Dr. Camille Kolu

CEO & Founder, Cusp Emergence

Dr. Kolu has about 20 years of autism treatment experience, including ten years of experience practicing under the supervision of or in collaboration with Board Certified Behavior Analysts and BCBA-Ds in Texas, New Jersey and Colorado. Kolu has collaborated with or worked for nonprofits, families, diverse educational facilities, and groups in Texas and Colorado to provide effective autism treatment and support for those affected by developmental or other disabilities.

At the University of North Texas, Kolu’s master’s thesis was completed under Dr. Jesus Rosales-Ruiz, BCBA-D (see a link to his work on the behavioral cusp here) and Dr. Ala’i-Rosales, BCBA-D. In the Department of Behavior Analysis, Kolu led the Autism Research Laboratory under supervision of Dr. Ala’i-Rosales, investigating the measurement of emerging play, language and social skills, while providing behavior analysis-based teaching in an integrated preschool for children with autism and their peers. Also at UNT, Kolu taught introductory courses in Behavior Analysis before supervising the Behavior Analysis Teacher Assistant and Teacher Fellow System under supervision of Dr. Sigrid Glenn, BCBA-D. Kolu was supervised by Dr. Ala’i Rosales to design and implement distance learning curriculum for Board Certification students. After graduating from the University of North Texas with both Bachelor’s and Master’s of Science degrees in Behavior Analysis, Kolu studied Biopsychology and Behavioral Neuroscience at Rutgers University. There Kolu published work on the neurobiology of contextual learning, and completed her doctoral work by developing a novel test of early social and play behaviors in an autism model.

SESSION

Keynote: Trauma Informed Behaviour Analysis

October 21, 2022 - 9:00 AM - 10:30 AM

Only recently has behaviour analysis begun to tap the enormous potential of incorporating trauma-informed practices into our work. Beyond affording us the opportunity to protect clients and teammates in more individualized and ethical ways (see Code items 1.07 and 4.06), it can also transform the lives of practitioners and our relationships with those we vow to serve. From staff and caregivers to our diverse clientele and practitioner base, everyone benefits from exploring true assent given someone’s background (see 2.11); the impact of culture, historical needs and exposure to risks (2.13); and how these directly impact practice (2.15). Although this area of practice is newer, myriad behaviour analytic pioneers paved our way. This talk shares research, life-changing stories, take-home tools from the SAFE-T Model, and lessons learned for others interested in moving beyond behaviour analysis to a practice still conceptually systematic and within our scope of competence (1.06), but also empowering and expansive. Within the stories heard, we will hear how behaviour analysts can prevent harm, honour needs previously unconsidered, and collaborate more robustly to detect old hurts and buffer against new ones.

Possible objectives:

1. Select an example of a relationship between behaviour analytic literature and today’s trauma-informed practice.

2. State two tools used in trauma-informed behaviour analytic practice.

3. Name 3 risk factors commonly experienced in the audience member’s population.

4. Name 3 buffering items that would be helpful for a client in the audience member’s population.

1.5 BACB Learning CEUs

This session is sponsored by the Secret Agent Society (SAS). The espionage-themed SAS Small Group Program engages 8–12-year-olds in social and emotional development through gamified learning, skill generalization, reward systems, and interactive clinician-led sessions. Learn how you can use the award-winning and evidence-based SAS program in your service at https://www.secretagentsociety.com/

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