FormaVision and ABA Technologies

Alliance:
Sohir Rahmouni, MS (Ph.D. candidate)
In charge of FormaVision Development

3
• Therapist in Applied Behavior Analysis for « Pas à Pas » worked with
children and teenagers with autism. Supervised by BCBA-D .Lille ,
FRANCE
• Master degree (2010) in psychology specialized in ABA, Lille
(Dissertation in EAB)
• Freelance psychologist (ABA): Training and supervision of ABA program
in France, UK, Algeria
• General Manager for an experimental center specialized in Applied
Behavior Analysis in VEDENE, France.
• 2014: Certification OBM (Performance management) at ADI
• 2015- today: PhD candidate in EAB: Motor learning , Eye movement and
operant conditioning
• May 2016-Aout 2016: Internship at Queen’s University at ‘Departments
of Biomedical & Molecular Sciences and Psychology’ under the
supervision of Martin Paré. Kingston, Canada
• 2018: Consultant and trainer for FormaVision . In charge of the
development.
Academic

Plan
• Context of ABA and Autism in France
• FormaVision
• Alliance Formavision and ABA technologies
• (Behavioral analysis and research in France)

ABA in France
Fields of development of the ABA in France:
• the involvement of families and associations
created by families
• development of the University curriculum of Lille
• the media coverage of ABA support
• political and regulatory initiatives
AUTISM

Involvement of families and associations
created by families
Beginning of the 80’s
First initiatives highlighting the use of
educational approaches for the education of
people with autism in schools (Philip, 2012)

Moving beyond the
psychodynamic vision of autism
Involvement of families and
associations created by families

Moving beyond the psychodynamic vision
of autism.
Autistic people needed more education
than their mothers needed treatment...

First so-called "integrated" classes
were created thanks to families
fighting to ensure that their children
could attend the same schools as other
children, but in classes using adapted
teaching methods.

ABA?...No
But there was no mention of ABA yet.
The image conveyed by ABA was:
• The carrot and the stick
• Electric shocks
• Only Intensive trial teaching

90’s
Association "Les petites Victoires "2001: 1st unofficial establishment with 3 children
2001: PECS-ABA Congress, 1st event organized in France
ABA

More and more family associations are
being created to develop the ABA:
• Autism France’ (1989) (decisive
association, large number of members
significant political impact even today)
• Lea for Samy
• ABA learn differently
• Acting and overcoming autism

• The impact of autism activism reached its peak
with the creation of the "Autism Collective" in
2011, which brought together 200 associations and
5 federations in Autism.
• This Collective was decisive in the changeover that
took place in 2012:
Finalization of the HAS* Recommendations in
March and obtaining the "Great National Cause"
label for the year 2012.
13
*HAS=HIGH AUTHORITY OF HEALTH

In the University Context
• Until the end of the 1990s, the training of psychologists
was mainly of a "clinical" and psychopathological type.
• Some developmental and cognitive courses have
emerged. But the behaviorist theories of the ABA are
only overflown for a few hours.
In clinical courses, they are most often denigrated. The
word clinical is in brackets because in France, in the
field of psychology, it is often associated with a
psychodynamic vision, whereas etymologically it simply
means ’be with the patient’ and that consequently a
psychologist called "ABA" is quite a clinical
psychologist.
14

• 1999: Creation of the ABA DESS (=Master) in child
and adolescent psychology at the University of Lille 3
• 2010: Creation of the university degree and "ABA
applied to developmental and behavioral disorders"
constituted a clear breakthrough in the field of
university training for autism professionals.
15
Pr. Vinca Rivière
BCBA-D
Pr. J.C Darcheville

Pr. Jean-Claude Darcheville
• Professor Darcheville received his Ph.D. in developmental
psychology from that same university. He has remained on the
faculty at Lille throughout his academic career, where he
conducts research with infants and children in-among other
areas-perception, schedule performance, timing, self-control,
number conservation, imitation, and complex stimulus control.
• He also has an active research program in behavioral
neuroscience, exploring the relation between reinforcement
contingencies and brain function, and is a pioneer researcher in
the area of nonlinear dynamic systems.
• His work on nonlinear dynamic systems, conducted in
collaboration with mathematicians, computer scientists, and
neurobiologists, involves not only conceptual analyses of the
relevance of such an approach to problems of development and
behavioral control, but also the conduct of experiments
demonstrating the value of such an analysis. He has published
extensively in all of these areas.
16

Director of URECA Lab
• The Perception, Action, Communication (PAC) team studies spatial
vision and the relationships between vision and action.
• The Dynamics of Behavioural Evolution and Learning (DECA) team is
interested in the dynamics of perception-action relationships.
• The Psychology of Language, Acquisition and Dysfunction (PLAD) team
studies reading, its links with oral language, and the visual processing of
oral language.
• The Family, Health, Emotion (FASE) team studies emotional dynamics in
cognitive treatments and interactive situations. Research methodologies
combine experimentation, modeling and analysis of brain function, with
a range of applied research in the field of cognitive and emotional
deficits in patients with mental, developmental or neurological
disorders.
17

2000
Birth of the association ‘Pas à Pas’ in 2000, which
played a major role in the dissemination of ABA. This
association and its link with university education
have met two needs:
• help families of children with autism to find home-
based workers
• provide internship sites for curriculum students
who could implement behavioural theories in a
concrete way.
The results obtained and their media coverage
triggered a real awareness in France of the impact
that behavioral treatments could have.
18

Other University Education Autism
• DESU Autisme–University of Aix Marseille
• DU ASD of Nantes University
• DUI Autismes , Toulouse University Bordeaux,
Montpellier
+++Accessible to a wide variety of professionals
and trades (e.g. doctors, speech therapists,
psychomotor therapists, and sometimes even
parents of children)
20

ABA training offer...still low
• Only the University of Lille graduates behaviour
analysts (20 people every 2 years, or a little over
200 students since its creation) and unfortunately,
this ABA program is at major risk of closure....
21

• France does not have enough qualified ABA
professionals.
• Although, the demand from families is high.
• The media coverage of the benefits of the ABA is
one of the main reasons for this. Showing on the
audiovisual scene the reality of what families were
experiencing, and what the ABA could bring in
terms of children's progress and parents' quality of
life, had a strong influence.
• Hundreds or even thousands of families were
convinced and wanted to use the ABA. Many
parents have therefore undertaken lobbying at the
local level and this has created a real societal
movement in favour of the ABA.
22

For 30 years the mobilization of families and the
barriers they have used (creation of associations and
services, media coverage of their actions) have
coincided with decisive regulatory changes.
23

The circulars of 29 January 1982 and 29 January 1983
paved the way for the inclusion of children with
autism in the Republic's schools and made it
possible to create the first ‘integrated’ classes.
24

Law of 2 January 2002
• New legislation of particular importance, not only for
people with autism and their families, but for all
people with disabilities, has strengthened the rights
of users.
Definition of new operating procedures for medico-
social services and introduction of bodies representing
users.
The co-construction of the Personalized Project with
the families became essential and implied to take into
account their expectations from now on.
25

Law of 11 February 2005
Law for Equal Rights and Opportunities, imposed
the notion of compensation for disability and opened
up increased opportunities in terms of schooling.
26

Condemnation
of France
• At the same time, the Council of Europe condemned
France for the first time in 2004 (there will be 4 other
convictions later in 2007, 2008, 2012, 2014) for "non-
compliance with its obligations to provide access to
education for children with autism".
• This condemnation is surely one of the major reasons
for the development of the First Autism Plan.
27

The "AUTISM PLANS"
The work carried out under the various Autism Plans
has forced the High Authority of Health (HAS) to
produce recommendations for good practice in
terms of diagnosis (2005, 2011, 2018) and support
(2012, 2017).
The March 2012 HAS Recommendations "Autism and
other developmental disorders: coordinated
educational and therapeutic interventions for
children and adolescents" established the ABA and
TEACCH as "recommended approaches" (p.25).
28

However, they considered
that the lack of evidence and
the divergence of opinions
expressed "did not make it
possible to conclude that
interventions based on
psychoanalytic approaches
and institutional
psychotherapy were
appropriate."
29

Reaction of Psychoanalysts
• The International Lacanian Association appealed to
the Council of State against these
Recommendations, which was unsuccessful.
• In 2017, the HAS/ANESM Recommendations
"Autism Spectrum Disorder: Interventions and
Adult Life Course" endorsed arbitration by stating
that "behavioral, neurodevelopmental or
neurocognitive approaches should be considered in
all cases as essential in supporting the person with
autism" (p. 30).
30

Prohibition of Packing
31
Demonstration by parents

• The problem is that although politically things have
changed...we lack trained people and it is not
uncommon to find families without solutions for
their children (young or older)
• The situation is even more serious for adults....
• Psychoanalysis is more discreet... but is still very
much present
32
https://www.dragonbleutv.com/documentaires/2-le-mur-ou-la-
psychanalyse-a-l-epreuve-de-l-autisme

Development of ABA Services
33
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
in favor of the ABA.
Autism Plan
2013-2017
Inclusion of users
in mainstream
settings, early
intervention, early
diagnostic.
The State Secretary for
‘Disabled Persons and the
Fight against Exclusion’
ordered a report from
Josef Schovanec on the
training, integration and
professional activity of
adults with autism.
Autism Plan
2018-2022
Integration of autism into
general disability policies and
other neurodevelopmental
disorders, better access to
somatic care, and an
emphasis on education and
learning.

Development of ABA Services
34
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
Autism Plan
2013-2017
Inclusion of users
in mainstream
settings, early
intervention, early
diagnostic.
adults with autism.
Autism Plan
2018-2022
learning.

Autism Plan 2011:
Experimentation of the ABA
• This plan thus authorized the opening of 24
experimental structures using behavioral
techniques.
• These projects received €20.4 million in funding. In
these systems, children were accompanied for an
average of 26 hours in 1 to 1.
35

Autism Plan 2011: ABA Experimentation
The Result?
According to this study, "80% of families said they
were "very satisfied" with the functioning of the
structure (...) and more than 80% of them had
noticed a positive evolution of their child. »
Significant change that these experimental structures
imposed?
• Training for parents
• Guidance times at home.
• This "co-therapy" involving parents was very
innovative in France.
36

4 Limites De L’expérimentation
1. The evaluation of the results obtained was based
only on the point of view of the families, and not
on specific research work.
2. On average, the actual cost per place in these
structures of €64k (maximum cost = €114,800)
was twice as high as in the "traditional" Autism
EMIs (€32k). It was not going to allow a large-
scale national spin-off.
37

3. Of the 448 places authorized, 96 children had left these
facilities between 2008 and 2013. The relatively low
number of exits did not correlate with the expected
benefit/cost, which assumed that intensive support over a
short period of time would make it easier for the infant to
integrate into the mainstream environment.
The lack of mechanisms (in ordinary or institutional settings)
offering continuity of services in ABA is a major reason for this.
4. The experimental services had developed important skills
but had not succeeded in transferring their know-how to
other medico-social services.
38
4 Limites De L’expérimentation

24 EXPERIMENTAL CENTERS (=ABA SERVICES)
39
COMMON LAW CENTERS
State financing
Reference and expertise
Trainee/Training Department

Development of ABA Services:
Continuity
40
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
Autism Plan
2013-2017
Inclusion of users
in mainstream
settings, early
intervention, early
diagnostic.
adults with autism.
Autism Plan
2018-2022
learning.

Continuity
41
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
Autism Plan
2013-2017
ESDM Services
100 Teaching Units
adults with autism.
Autism Plan
2018-2022
learning.

• Today, there is a great deal of demand for
supervision and training to comply with the
recommendations for good practice of the High
Authority for Health.
• Creation of training and supervision services, of
which FORMAVISION is a part.
43

An accredited training organization created in 2012 that brings together 90 experienced
and committed trainers and/or supervisors in the field of autism.
FORMAVISION's mission is to disseminate and implement the recommended approaches.
The strength of our organization lies in the clinical expertise and field experience of these
stakeholders.
Three types of actions:
 Training with theoretical and practical aspects
 Concrete support for supervisory practices
 Support for executives in the process of changing practices
At present: 120 institutions and services + 62 UEM (= Teaching units specialized Pre
school and kindergarden) and EEA(specialized First grade) followed in supervision and
training.

FormaVision
45
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
Autism Plan
2013-2017
ESDM Services
100 Teaching Units
adults with autism.
Autism Plan
2018-2022
learning.

FormaVision
46
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
Autism Plan
2013-2017
ESDM Services
100 Teaching Units
adults with autism.
Autism Plan
2018-2022
learning.
Creation

Organizational Chart - Operational Pole
Christelle BOUY
Operational Director
Mégane PINSON
Administrative Assistant
Corinne SZEGDA
Executive Assistant
Jannick COQUET
Executive Assistant

Organization chart - Clinical focus
Frédéric BABOULAZ
Department - Executive Support
Benjamin NOLF
Department – Engineering
Florence Bouy-Acef
Clinical Director
Teresa Gomes
Assistant Clinical Director
Sohir Rahmouni
Department-Development

Organization chart - Clinical focus
Florence Bouy-Acef
Clinical Director
Teresa Gomes
Assistant Clinical Director
• Speech-Language Pathologist
• Master in change management
• Director of experimental service in ABA
• Member of the committees for the
development of Autism plans
• A benchmark in France in terms of
change management within medical
and social institutions in France
• Doctor of Systems Psychology
• BCBA®
• Autism and ABA expertise
• Reference in France in terms of
supervision within medical and
social institutions in France

43 MODULES / 17 THEMES
Training Courses
 Up-to-date knowledge in autism
 Functioning evaluation and
Customized Project
 Communication and
Socialization
 Support for very young children
 ABA intervention
 Working with families
 Behavioural challenges and crisis
situations
 Access to somatic care
 Sensory: Evaluation and Adaptations
 Schooling
 Professionalization and Social Life
 Contributions of digital tools
 Paramedical intervention with people
 Implementation of practice change

• At least 5 years of daily work with ASD people
• At least 3 years of experience in technical supervision of teams
• Have a master's degree in Psychology or Applied Behavioural Analysis and/or an
ABA certification (BCBA®, BCaBA®)
• Aim to regularly update his/her knowledge and techniques (by participating in
training courses, symposia, workshops, and by following the publications of the
scientific literature)
• Be familiar with HAS recommendations and the regulatory framework of
medical, social and health institutions
• To be supervised in its practices on a regular basis for professionals not certified
in BCBA or BCaBA
• Provide services within the limits of their competence, training and supervised
experience
An accredited training organization
created in 2012 that brings together 90
experienced and committed trainers
and/or supervisors in the field of autism.

SUPPORT OF TEAMS IN VIVO
Demonstration and then Regulation of technical gestures
Structuring of the environment/activities
Support for the logistical needs induced by the
recommended techniques
Individualised recommendations/Implementation of
priority objectives
Drafting behavioural protocols for complex situations
Supervision of Practices

Support to Executives
ADVICE AND SERVICES TO THE MANAGEMENT TEAMS
 Implementation of the shared qualitative diagnosis
 Elaboration of a plan to improve practices and the service provided
 Adaptation or Elaboration of the establishment or service project
 Expert consultations (Internal management, Innovation/
redeployment consulting, Support for drafting a response to a call
for projects, Support for the development of the CPOM, etc.)
 Interim management assignments

 Engineering: 13 employees (4 in the operations division/
10 in the clinical division)
 46 Professional Trainers
 44 Professional Experts-Supervisors
Nadia CHABANE
Dominique FIARD
Josef SCHOVANEC
Professionals
Scientific Committee
14 BCBAs, 3 BCaBA

Program aimed at adapting the offer in institutions for adults with ASD and/or
Intellectual Disability
Partnership with CEAA

Formavision-PCMA (Professional crisis Management)
partnership to support complex situations
 Provide expert advice on a complex situation and implement
specialized protocols.
 Propose an expert functional evaluation.
 Train the gestures and attitudes to be implemented in de-escalation
and at the time of the crisis.
 Improve the quality of life and environment for individuals and
professionals dealing with severe behavioural disorders
Partnership with PCMA

Experimentation and implementation of adapted digital tools
Time tracking software
 Time In (Anticipation of temporality)
 Weekooty (Timetable Planning)
 Logiral (Speech/action slowdown)
 Habilooty (Completion of tasks in stages)
Communication and socialization software
 Voice (Communication with a digital binder)
 Ifell (Expression of an emotion/feeling/pain)
 Autimo (Recognition of emotions)
 Social handy (Resolution of everyday situations)
Research-Action under development
Partnership with Auticiel

FormaVision
59
16 MARS
2017
Autism
Plan 2005-
2007
Questions the
relevance of
the ABA
Autism Plan
2008-2011
Experimentation
of ABA
MARS
2012
Recommendation
of Good Practices
by the High
Authority of Health
Autism Plan
2013-2017
ESDM Services
100 Teaching Units
adults with autism.
Autism Plan
2018-2022
learning.
Creation
2013: UNIFAF- Call for project
won by FormaVision

2013-2015: 19/21 regions covered/171 Training sessions
+ More than 1200 professionals trained
Financing3rd Autism Plan
First: Field Team module (5 days)
Second: module Executive Team (4 days)
National Priority Action UNIFAF

 2013-2015: 19/21 regions covered/171 Training sessions
+ More than 1200 professionals trained
 2016-2017: 12 Regions have renewed the action in RAC/ACN:
AQUITAINE, AUVERGNE, BRITAIN, FRANCHE-COMTE, ILE DE FRANCE, ILE DE LA
REUNION, LIMOUSIN, LORRAINE, OCCITANIA, LOIRE COUNTRY, POITOU-
CHARENTES, RHONE-ALPES
=> In 2016 = 81 training actions
=> In 2017 = 74 training actions
 2017-2018: 10 Regions have renewed the action in RAC/ACN
IN TOTAL from 2013-2018: 2500 professionnals trained!!
Financing3rd Autism Plan
First: Field Team module (5 days)
Second: module Executive Team (4 days)

Formavision has made itself known and
recognized during these training actions.
We are now the first in France in terms of
supervision.
Particularly recognized for our approach to
supervision at different levels of the
organization by adding support to executives of
organizations.

APN results validated by CEKOIA
=> 96,5%
=> 96,6%
=> 98,3%

=> 96%
=> 97,8%
=> 98,3%

=> 90%
=> 98,8%
=> 96,5%

=> 98,5%
=> 98,6%
=> 99,5%

Evolution of training actions –
Years 2015 to 2017
0
100
200
300
400
500
600
700
800
900
YEAR 2015
YEAR 2016
YEAR 2017
Number of TRAINING ACTIONS - Years 2015
à 2017 -
DAYS

Evolution of supervision/
operational coaching actions
0
200
400
600
800
1000
1200
1400
YEAR 2015
YEAR 2016
YEAR 2017
BALANCE SHEET SUPERVISION/OPERATIONAL
COACHING ACTIONS - Years 2015 à 2017 -
DAYS

2014= 182 training sessions
2017 = 336 training sessions
=> 184% increase
2014 = 25 supervised institutions
2018 = 182 supervised facilities
=> 728% increase
Development of FORMAVISION's
scope of action

2013 2014 2015 2016 2017
Revenues
from
operations
345 000
732 600
+ 112%
1 172
000
+60%
1 854
900
+58%
2 350
000 €
+27%
Sales turnover
2018
2 500
000 €

 Participation in various working groups
=> National working groups (Initial/continuing training, EU creation)
=> GPS FEGAPEI, Public Hearings.....
=> Expert role in the development of HEALTH-Comics (Co-Actis)
=> Communication manager for the Andros experiment
 Organization of conferences
=> Launch of Unifaf Auvergne's actions
=> Change Management Seminar: Unifaf FC and ARS Pays de Loire
=> 4th Teaching unit conference this year (+ 250 participants)
 Development of solidarity actions
=> In Congo in 2016
Beyond training/supervision/
support actions

Development of tools to facilitate work with users
Beyond training, supervision, support actions

The drafting of a GUIDE
"Professional Insertion
of Persons with ASD"

 Teaching methods aimed at rapid appropriation and implementation
 The rigour of the presentation of the contents and the
collection/processing of evaluation data
 Compliance with the defined framework (program, schedules, chaining)
 The homogeneity of training content
 The pedagogical experience and expertise of the trainers validated in
successive scores
 The availability of Formavision's operational and clinical contacts
 The possibility of post-training (supervisory actions)
AND………………………..
Commitments

Disseminate the Behavioral
Analysis to as many people as
possible!
Commitments

Current and Futur Projects
77
Alliance:
ABA Technologies & Formavision

To Conclude
78
• More professionnal trained in ABA and OBM
• Gain time in training: Online course+++
• Increase the quality of our training services (ABA
Technologies alliance)
• Reaching new audiences
• Dissemination of good recommandation of
practice ABA+++

ABATechnologies.com
Name of Presentation 2018
SUBTITLE OR SOMETHING HERE
Improving lives through the science of behavior.

FormaVision and ABA Technologies

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