Expert Speaker Series for Behavior Analysts

Transcription

1 Expert Speaker Series for Behavior Analysts Earn CEUs for your BCBA or BCaBA. Monthly trainings will be held at Melmark New England and are open to the general public for a nominal fee. View our training brochure to get a peek at the exceptional presentations planned for Please see registration instructions on back page.

2 About Melmark New England Melmark New England was developed in 1998 by a small group of human service professionals to serve students with complex and challenging needs. A service mission was established to meet educational, rehabilitative, and vocational needs of students with Autism Spectrum Disorders (ASD), acquired brain injury, neurological diseases, dual diagnosis, and severe challenging behaviors. The three founding senior staff have over 60 years of experience in Massachusetts providing high quality special education and clinical treatment services to children, adolescents, adults, and their families. In the time since its inception, Melmark New England has developed a reputation for treatment excellence and has achieved some remarkable results on behalf of the children served. Melmark New England was founded as a new service division of Melmark, Inc., a Pennsylvania based provider of residential, educational, therapeutic, and recreational services for children and adults with developmental disabilities. The original program was established in 1966 by Paul and Mildred Krentel, whose youngest daughter Melissa was born with Down syndrome. Melmark has expanded its services over the years to additional special needs populations and into residential services on its campus and within communities throughout Southeastern Pennsylvania. Information on Melmark New England can be obtained through our website at Additional information on Melmark, Inc. can be obtained through their website at Page 2

3 Expert Speaker Series Dates September 5, 2013 Sleep and Circadian Rhythms and Their Interaction with Autistic Spectrum Disorders. Steven Lockley, Ph.D. October 2, 2013 Introduction to the Assessment of Functional Living Skills (The AFLS TM ): Administration, Analysis, and Program Development for Individuals of All Ages with a Diagnosis of Autism or Other Developmental Disabilities. James W. Partington, Ph.D., BCBA-D November 21, 2013 Selecting Function-Based Treatments for Socially Maintained Problem Behavior. Linda A. LeBlanc, Ph.D., BCBA-D January 16, 2014 Selecting a Communication Modality for Non-Vocal Individuals: Assessments of Acquisition and Preference in Non-Vocal Individuals with Autism. Amanda Guld Fisher, Ph.D., BCBA-D February 6, 2014 Strategies and Supports for Data-Based Decision Making. Amanda Karsten, Ph.D., BCBA-D March 20, 2014 Best Practice in Consultation Services - Strategies and Case Studies Barbara O. Cannon, Ph.D., BCBA-D April 17, 2014 Evolution of Ethical Principles and Promotion of Ethical Behavior: A Behavior Analytic Perspective. Wayne Fuqua, Ph.D., BCBA-D May 8, 2014 Teaching Receptive Language Skills to Learners with Autism Spectrum Disorders. Laura Grow, Ph.D., BCBA-D Page 3

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5 Sleep and Circadian Rhythms and Their Interaction with Autistic Spectrum Disorders Steven Lockley, Ph.D. September 5, 2013: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 More than half of children with autism spectrum disorders report sleep problems. These sleep problems include difficulty falling asleep, increased nighttime awakenings, and reduced total sleep time and appear to be unrelated to the specific disorders or the severity of cognitive impairment. Sleep problems have been associated with higher rates of stereotypic behavior, increased repetitive behaviors, and higher autism severity scores in ASD. Our preliminary results in 42 children studied in a residential school show that 92% of the sleep episodes in children under 11 years old and 48% of the sleep episodes in children aged years did not meet the minimum 10-hour and 8-hour sleep duration, respectively, that is recommended by the National Sleep Foundation. In non-autistic children and adults, inadequate sleep is associated with daytime sleepiness, learning difficulties, mood problems and increases the risk of accidents and injuries. The consequences of disrupted sleep may therefore exacerbate existing problems in children with ASD, further delaying cognitive development and increasing their disease burden. Given the potential consequences of sleep disruption for ASD patients as well as their caregivers, there is a significant medical need to address this gap in management and care. Dr. Lockley is a Neuroscientist in the Division of Sleep Medicine at Brigham and Women s Hospital and an Associate Professor of Medicine in the Division of Sleep Medicine, Harvard Medical School. He has nearly 20 years experience on sleep and circadian rhythm research and has particular expertise in measuring sleep and sleepiness in real-world environments. He has published more than 100 original reports, reviews, chapters, and editorials on sleep and circadian rhythms and his research is funded by the NIH, NASA, and others. Dr. Lockley has studied extensively the effects of blindness on sleep, circadian rhythm, and alertness in laboratory and real-world settings and has developed therapeutic strategies to treat circadian disorders in the blind. He has also studied the therapeutic benefits of light for seasonal depression and fatigue associated with traumatic brain injury. With the Harvard Work Hours Health and Safety Group, he has assessed interventions that reduce extended duration work hours fatigue and medical errors in hospital residents and the implementation of large-scale occupational fatigue management and sleep disorders screening programs in several police and firefighter departments nationwide. He is also a consultant to NASA on managing sleep and fatigue of astronauts and mission control. Recommended reading: Sleep: A Very Short Introduction (Lockley & Foster) Page 5

6 Introduction to the Assessment of Functional Living Skills (The AFLS TM ): Administration, Analysis, and Program Development for Individuals of All Ages with a Diagnosis of Autism or Other Developmental Disabilities James W. Partington, Ph.D., BCBA-D October 2, 2013: 9:00 a.m. - 4:00 p.m. 6 Credits - BCBA Type II CEU. Attendance cost is $ The AFLS TM introductory workshop will provide participants with the knowledge, skills, and tools to analyze and track a learner s functional living skills and develop an individualized intervention program to help a learner become less dependent upon assistance from others. Individuals of all ages need to learn critical functional living skills in order to successfully participate in a wide range of home, school, and community-based activities. The Assessment of Functional Living Skills (The AFLS TM ) reviews over 1,000 skills in 32 functional areas such as traveling in the community, making purchases, seeking assistance, preparing meals, helping with household chores, and participating in social and leisure activities. Participants will learn how to conduct an AFLS assessment and transfer the results to the skills tracking grids. An emphasis will be placed on helping parents, other caregivers, and educators identify and prioritize functional skills that their learner needs to develop. Additionally, practical and easy to implement methods will be discussed to help learners develop these skills without taking more time than is currently required to perform these tasks. By identifying and prioritizing some learning targets for daily activities, a quick and significant impact on an individual s ability to independently perform specific skills can be made. James W. Partington, Ph.D., BCBA-D is the director of Behavior Analysts, Inc., and provides services to children and their families. He is a licensed psychologist and has 40 years experience working with children with developmental disabilities. He is internationally recognized as a leader in the field of behavior analysis with expertise in language-based interventions. He is known for his work in teaching parents and professionals about practical, evidence-based procedures necessary for effective educational interventions. He has been a faculty member of several universities including West Virginia University, University of San Francisco, and St. Mary s College. Dr. Partington is a former President of the Northern California Association for Behavior Analysis and has served as a member of the Behavior Analyst Certification Board. He is the author of The Assessment of Language and Learning Skills-Revised (The ABLLS -R) and Capturing the Motivation of Children with Autism and has also produced several instructional videos related to effective treatment for children with autism. Dr. Partington is the co-author of the Assessment of Functional Living Skills (AFLS). Page 6

7 Recommended readings: The Assessment of Functional Living Skills (The AFLS Guide) The Assessment of Basic Language and Learning Skills-Revised (ABLLS -R) Teaching Language to Children with Autism or Other Developmental Disabilities Capturing the Motivation of Children with Autism or Other Developmental Disabilities It is highly recommended that all participants attending the workshop have a copy of the book: The Assessment of Functional Living Skills (Necessary Skills for Independence at Home, School, and in the Community) by Dr. James Partington & Dr. Michael M. Meuller. Please place your product order at least 3 weeks prior to the workshop by September 11, To place your order, please contact Laurie Winkler in the Book Order Department at or at winkler@behavioranalysts.com. NOTE: To receive (6) ASHA CE credits for this workshop, there will be an additional fee of $30.00 payable to Behavior Analysts, Inc. Please bring payment on the day of the workshop. Page 7

8 Selecting Function-Based Treatments for Socially Maintained Problem Behavior Linda A. LeBlanc, Ph.D., BCBA-D November 21, 2013: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 The field of applied behavior analysis has developed a number of methods for identifying the function of problem behavior. When the identified function is a social one (e.g., escape, attention, tangible), a number of empirically supported function-based treatments are potentially viable. For example, escape could be provided contingent upon an appropriate response (DRA), on a fixed time schedule (NCR), or not at all (EXT). We will review the procedures and evidence for several function-based treatments and will present decision-making models for selecting treatments for attention and escape-maintained problem behaviors. These rubrics incorporate the most common barriers encountered in consultation and direct service delivery as well as client characteristics that might lead you to select one option over others. Participants will complete each rubric for a client of their own and should bring the relevant details of their case to the workshop, though these details will not be shared publicly. Finally, common procedures for improving treatment implementation (e.g., schedule thinning and delay to reinforcement fading) will be reviewed. Linda A. LeBlanc, Ph.D., BCBA-D, MI Licensed Psychologist is the Executive Director of Research and Clinical Services at Trumpet Behavioral Health. Trumpet Behavioral Health provides behavioral treatment services to consumers in school, home, and center-based settings in 9 states. Dr. LeBlanc received her Ph.D. in 1996 from Louisiana State University and previously served as a professor on the psychology faculties at Claremont McKenna College ( ), Western Michigan University ( ), and Auburn University ( ). Her current research and clinical interests include the behavioral treatment of autism and developmental disabilities across the lifespan, verbal behavior, and technology-based interventions. Dr. LeBlanc has published over 80 articles and book chapters and is a current associate editor of Education and Treatment of Children and The Analysis of Verbal Behavior and a former associate editor of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. She also serves as the Conference Chair Elect of the California Association of Behavior Analysis and as a member of the advisory board for the Virginia Institute of Autism. Recommended readings: Geiger, K. B., Carr, J. E., & LeBlanc, L. A. (2010). Function-based treatments for escapemaintained problem behavior: A treatment-selection model for practicing behavior analysts. Behavior Analysis in Practice, 3, Grow, L., Carr, J. E., & LeBlanc, L. A. (2009). Treatments for attention-maintained problem behavior: Empirical support and clinical recommendations. Journal of Evidence-Based Practices for Schools, 10, Hagopian, L. P., Boelter, E. W., & Jarmolowicz, D. P. (2011). Reinforcement schedule thinning following functional communication training: Review and recommendations. Behavior Analysis in Practice, 4, Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1, Page 8

9 Selecting a Communication Modality for Non-Vocal Individuals: Assessments of Acquisitions and Preference in Non-Vocal Individuals with Autism. Amanda Guld Fisher, Ph.D., BCBA-D January 16, 2014: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 Deficits in communication are displayed by individuals with Autism and many other intellectual disabilities (APA, 2000). Therefore, in the field of special education, many families, clinicians, teachers, and speech pathologists are faced with the task of providing effective methods of communication since many individuals with autism do not communicate vocally (Frankel, Leary, and Kilman, 1987). Previous research has demonstrated the effectiveness of many types of communication modalities and augmentative or alternative communication devices such as speech (Carr & Durand, 1985), sign language (Mirenda, 2003), Picture Exchange Communication System (Bondy & Frost, 1994), or speech output devices. While research has shown each to be effective, there is a lack of research in determining how to choose a specific modality for an individual learner. Decisions about which type of modality is appropriate for a particular learner are often left to clinician preference, or philosophical groundings of an agency. The data presented is from a study that sought to expand on recent research (Hansford, et al, 2011) to use systematic assessment techniques to determine the most appropriate communication modality for a particular learn based on rates of acquisition and preference. Results of acquisition, preference, and discussion for application will be presented. Video examples of trials will be shown and discussed as well as additional assessment options and issues to consider when selecting a communication modality. Participants will also engage in discussion about applying this technology in their current work. Amanda earned her Master s degree in psychology from the University of North Carolina Wilmington and her doctorate in Applied Behavior Analysis and Special Education from the Ohio State University. Amanda first received her board certification in behavior analysis (currently BCBA-D) in March of She has presented research at local and national conferences in a variety of subject areas including: response chains, stimulus equivalence, analysis of verbal behavior, college teaching strategies, feeding disorders, functional assessment methodology, reinforcer qualities and dimensions, communication modalities, and treatment of self injurious behavior. She has experience in staff and parent training, school consultation (including Response to Intervention and School-wide Positive Behavior Support), developing and conducting community workshops in Applied Behavior Analysis and Autism Spectrum Disorders, conducting functional assessments and analyses, treating feeding disorders and developing and implementing behavior change procedures to address severe challenging behavior and academic deficits for individuals with autism and other developmental disabilities. Amanda has also served as an adjunct faculty at Caldwell College, St. Joseph s University, University of Massachusetts, Boston, Temple University, and Rowan University. She currently serves as the Director of Professional Development, Training, and Research at Melmark where she oversees the internal clinical training of staff, coordinates internships and BCBA supervision, oversees research, serves as a senior clinician for a caseload of children, and coordinates the 6 Course BACB-approved certificate program taught at Melmark through Temple University. Page 9

10 Strategies and Supports for Data-Based Decision Making Amanda Karsten, Ph.D., BCBA-D February 6, 2014: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 Data-based decision making is an ethically and functionally essential practice of behavior analysts as they deliver effective assessment, treatment, and parent or educator training services. The process of identifying and weighing multiple sources of data may leave practitioners short on time and parents or other collaborators scratching their heads how many forms, charts, assessments, interviews, and articles does it take to plan next steps? The goals of this presentation are 1) to describe and to re-assert the critical role of data-based decisions in applied behavior analysis, particularly within the high-stakes specialty of serving people with developmental disabilities, 2) to discuss some challenges for data-based decision making in the field, including audiencegenerated scenarios, 3) to describe recent research aimed at understanding and facilitating databased decision making amid the challenges, and 4) to discuss potential strategies for enhancing the role of appropriate data in audience members complex decision-making contexts. Amanda Karsten is an Associate Professor of Psychology at Western New England University. She earned her doctoral degree from Western Michigan University and she interned at University of Nebraska Medical Center s Munroe-Meyer Institute before joining the faculty of WNEU in Dr. Karsten s training in behavior analysis began as an undergraduate behavior technician in home- and school-based early intensive behavioral programs for young children with autism in southwest Michigan. Dr. Karsten has over 12 years of experience practicing ABA and conducting applied research with people with autism and related disabilities from early childhood through young adulthood. Her scholarship has focused on designing effective acquisition programming and translating behavior-analytic technologies from research to practice. She has coauthored 12 peerreviewed publications and her students research was recognized by the Berkshire Association for Behavior Analysis and Therapy in 2012, the ABAI Speech-Pathology SIG in 2012, and the ABAI Verbal Behavior SIG in Dr. Karsten is currently an Editorial Board Member and a Guest Associate Editor for The Analysis of Verbal Behavior and Journal of Applied Behavior Analysis. She is also a past Editorial Board Member of Behavior Analysis in Practice. In addition to teaching and advising students in the Master s and Doctoral programs in Behavior Analysis at WNEU, Dr. Karsten collaborates with Dr. Bonni Alpert, Dean of Student Disability Services, to deliver a peermediated social and academic support program for college students diagnosed with ADHD or autism spectrum disorders. Page 10

11 Best Practice in Consultation Services - Strategies and Case Studies Barbara O. Cannon, Ph.D., BCBA-D March 20, 2014: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 Behavior analysts are often asked to provide behavioral consultation for students with autism related to education, behavioral challenges, and functional skill acquisition. Not only is knowledge related to the unique needs of children with ASD necessary but, as important, is knowledge in what constitutes effective consultation. Behavioral consultation may involve consultation to an individual, class, program, or system. Core components of behavioral consultation include sound methodological practice rooted in Applied Behavior Analytic techniques as well as a strengths based and collaborative approach that builds on the capabilities of those who are being consulted to. While settings, individuals, and presenting issues may vary, these core components of behavioral consultation are important in maintaining fidelity and efficacy of services. Behavioral consultation across a variety of settings will be presented and case studies reviewed. This includes consultation to parents within individual and group consultation, review of the various forms of consultation within public school systems, and development of district-wide services for children with ASD. Barbara is currently Director of Consultation Services for Melmark New England and works with a team of seven Board Certified Behavior Analysts to provide a variety of consultation services across the state. She has a Master of Education from Northeastern University where she also received her Ph.D. in their combined School and Counseling Psychology Program. She is a Board Certified Behavior Analyst who began her career in residential services for individuals with Autism Spectrum Disorders and has been providing services to these individuals and their families for 30 years as a teacher, program director, and consultant. Much of her experience has been in developing and overseeing quality educational programs for young children with autism in the home and school settings. Dr. Cannon served for six years on the Interagency Coordinating Council, the advisory board to the Department of Public Health Early Intervention Services, and participated in National Federal Conferences, as well as, state public hearings regarding early intervention services. Dr. Cannon s work has also included therapeutic support services in a public school setting, as well as, a private acute adolescent program. Dr. Cannon has presented at local, regional, and national conferences and has coauthored both peer reviewed journal articles and book chapters. One of Dr. Cannon s primary clinical and research interests is the impact on families of having a child with a disability and how best to support these families. Recommended readings: Kratochwill, T.R., & Pittman, P.H. (2002). Expanding problem-solving consultation training: Prospects and frameworks. Journal of Educational & Psychological Consultation, 13 (1 & 2), Galloway, J., & Sheridan, S.M. (1994). Implementing scientific practices through case studies: Examples using home-school interventions and consultation. Journal of School Psychology, 32, Page 11

12 Evolution of Ethical Principles and Promotion of Ethical Behavior: A Behavior Analytic Perspective. Wayne Fuqua, Ph.D., BCBA-D April 17, 2014: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 Behavior Analysis has contributed greatly to the development of evidence-based interventions. However, the implications of behavior analytic principles and concepts are not limited to the development of effective treatment techniques but are also applicable to the full range of human activities including the development of codes of conduct and the promotion of ethical and moral behavior. This presentation will provide a behavior analytic perspective on the evolution of ethical and moral codes of conduct as well as the role of behavior analytic principles for the promotion of ethical and moral behavior. Dr. Wayne Fuqua is a Professor of Psychology at Western Michigan University where he teaches courses and mentors graduate students in Clinical Psychology and Behavior Analysis. He conducts research across a range of areas including health psychology, clinical behavior analysis, ethics and developmental disabilities. A Fellow of the Association for Behavior Analysis, Dr. Fuqua has published numerous peer reviewed articles and book chapters and has over 140 presentations at national and regional conferences. He has collaborated with researchers from WMU s Sociology and Philosophy Departments on two NSF funded projects on research ethics. He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum and other developmental and physical disabilities. He was recently honored with a Distinguished Service Award from Western Michigan University. Recommended readings: Skinner, B. F. (1978). The ethics of helping people. Reflections on Behaviorism and Society. Prentice Hall, Inc. Brodhead, M., and Higbee, T. (2012). Teaching and maintaining ethical behavior in a professional organization. Behavior Analysis in Practice, 5 (2), Page 12

13 Teaching Receptive Language Skills to Learners with Autism Spectrum Disorders Laura Grow, Ph.D., BCBA-D May 8, 2014: 3:30 p.m. - 6:30 p.m. 3 Credits - BCBA Type II CEU. Attendance cost is $50.00 Receptive language involves responding to the spoken instructions of other people (e.g., following instructions, pointing out an item after hearing its name). Receptive language skills are a critical component of early intervention programs and are ubiquitous in school settings. Previous research shows that learners with autism spectrum disorders may have difficulty acquiring receptive language skills or may display faculty stimulus control (i.e., responding correctly for the wrong reasons). The purpose of this workshop is review the basic concepts involved in receptive language instruction and learn how to optimize receptive language learning. First, we will review the concepts of simple and conditional discriminations and the desired stimulus control of common receptive language programs. Second, we will discuss best practice guidelines for teaching receptive language skills based on the current body of literature. Third, attendees will learn how to arrange the antecedents of instruction to reduce or avoid faulty stimulus control during receptive language programs. Dr. Laura Grow received her doctoral degree in Behavior Analysis from Western Michigan University under the supervision of Dr. James Carr. Dr. Grow is an assistant professor in the Educational and Counseling Psychology and Special Education at the University of British Columbia. Prior to the appointment at the University of British Columbia, Dr. Grow was an assistant professor at St. Cloud State University. Currently, she serves on the editorial boards of the Journal of Applied Behavior Analysis and The Analysis of Verbal Behavior. Dr. Grow s research interests include conditional discrimination training, early language acquisition, and emergent verbal behavior. Recommended readings: Grow, L., & LeBlanc, L. (2013). Teaching Receptive Language Skills: Recommendations for Instructors. Behavior Analysis in Practice. Grow, L. L., Carr, J. E., Kodak, T. K., Jostad, C. M., & Kisamore, A. N. A comparison of methods for teaching receptive labeling to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 44, Page 13

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15 DIRECTIONS TO MELMARK NEW ENGLAND Route 93 North: Take Exit 45 (River Road) Turn RIGHT off exit ramp onto River Road. Follow River Road for 3.5 miles through residential area. Our school is next to the Franciscan Center on the right. Route 93 South: Take Exit 45 (River Road) Turn LEFT off exit ramp onto River Road. Follow River Road for 3.5 miles through residential area. Our school is next to the Franciscan Center on the right. Route 495 North: Take Exit 39 (Route 133) Turn LEFT at light at end of exit ramp onto Route 133 Proceed through 2 traffic lights and take 1st RIGHT onto FISKE ST. Follow to end. Our school is across to the RIGHT next to the Franciscan Center. Route 495 South: Take Exit 39 (Route 133) Turn RIGHT at light at end of exit ramp onto Route 133 Proceed through 1 traffic light and take 1st RIGHT onto FISKE ST. Our school is across to the RIGHT next to the Franciscan Center. Directions to Training Hall / Ballroom: Please enter the school through the school store entrance which is located under the veranda on the left side of the school s main entrance. Once inside, please go down the stairs to the lower level of the school and enter the training hall / ballroom on your right.

16 To register and pay online go to: and click on the Outreach Services link. To register by mail or fax, fill out the form and mail/fax to address/number below: Name: Title: Organization: Address: City, State, Zip: Daytime: Phone: Please select the event(s) you wish to attend: q September 5, 2013: Practical Sleep and Circadian Rhythms and Their Interaction with Autism Spectrum Disorders. Steven Lockley, Ph.D. Cost $50. q October 2, 2013: Introduction to the Assessment of Functional Living Skills (The AFLS TM ). James W. Partington, Ph.D., BCBA-D. Cost $125. q November 21, 2013: Selecting Function-Based Treatments for Socially Maintained Problem Behavior. Linda A. LeBlanc, Ph.D., BCBA-D. Cost $50. q January 16, 2014: Selecting a Communicaiton Modality for Non-Vocal Individuals: Assessments of Acquisition and Preference in Non-Vocal Individuals with Autism. Amanda Guld Fisher, Ph.D., BCBA-D. Cost $50. q February 6, 2014: Strategies and Supports for Data-Based Decision Making. Amanda Karsten, Ph.D., BCBA-D. Cost $50. q March 20, 2014: Best Practice in Consultation Services - Strategies and Case Studies. Barbara O. Cannon, Ph.D., BCBA-D Cost $50. q April 17, 2014: Evolution of Ethical Principles and Promotion of Ethical Behavior: A Behavior Analytic Perspective. Wayne Fuqua, Ph.D., BCBA-D. Cost $50. q May 8, 2014: Teaching Receptive Language Skills to Learners with Autism Spectrum Disorders. Laura Grow, Ph.D., BCBA-D. Cost $50. Note: There is limited seating available for each CEU event. Registration is on a first come first served basis. Cost includes all materials and refreshments. Please make checks payable to Melmark New England. For more information about the training sessions, please contact: Danielle Greeley Melmark New England 461 River Road Andover, MA Phone: Fax: dgreeley@melmarkne.org