Abct 53rd Annual Convention November 21–24, 2019

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12:30 p m  – 1:30 p m 

Atrium Ballroom B&C, Atrium Level

Invited Address 2

Transforming the Lives of Children, Parents, 

and Communities: Accomplishments and Future 


Matthew Sanders, Ph.D., The University of Queensland

Earn 1 continuing education credit

Primary Category: Parenting / Families

Key Words: Parenting, Prevention







This presentation argues that the field of evidence-based parenting support using social 

learning and cognitive-behavioral principles has made a major contribution to the mental 

health and well being of children and young people. Of all the potentially modifiable 

risk and protective factors associated with poor developmental outcomes, none are more 

important than the quality interactions between parents and children. However, the ap-

proach has vast untapped potential to address a much larger range of diverse problems 

experienced by families in raising their children. The emergence of a population approach 

combined with ongoing applications for a much wider range of child and adolescent prob-

lems has shown the application of core principles to highly effective, flexibly tailorable, 

and culturally acceptable in a wide range of cultural and socioeconomic contexts around 

the world. Ongoing innovations include the development of parenting interventions for 

anxiety disorders, pain syndromes, chronic illnesses, sibling and peer relationship prob-

lems, academic attainment, and serious mental health problems and neurodevelopmen-

tal disorders. The presentation will illustrate how the field has continued to evolve as a 

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population health perspective has been increasingly adopted with low-intensity, low-cost 

programs (in-person and online programs) with wide population reach. The principles 

of minimal sufficiency and “proportionate universalism” will be illustrated to show how 

increasing population reach can be achieved in a cost-effective manner. At the same time 

programs are needed for the most vulnerable children and families. Future parenting in-

terventions should focus on promoting self-regulation skills in both adults and children. 

Finally, the role of parenting programs in tackling some of the world’s “wicked” problems 

will be discussed.

At the end of this session, the learner will be able to:

•  Describe how innovations in the delivery of positive parenting principles has 

occurred to tackle a diverse range of child problems.

•  Demonstrate an understanding of integrated, multilevel systems of evi-

dence-based interventions to promote population-level change.

•  Explain how parenting interventions continue to evolve to address the needs of 

contemporary parents and families in a culturally sensitive manner.

Recommended Readings: MacDonell, K. W., & Prinz, R. J. (2017). A review of technol-

ogy-based youth and family-focused interventions. Clinical Child and Family Psychology 

Review, 20(2), 185-200.Sanders, M. R. (2019). Harnessing the power of Positive Parenting 

to promote the wellbeing of children, parents and communities over a lifetime. Behaviour 

Change, 1-19. Sanders, M.R., & Mazzuchelli, T. (Eds.). (2018). The Power of Positive Par-

enting: Transforming the lives of children, parents and communities through the Triple P 

system. New York, NY: Oxford University Press.Sanders, M. R., Turner, K. M., & Metzler, 

C. W. (2019). Applying self-regulation principles in the delivery of parenting interven-

tions. Clinical Child and Family Psychology Review, 22(1), 24-42.

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12:30 p m  – 1:30 p m 

L508, Lobby Level

Symposium 87

Remote Interventions With Couples: Using Technology 

to Extend Our Reach



Steven Sayers, Ph.D., University of Pennsylvania / CMC VA 

Medical Center (Philadelphia)



:  Brian Doss, Ph.D., University of Miami

Earn 1 continuing education credit

All levels of familiarity with the material

Primary Category: Couples / Close Relationships

Key Words: Couples / Close Relationships, Treatment, PTSD (Posttraumatic Stress 


Engaging Veterans in Couples Therapy Via Telemental Health Services in the 

Veterans Affairs Medical System

Jenna B. Teves, Ph.D., Ralph H. Johnson VA Medical Center

Kimberley Stanton, Ph.D., Ralph H. Johnson VA Medical Center

Grace McKee, M.A., Ralph H. Johnson VA Medical Center

Alice Huang, M.A., Ralph H. Johnson VA Medical Center

Julian Libet, Ph.D., Ralph H. Johnson VA Medical Center

Karen H. Petty, Ph.D., Couples and Family Clinic, Ralph H. Johnson VA Medical 

Center; Medical University of South Carolina

Helping Couples Put in the Work: Promoting Relationship Maintenance as a 

Mechanism of Change in a Self-Guided Online Relationship Program

Ronald D. Rogge, Ph.D., University of Rochester

Dev Crasta, Ph.D., VA VISN2 Center of Excellence for Suicide Prevention

Telephone-based Coaching Using CRAFT For Intimate Partners of Military 


Eric Kuhn, Ph.D., National Center for PTSD

Chris Erbes, Ph.D., Minneapolis VA Medical Center / University of Minnesota

Shahrzad Mavandadi, Ph.D., CMC VA Medical Center / University of Pennsylvania

James McKay, Ph.D., University of Pennsylvania/ CMC VA Medical Center

Steven Sayers, Ph.D., University of Pennsylvania / CMC VA Medical Center 


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12:30 p m  – 2:00 p m 

L401-L403, Lobby Level

Membership Panel 2

How to Get Published in Cognitive and Behavioral 

Practice and Behavior Therapy

Denise Sloan, Ph.D., Boston University School of Medicine & National 

Center for PTSD

Barbara Kamholz, ABPP, Ph.D., VA Boston HCS & BU School of Medicine

Muniya Khanna, Ph.D., The OCD and Anxiety Institute

Christopher R. Martell, ABPP, Ph.D., University of Massachusetts-Amherst

Jonathan Comer, Ph.D., Florida International University

Trevor Hart, Ph.D., Ryerson University

R. Kathryn McHugh, Ph.D., McLean Hospital/Harvard Medical School

Dean McKay, Ph.D., Fordham University

Rory O’Connor

Brian C. Chu, Ph.D., Graduate School of Applied and Professional 

Psychology, Rutgers University

Key Words: Career Development, Publishing, Professional Development

Join the editors of both Behavior Therapy and Cognitive and Behavioral Practice as 

they discuss ways to tailor your manuscript for their journals. The editorial team of Cogni-

tive and Behavioral Practice, ABCT’s clinically oriented journal, will discuss the mission 

and objectives of the journal. The team will explain the strategies to help less experienced 

authors get published. The session is interactive,.and is designed for both junior clinicians 

and academics as well as more senior therapists who may be less familiar with writing and 

publishing in clinically oriented scientific journals. This is essential for those who have 

clinical techniques they’d like to share but want help in developing them into an article. 

The team will also discuss the new online streaming video features the journal launched 

and ways to better illustrate therapeutic techniques. In addition, the team will talk about 

the newly section on multi-media reviews. The editors of Behavior Therapy, ABCT’s re-

search journal, will talk about the strategies that will help turn a manuscript into an ac-

cepted article. The editors will highlight areas they are hoping to increase and offer tips for 

getting the right mix of discussion, methods, and findings. Questions are welcomed and 

should be the order of the day.

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1:00 p m  – 2:30 p m 

A702, Atrium Level

Research and Professional Development 6

Developing Your Research Career: NIH Training and 

Career Development Funding Opportunities



Ashlee Tipton, Ph.D., National Center for Complementary and 

Integrative Health at NIH


Lisa Uebelacker, Ph.D., Brown University & Butler Hospital


Christina M. Luberto, Ph.D., Massachusetts General Hospital/

Harvard Medical School


Ivan W. Miller, Ph.D., Brown University


Ana M. Abrantes, Ph.D., Brown University


Lauren Weinstock, Ph.D., Brown University & Butler Hospital


Lanay M. Mudd, Ph.D., National Center for Complementary 

and Integrative Health at NIH

Earn 1 5 continuing education credits

Basic level of familiarity with the material

Primary Category: Workforce Development / Training / Supervision

Key Words: Career Development, Research Funding, Professional Development

Applying to the National Institutes of Health (NIH) can seem daunting to many 

students and early career investigators; however, a training or career development award 

is a great opportunity to establish a track-record of funding, obtain pilot data for future 

applications, and receive additional mentorship. The purposes of this panel session are to 

provide an overview of NIH training and career development funding opportunities, tips 

for successful grant submissions and review, and advice on key aspects of planning a suc-

cessful research career with NIH funding. The session presenters will include a program 

officer at the National Center for Complementary and Integrative Health (NCCIH) at the 

NIH (Dr. Mudd), a scientific review officer at NCCIH (Dr. Tipton), a current K23-awardee 

(Dr. Luberto), and a previous K-awardee and now senior investigator with experience as an 

NCCIH training panel reviewer (Dr. Uebelacker). We have also invited three established 

investigators who have served on several NIH review panels and have experience men-

toring junior faculty to participate in a mock study section and join the panel for Q&A 

(Dr. Miller, Dr. Abrantes, and Dr. Weinstock). Dr.’s Mudd and Tipton will provide an 

overview of funding opportunities and the NIH review process, as well as describe fund-

ing priorities at the NCCIH. Dr. Luberto will share her experience transitioning from an 

NCCIH T32 fellowship and applying for, receiving and starting her K-award. Dr. Uebe-

lacker will discuss her transition from her K-award to subsequent R-level funding, as well 

as her experience reviewing training applications. Each presenter will provide their unique 

perspective about how to make successful early career transitions and how to secure NIH 

258 • Saturday





funding. A mock study section will be used to illustrate key strengths and weaknesses 

commonly discussed when reviewing K applications. There will be ample opportunity for 

questions and answers during the session. Overall, the session will focus on developing a 

successful research career plan with NIH funding.

At the end of this session, the learner will be able to:

•  Understand NIH career development funding opportunities and the application 

review process.

•  Become familiar with NCCIH funding priorities for mindfulness and accep-

tance-based approaches.

•  Be able to develop a successful research career plan that links different NIH 

funding opportunities to different stages of career development.

Recommended Readings: Silda N and Lund PK. The impact of individual mentored ca-

reer development (K) awards on the research trajectories of early-career scientists. J Assoc 

Amer Med Col. Epub ahead of print. DOI: 10.1097/ACM.0000000000002543.Eblen 

MK, Wagner RM, Roy Chowdhury D, Patel KC, Pearson K. How Criterion Scores Pre-

dict the Overall Impact Score and Funding Outcomes for National Institutes of Health 

Peer-Reviewed Applications. PLOS-One 11(6):e0155060. doi:10.1371/journal.pone.

0155060Jones HP, McGee R, Weber-Main AM, Buchwald DS, Manson SM, Vishwanatha 

JK, Okuyemi KS. Enhancing research careers: an example of a US national diversity-fo-

cused, grant writing training and coaching experiment. BMC Proceedings 2017, 11(Suppl 

12):16 DOI 10.1186/s12919-017-0084-7.

1:30 p m  – 3:00 p m 

Marquis Salon D, Marquis Level

Symposium 88

Transdiagnostic Approaches in the Aetiology and 

Treatment of Anxiety Disorders



Muriel A. Hagenaars, Ph.D., Utrecht University


Iris M. Engelhard, Ph.D., Utrecht University



:  Dirk Hermans, Ph.D., KU Leuven

Earn 1 5 continuing education credits

All levels of familiarity with the material

Primary Category: Adult Anxiety

Key Words: Anxiety, Transdiagnostic, Treatment

Long-Term Efficacy of Cognitive Behavioral Therapy For Anxiety and Related 

Disorders: A Systematic Review and Meta-Analysis

Eva Van Dis, M.S., University of Utrecht

Saturday • 259





The Unified Protocol For Transdiagnostic Treatment of Emotional Disorders 

Compared With Diagnosis-Specific Protocols For Anxiety Disorders: Long-Term 


Todd Farchione, Ph.D., Boston University

David Barlow, Ph.D., Boston University

Jacqueline R. Bullis, Ph.D., McLean Hospital/Harvard Medical School

Predictive Value of Implicit and Explicit Self-Esteem for the Recurrence of 

Anxiety Disorders: A 3 Year Follow-Up Study

Lonneke van Tuijl, Ph.D., University Medical Center Groningen

Peter J. de Jong, Ph.D., University of Groningen

Relation Between Cognitive and Behavioral Strategies and Future Change in 

Common Mental Health Problems Across 18 Years

Michelle G. Newman, Ph.D., The Pennsylvania State University

Hani Zainal, Ph.D., The Pennsylvania State University

260 • Saturday





1:30 p m  – 3:00 p m 

Imperial Salon A, Marquis Level

Symposium 89

Reframing Behavioral Addictions as Reinforcer 

Pathologies: Implications for Theory and Practice



Samuel F. Acuff, M.S., The University of Memphis



:  Carla Rash, Ph.D., UConn Health

Earn 1 5 continuing education credits

Basic to Moderate level of familiarity with the material

Primary Category: Addictive Behaviors

Key Words: Addictive Behaviors, Behavioral Economics, Risk / Vulnerability Factors

A Cross-cultural Behavioral Economic Analysis of Compulsive Internet Use: Data 

From Six Countries

Angelina Pilatti, Ph.D., National University of Cordoba

Sam Leonard, B.S., The University of Memphis

Megan Collins, B.S., The University of Queensland

Leanne Hides, Ph.D., The University of Queensland

Nutamkumar S. Thingujam, Ph.D., Tripura University

Wen JIa Chai, B.S., University of Science, Malaysia

Chloe Shuai, B.S., The University of Exeter

Lee Hogarth, Ph.D., The University of Exeter

James G. Murphy, Ph.D., University of Memphis

Samuel F. Acuff, M.S., The University of Memphis

Examining Gambling Disorder From a Behavioral Economic Perspective

Tony Buchanan, Ph.D., St. Louis University

Kyler Mulhauser, M.A., University of Alabama at Birmingham

Ryan Van Patten, Ph.D., University of California, San Diego

Jeremiah Weinstock, Ph.D., Saint Louis University

Assessing the Relative Reinforcing Value of Gambling and Video Games

Drew T. Bassett, M.S., Auburn University

Leon H. Butler, Ph.D., Sacred Circle Healthcare

Jessica G. Irons, Ph.D., James Madison University

Nicole R. Schultz, M.A., Auburn University

Christopher J. Correia, Ph.D., Auburn University

Saturday • 261





Assessing the Utility of a Brief Abstinence Test to Reduce Smartphone and Social 

Media Use Among College Students

Danielle R. Valenti, B.S. student, James Madison University

Meshayla M. Lumpkin, B.S. student, James Madison University

Jessica G. Irons, Ph.D., James Madison University

Taylor Stanley, B.S., James Madison University

1:30 p m  – 3:00 p m 

M106-M107, Marquis Level

Symposium 90

All the Skills, All the Time: Lessons Learned From 

Dialectical Behavior Therapy Intensive Outpatient and 

Residential Programs



Emily Cooney, Ph.D., Yale School of Medicine



:  Lorie Ritschel, Ph.D., University of North Carolina Chapel Hill 

School of Medicine

Earn 1 5 continuing education credits

Moderate level of familiarity with the material

Primary Category: Program / Treatment Design

Key Words: DBT (Dialectical Behavior Therapy), Implementation, Measurement

Intensive Outpatient Dialectical Behavior Therapy (DBT) for Adults and 

Adolescents: Implementation, Modifications, and Outcomes Monitoring

Blair Kleiber, Ph.D., Evidence Based Treatment Centers of Seattle (EBTCS)

Sarah Huffman, B.A., Evidence Based Treatment Centers of Seattle (EBTCS)

Alex Ivey, Psy.D., Evidence Based Treatment Centers of Seattle (EBTCS)

Joanna Watson, Ph.D., Evidence Based Treatment Centers of Seattle (EBTCS)

Travis L. Osborne, ABPP, Ph.D., Evidence Based Treatment Centers of Seattle (EBTCS)

Joanna Berg, Ph.D., Evidence Based Treatment Centers of Seattle (EBTCS)

Jennifer Sayrs, Ph.D., Evidence Based Treatment Centers of Seattle (EBTCS)

Defining Measurement-Based Care Criteria for Predicting Treatment Response 

in a Residential Dialectical Behavior Therapy Setting

Emily Cooney, Ph.D., Yale School of Medicine

Sarah Barnes, M.S., Yale School of Medicine

Seth Axelrod, Ph.D., Yale School of Medicine

262 • Saturday





Dialectical Behavior Therapy in a Mixed Diagnosis Intensive Outpatient 

Program For Transitional Age Youth

Emily Cooney, Ph.D., Yale School of Medicine

Nataly Beck, M.D., Yale School of Medicine

Kristine Weidner, LCSW, Yale-New Haven Psychiatric Hospital

Is More DBT Associated With Less Suffering? Outcomes Associated With an 

Intensive Outpatient DBT Program in an Academic Medical Center 

Emily Cooney, Ph.D., Yale School of Medicine

Seth Axelrod, Ph.D., Yale School of Medicine

2:00 p m  – 4:00 p m 

A703, Atrium Level

Master Clinician 7

Integrating Motivational Interviewing With 

Cognitive-Behavioral Interventions to Maximize 

Client Outcomes

Sylvie Naar, Ph.D., Florida State University College of Medicine

Steven Safren, Ph.D., University of Miami

Earn 2 continuing education credits

Moderate level of familiarity with the material

Primary Category: Treatment – Other, Treatment- CBT, Transdiagnostic

Key Words: Motivational Interviewing, CBT, Motivation

Both cognitive-behavioral therapy (CBT) and motivational interviewing (MI) based 

interventions have decades of empirical study and are front-line evidence-based treatment 

interventions for a variety of psychological and self-care treatments. Despite the strongest 

evidence for CBT (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012), there are still many 

individuals who do not respond to treatment, do not adhere to between-session prac-

tice change tasks, discontinue treatment prematurely, or, after initial success, are unable 

to maintain change (Naar-King, Earnshaw, & Breckon, 2013). The use of a collabora-

tive, guiding conversational style to strengthen a person’s own intrinsic motivation and 

commitment for change (motivational interviewing) may be a powerful way to maximize 

outcomes in cognitive-behavioral treatments. There are several ways that MI can be com-

bined with CBT. First, MI may be delivered as a brief pretreatment to build motivation 

for multisession intervention. Second, MI can be used at specific moments during CBT 

when discord or ambivalence arises. Third, MI can serve as an integrative framework in 

which other interventions, such as CBT strategies, could be delivered. After providing a 

Saturday • 263





brief didactic presentation, this seminar will interact with participants to demonstrate 

and practice integrating MI with assessment and collaborative treatment planning and 

integrating MI with an example CBT-intervention, behavioral activation. We will end with 

questions and discussion.

At the end of this session, the learner will be able to:

•  Describe the MI Spirit and the reinforcement of change language as the foun-

dation for patient/client-provider interactions when conducting CBT interven-


•  Demonstrate integrating MI with collaborative assessment and treatment plan-


•  Explain the use of MI to promote adherence to CBT interventions.

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