currently, Ashley works as the Autism Specialist/Behaviorist in the South Brunswick school district.

Presenter Bios (Continued)

April N. Kisamore, Ph.D., BCBA-D is an assistant professor in the Department of Applied Behavior Analysis at Caldwell University and Director of Curriculum Development in the Center for Autism and Applied Behavior Analysis. She completed her Ph.D. in Behavior Analysis at Western New England University in 2013 under the advisement of Dr. Amanda Karsten and her M.A. in Behavior Analysis at Western Michigan University in 2009 under the advisement of Dr. James Carr. April has worked in the field of behavior analysis for 12 years and has conducted research in the areas of verbal behavior and language development, skill acquisition, social skills, preference assessment procedures, and staff/parent training. April is also interested in strategies for increasing success of individuals with ASD in college environments. She has published and presented her work in several peer-reviewed journals and at local, national, and international conferences. April is currently treasurer of the Verbal Behavior Special Interest Group, on the editorial board for The Analysis of Verbal Behavior, and has served as a guest reviewer for several journals including the Journal of Applied Behavior Analysis, Psychological Record, Education and Treatment of Children, and Child and Family Behavior Therapy. Robert H. LaRue, Ph.D., BCBA-D is a Clinical Associate Professor at the Graduate School of Applied and Professional Psychology at Rutgers University. He earned a dual doctorate in biological and school psychology from Louisiana State University in 2002. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute at Emory University. He currently serves as the Director of Behavioral and Research Services at The Douglass Developmental Disabilities Center, where he supervises several doctoral students and staff providing behavioral consultation to programs within the Center. He has authored articles in peer-reviewed journals, written several book chapters, and presented at national and international conferences. His research interests include the assessment and treatment of maladaptive behavior, staff and teacher training, and behavioral pharmacology. Sarah Luem earned her BA in Psychology from the University of California, Berkeley, and she is currently pursuing her doctorate in clinical psychology at the Graduate School of Applied and Professional Psychology at Rutgers University. She is currently a behavioral consultant at the Douglass Developmental Disabilities Center. Her interests include using behavior analytic interventions to increase adaptive skills and decrease problem behaviors in children with autism spectrum disorder.

Presenter Bios (Continued) Gregory S. MacDuff, Ph.D. is Executive Director of the Princeton Child Development Institute. He is an Adjunct Professor in the Department of Psychology at The College of New Jersey and Rider University. He is Past President of the Board of Directors for the New Jersey Association for Behavior Analysis and has served in an array of positions within the organization for more than 10 years. He has authored articles and book chapters on incidental teaching, photographic activity schedules, staff training, prompt and prompt-fading procedures, behavioral interventions for adults with autism and intervention models in residential settings. He has lectured nationally and internationally, and has provided consultation and training to a variety of public and private programs. Kathleen McCabe-Odri, Ed.D., BCBA-D is the Executive Director and founder of Partners in Learning, Inc. a non-profit program with the mission to provide the highest quality Applied Behavior Analysis interventions in non-clinical, natural environments. She has been working with individuals with autism since 1987. Dr. McCabe-Odri has presented both nationally and internationally on topics related to autism intervention, such as: Using Technology in the Classroom, Successful Inclusive Education Practices, and Treatment Integrity. She also served on the board of NJABA as Public Relations Chair and is an Adjunct Professor at Rowan University in their ABA Masters Program. Casey L. Nottingham, B.A. completed her undergraduate degree in Psychology at Denison University. She is currently a doctoral student in the Applied Behavior Analysis program at Caldwell University. Casey currently works at Caldwell University’s Center for Autism and Applied Behavior Analysis. She has published in the Journal of Applied Behavior Analysis and is a student member of the Association for Behavior Analysis International (ABAI), the Association of Professional Behavior Analysts (APBA), New York State Association for Behavior Analysis (NYSABA), and the Student Association for Applied Behavior Analysis (SAABA) at Caldwell University. Jessie R. Northgrave earned her Bachelor of Arts degree in Psychology and Anthropology & Sociology from Lafayette College. Currently, she is enrolled in the Master of Arts degree program in Applied Behavior Analysis at Caldwell University. Jessie is currently enrolled in the Applied Practicum course at Caldwell University’s Center for Autism and Applied Behavior Analysis where she is gaining her clinical experience working with children with autism, between the ages of 1 and 15- years old. She is the president of the Student Association for Applied Behavior Analysis (SAABA) at Caldwell. Jessie is also a student member of the Association for Behavior Analysis International (ABAI), the Association of Professional Behavior Analysts (APBA), The Berkshire Association for Behavior Analysis and Therapy (BABAT), and The New Jersey Association for Behavior Analysis (NJABA). Her clinical and research interests include choice, increasing instructional efficiency, reverse intraverbals, feeding interventions, and play skills.

Presenter Bios (Continued) Heather M. Pane, MA, BCBA has 19 years of experience in the field of Applied Behavior Analysis. She received her Bachelor’s degree in Elementary Education and Psychology from Rider University. She began her career in Applied Behavior Analysis as an intern at the Princeton Child Development Institute (PCDI) in Princeton, NJ. She then worked as a trainer of Applied Behavior Analysis at the Institute for Educational Achievement (IEA), in New Milford, NJ, a dissemination site of PCDI. Heather received her Master’s degree in special education with a concentration in developmental disabilities from William Paterson University and her second Master’s degree in Applied Behavior Analysis from Caldwell University. She is currently a doctoral student in the Applied Behavior Analysis program at Caldwell University. Heather provides consultation and training to public schools and home-based ABA programs. Allison N. Parker, M.A. completed her undergraduate degree in Psychology at Drexel University and her masters degree at Rowan University. She is currently a doctoral student in the Applied Behavior Analysis program at Caldwell University. Allison currently works at Caldwell University’s Center for Autism and Applied Behavior Analysis. Her research interests include assessment and treatment of stereotypy, skill and language acquisition, and verbal behavior. Patrick R. Progar, Ph.D., BCBA-D is Director of the Adult Life Skills Program at Princeton Child Development Institute. Previous to this, he was the Vice President for Academic Affairs and Professor of Applied Behavior Analysis at Caldwell College (now Caldwell University). Patrick received his BA degree from the University of Wisconsin Eau Claire and his MS and Ph.D. degrees from the University of Wisconsin-Milwaukee. Patrick has served as a faculty member at several colleges and universities and completed a postdoctoral fellowship in developmental disabilities and applied behavior analysis at the Children’s Seashore House of Children’s Hospital of Philadelphia. Research interests involve choice behavior, behavioral economics, self-management and a general interest in translational research. Kenneth F. Reeve, Ph.D., BCBA-D is the Alvin R. Calman Professor of Applied Behavior Analysis at Caldwell University where he is also Director of Research at the Center for Autism and ABA. Ken is a Board Certified Behavior Analyst – Doctoral who received his Ph.D. in learning and behavior analysis with a specialization in developmental disabilities from the City University of New York. He has conducted research in the areas of category and concept formation, infant behavior, staff training, and teaching applications for children with autism and other developmental disabilities. He is a co-author on over 30 published studies in these areas.

Presenter Bios (Continued) Sharon A. Reeve, Ph.D., BCBA-D is Department Chair, Professor, and Graduate Coordinator of Applied Behavior Analysis (ABA) at Caldwell University, where she also serves as Executive Director of the Center for Autism and ABA. Sharon is a doctoral level Board Certified Behavior Analyst who received her Ph.D. in behavior analysis from the City University of New York. Along with her colleagues, she was one of the founders of New Jersey’s first master’s and doctoral degree programs in behavior analysis. Sharon has worked in the field of autism treatment for over 20 years and has conducted research in the areas of stimulus control, reinforcement procedures, language development, and generalized repertoires of social skills for children with autism. She has published and presented her work in peer-reviewed journals, and at local, national, and international conferences. Sharon serves on the advisory board for the Association for Science in Autism Treatment and is a founding board member of the New Jersey Association for Behavior Analysis. She consults for school and home-based ABA programs and serves on multiple autism program advisory boards. Benjamin D. Rhodes completed his Bachelor of Arts in Sociology from Montclair State University in 2013. He is currently pursuing a Master of Arts in Applied Behavior Analysis at Caldwell University. Mr. Rhodes is completing an Applied Practicum course at the Center for Autism and Applied Behavior Analysis at Caldwell University, where he is also employed as an instructor. Mr. Rhodes has also led sports and music programs for children with special needs for a nonprofit organization in the Morristown area. His research interests include conditioned reinforcement, teaching older learners with autism, daily living skills instruction, vocational skills instruction, and the reduction of problematic behavior in adults with disabilities. Lauren Schnell M.A., BCBA is a public school consultant in NJ. She earned her Master’s Degree in Applied Behavior Analysis from Caldwell University where she is currently enrolled in the Ph.D. in Applied Behavior Analysis Program. She has presented at numerous local and national conferences, served as the Extern Coordinator for the Association for Science in Autism Treatment from 2012 to 2015 and is currently the Representative at Large for the New Jersey Association for Behavior Analysis. She previously served as the Caldwell University Secretary for the Student Association for Applied Behavior Analysis (SAABA) and recently completed a clinical practicum at Kennedy Krieger Institute. She is a member of the Association for Behavior Analysis International, New Jersey Association for Behavior Analysis, Association of Professional Behavior Analysts, Berkshire Association for Behavior Analysis and Therapy and the Student Association for Applied Behavior Analysis. Ms. Schnell's research interests include the assessment and treatment of problem behavior, increasing the efficiency of academic instruction, the role of choice in skill acquisition, and stimulus equivalence based instruction. Her research has been published in the Journal of Behavioral Education and The Psychological Record.

Presenter Bios (Continued) David Sidener, Ph.D., BCBA-D has been involved in behaviorally based teaching and home programs for adults and children diagnosed with autism and other developmental disorders since 1986. He has primarily worked in the area of program and curriculum development with school-age and pre-school age children with autism since 1997. Sidener earned a Master’s degree in Applied Behavior Analysis (ABA) at Temple University and a PhD, also in ABA at Western Michigan University under the supervision of Jack Michael. Since 2005 he has been the Executive Director of Garden Academy, a school for children who are diagnosed with autism. In early 2015, Garden Academy relocated to West Orange. Our program focuses on language development, academic skills, social skills and peer interaction and improving functional behavior for all students. Current interests include the expansion of applications of Verbal Behavior, development of a comprehensive, effective and socially valid curriculum and the training of teachers, parents and caregivers in its implementation. Tina M. Sidener, Ph.D., BCBA-D is an Associate Professor in the Applied Behavior Analysis Department at Caldwell University. She received her doctorate in Psychology with a specialization in Behavior Analysis from Western Michigan University and completed a predoctoral internship at Kennedy Krieger Institute. She currently serves as the Director of Training in the Caldwell University Center for Autism and ABA. Dr. Sidener is a board member of several journals, including the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Education and Treatment of Children, and Behavior Modification. Her current clinical and research interests include establishing conditioned reinforcers, verbal behavior, teaching play skills to children with ASD, assessment and treatment of stereotypy, and pediatric feeding disorders. Lauren Sinning earned an undergraduate degree in psychology from The College of New Jersey and completed her BCaBA coursework at The Pennsylvania State University. She is currently finishing her Master’s degree in Applied Behavior Analysis at Ball State University. Lauren has worked in the field of Applied Behavior Analysis for 11 years, both in the public school setting as a district behaviorist and private school setting as a staff supervisor. She has worked independently with various home, after-school, and community programs throughout New Jersey. Additionally she co-owned a private LLC for two years, providing direct therapy and consultation services in the home and community. Currently, she is a classroom supervisor at Garden Academy, a private school for children with autism. Kimberly N. Sloman Ph.D., BCBA-D is a Clinical Assistant Professor at Rutgers, The State University of New Jersey. She earned a Ph.D. in psychology from the University of Florida in 2008. Dr. Sloman has worked in the field of Applied Behavior Analysis with individuals with autism and developmental disabilities for over 10 years. She has authored several research articles, presented at state and national conferences, and co-authored several chapters on assessment of maladaptive behavior. Her interests include the assessment and treatment of challenging behavior and caregiver training.

Presenter Bios (Continued) Christina Slaten is pursuing her Master’s degree in Applied Behavior Analysis at Caldwell University and is currently working with individuals with ASD at Garden Academy. Her research interests include establishing neutral stimuli as conditioned reinforcers. Natalia Szmacinski, M.A. has been working with individuals with autism for eight years. She received her master’s degree in Applied Behavior Analysis from Caldwell University in 2015 and her bachelor's degree in Psychology from Lafayette College in 2010. She currently works with young children at Garden Academy. Natalia's research interests include verbal behavior and treatment of stereotypy. Catherine Taylor-Santa has worked in the field of developmental disabilities for eighteen years with a focus on Applied Behavior Analysis for fourteen. She has a B.A. in Psychology from Rutgers University, a M.A. in ABA from Caldwell College, is a Certified Teacher of the Handicapped, and is currently a PhD candidate in ABA at Caldwell University. Her research interests are perspective taking, conditioning reinforcers, problem solving, advances in verbal behavior, and toilet training with children with developmental disabilities. She has been a Board Certified Behavior Analyst since 2010 and was Board Certified assistant Behavior Analyst for seven years prior to that. Ms. Taylor-Santa has provided large group and small group hands-on trainings for school district personnel in New Jersey, Pennsylvania, Michigan, and Egypt. Briana D. Tingler, M.A. earned her M.A. in Applied Behavior Analysis where she is currently pursuing a doctoral degree in ABA. Ms. Tingler works in home program settings focusing on parent training, community outings, generalization of skills outside the school setting, and skill acquisition programs. Additionally she serves as an Externship Co-Coordinator for the Association for Science in Autism Treatment (ASAT). Her research interests include implementing self-management interventions in applied settings, and teaching typically developing individuals using stimulus equivalence. Ms. Tingler is a member of the New Jersey Association for Behavior Analysis (NJABA) and the Association for Behavior Analysis International (ABAI). Lisa Marie Trucil, MA earned her Master of Arts degree in Applied Behavior Analysis at Caldwell University and her Bachelor of Science degree in Elementary/Special Education with a minor in Autism Studies from Saint Joseph’s University in Philadelphia. Ms. Trucil is a certified Elementary/ Special Education teacher in both New Jersey and Pennsylvania. She has worked with individuals with disabilities at Caldwell University’s Center for Autism and Applied Behavior Analysis, in various school districts, ABA home programs, social skills programs, sports clinics, and ABA fitness programs. She is a member of the Association for Behavior Analysis International (ABAI), the New Jersey Association for Behavior Analysis (NJABA), and the Association of Professional Behavior Analysts (APBA). Her clinical and research interests include equivalence-based instruction, exercise and physical fitness, feeding interventions, self-management, social skills, and adherence.

ADVANCE REGISTRATION DEADLINE: MARCH 11, 2016 For NJABA Members: The 1-day conference registration fee is $150 for advance registration ($250 at the door). For Non-Members: The 1-day conference registration fee is $250 ($250 at the door). If you are not a NJABA member but would like to become one and benefit from the reduced conference fee, please submit a membership form found at www.njaba.org with this registration form. For Students: The 1-day conference registration fee is $100 for advance registration ($250 at the door). Any person that registers for the conference at a student rate must show either a valid student ID, current transcripts, or a letter from his/her advisor verifying that person is a current student at registration. Conference registration fee may be paid by check or credit card. If paying by credit card, visit www.njaba.org and click on the link for payment. If paying by check, please make check out to NJABA. Mail check payment with this registration form to:

NJABA c/o CullariCarrico, LLC, 55 Lane Road, Suite 300, Fairfield, NJ 07004

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Please complete the next page for CE credits and to select symposia you wish to attend.

Registrations will also be accepted through www.njaba.org Questions? Email conferences@njaba.org

NJABA 11th Annual Conference Registration (p1 of 2)

ADVANCE REGISTRATION DEADLINE: MARCH 11, 2016 Select 1 symposium for each session (total 3) by marking the box !:

Continuing Education - Indicate type of Continuing Education credits you need (if any) below. Instructions for obtaining Continuing Education credits will be provided at the NJABA conference. PAYMENT FOR CEUs WILL BE COLLECTED FROM YOU AT THE END OF THE CONFERENCE (DO NOT PAY FOR CEUs IN ADVANCE).

NJDOE credits will be provided free of charge BACB credits cost $10 each (each workshop = 1.5 credits; keynote address = 1.5 credits)

I will need CE credits for ( ) NJDOE ( ) BACB ( ) I do NOT need any CE credits

Registrations will also be accepted through www.njaba.org Questions? Email: conferences@njaba.org

NJABA 11th Annual Conference Registration (p2 of 2)

MORNING SESSION

1.  ☐Safety Skills and Individuals with and without Autism Spectrum Disorder

2.  ☐The Use of Economic Principles to

Influence Choice in Individuals with ASD

3.  ☐Teaching Children with Autism

Complex Social Skills

AFTERNOON SESSION I

4.  ☐What Behavior Analysts Need to Know about Health Insurance

5.  ☐Teaching Socially Significant Skills

to Typical Learners Using Stimulus Equivalence-Based Instruction

6.  ☐Recent Research on Training

Behavioral Techniques to Staff and Graduate Students

AFTERNOON SESSION II

7.  ☐Current Advancements in Preference Assessments and Conditioned Reinforcement

8.  ☐Advancements in Teaching Verbal

Behavior 9.  ☐Applications and Extensions of Joint

Control

Exhibitor Opportunity & Terms

Exhibitor Cost: $175 (Includes Lunch) Exhibitor Hours: 7:30 AM – 3:00PM Deadline for submission: March 11, 2016 Exhibitor Terms: • NJABA reserves the right to determine eligibility of any organization as an exhibitor. Applications for exhibit space will be reviewed and if accepted, the primary representative will be contacted within 15 business days of receipt of completed applications. • Vendors and agencies must set up and dismantle their own exhibits. Dismantling may not begin until 1:30pm. Exhibitors who break down early will not be invited back the following year. • The standard booth equipment as furnished by NJABA will consist of one 6 ́wide x 9 ́ long booth space, 6 ́draped table and two chairs. Additional draping, furniture, accessories, signs, electrical outlets, A/V equipment, internet access, etc. are the financial responsibility of the exhibitor. An order form for A/V, electricity and internet will be sent to the primary representative one month prior to the conference. • No exhibitor shall sublet, assign or share any part of the space allocated to him/her without the written consent of NJABA. • Solicitations or demonstrations by exhibitors must be confined within the 6’ wide x 9 ́ long boundary of their respective spaces. Exhibits shall be constructed and arranged so that they do not obstruct the general view, or hide the exhibits of others. No signs, display units or chairs are permitted beyond the 6 ́wide x 9 ́ long booth space. • It is the responsibility of the exhibitor to see that all of his/her materials are delivered to and removed from the exhibit area by the specified deadlines. • NJABA reserves the right to restrict exhibits, which, because of noise, method of operation, materials or any other reason, become objectionable, and prohibit or evict any exhibit, which, in the opinion of NJABA, may detract from the general character of the conference as a whole. In the event of such restriction or eviction, NJABA is not liable for any refund or other exhibit expenses.

Cancellation Policy: Exhibit fees paid to NJABA will be refunded if written notice of cancellation is received prior to March 14, 2015. Cancellation after March 14, 2015 obligates the exhibitor to pay full rental costs. Liability: Exhibitors shall assume full responsibility for the protection of their property. It is recommended that exhibitors take precautionary measures of their own, such as the securing of small or easily portable articles of value and the removal of them to a place for safe-keeping after exhibit hours. Neither NJABA nor The National Conference Center maintains insurance coverage for the exhibitor’s property and it is the exhibitor’s responsibility to obtain such insurance.

Exhibitor Application The conference program exhibitor guide will be based on the following information. Only list organizational information. If you must list personal information (home address, cell phone number, etc.) clearly note if you do not want this information published. Deadline for submission: March 11, 2016 (Refunds will not be considered for any application received after the submission deadline.) Exhibitor Cost: $175 Exhibitor Information Organization name:________________________________________________________________________________ Type of service or product:__________________________________________________________________________ Attending representative (1):_________________________________________________________________________ Attending representative (2):_________________________________________________________________________ Organization Street address:_________________________________________________________________________ City:_____________________________________ State:_____________ Zip:______________________ Telephone:__________________________________ Fax:_____________________________________ Attending representative e-mail:______________________________________________________ Payment Information: Check # ______________ Money Order # ______________ Credit card: ______Visa _____MasterCard _____American Express _____ Discover Card number:________________________________________________ Name on card:_______________________________________ Expiration Date ____________________________ Signature (required for credit card)____________________________________________________ Agreement to Terms: A duly authorized agent of the exhibitor must sign the application for exhibit space. Such signature will reflect full reading and comprehension of all specified terms. The undersigned agrees to the conditions, rules and regulations set forth in the NJABA Exhibit Terms: _______________________________________________________________________ _______________________________________________________________________ Printed name of primary representative Signature Date

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NJABA c/o CullariCarrico, LLC, 55 Lane Road, Suite 300, Fairfield, NJ 07004 Questions? Email conferences@njaba.org

Advertising Opportunity & Application

Please submit all ads via email by the indicated deadlines to Tara Ferrigno at info@somerset-hills.org . For more information, please call Tara at 908-719-6400. Ads must be sent as a photo-ready file. Deadline for submission: March 11, 2016 (Refunds will not be considered for any application received after the submission deadline.) Program Advertising: A full color 8.5” x 11” sheet advertisement will be inserted into the Conference Program Portfolio which will be distributed to all conference attendees to be used as a resource guide throughout the year. Promote your organization or company, advertise a job opening, or endorse your product or service. Show your support for NJABA! Advertising Cost: $100 (Full Page ) Advertiser Information Organization name:________________________________________________________________________________ Contact Person:___________________________________________________________________________________ Street address:____________________________________________________________________________________ City:_____________________________________ State:_____________ Zip:______________________ Telephone:__________________________________ Fax:_____________________________________ Email:_______________________________________________________________________________

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NJABA c/o CullariCarrico, LLC, 55 Lane Road, Suite 300, Fairfield, NJ 07004 Questions? Email: conferences@njaba.org