Functional Assessment of Severe Problem Behavior of Persons with Autism
PART 1: A Focus on a Safer, Faster, and Still Effective Process
PART 2: Treating Severe Problem Behavior: A Focus on Strengthening Socially Important Behavior of Persons with Autism
PART 3: Developing Effective and Preferred Treatments for the Stereotypic Behavior of Persons Diagnosed with Autism
Date: 6/8/17 & 6/9/17
Time: 8:30am-4:00pm *MUST attend both days in order to receive credit
Location: Northeast Guidance Center - The Wellness Academy - 2900 Conner St. Bldg. A. Rooms A/B, Detroit, MI 48215
Credits: 15.0 CEU, NBCC, CMHP, QBHP, QIDP, QMHP
Suggested Participants: Board Certified Behavior Analysts, Board Certified Assistance Behavior Analysts, Psychologists, Master Prepared Behaviorists, Qualified Behavior Health Professionals.
Speaker: Gregory P. Hanley, Ph.D., BCBA-D
Dr. Hanley has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities for 25 years. He worked and trained at the Spurwink School, the Groden Center, and the Kennedy Krieger Institute, was degreed at the University of Florida, was tenured at the University of Kansas, and is currently a Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England University and an Adjunct Professor of Psychiatry at the University of Massachusetts Medical School. Dr. Hanley has published over 100 book chapters and articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Fellow of the American Psychological Association (Division 25), past Editor of Behavior Analysis in Practice (BAP), and a past Associate Editor of The Behavior Analyst, the Journal of Applied Behavior Analysis (JABA), and BAP, and current Editor of JABA.
Information:
Although a diagnosis of autism is not dependent on problem behaviors like meltdowns, self-injury, or aggression, odds are that one or more of these types of problems will require address at some point in the life span of a person diagnosed with autism. Behavioral intervention can be effective for addressing these problems, especially when a functional assessment of the problem is conducted to determine why the problem behavior is occurring. A number of myths regarding the functional assessment process, which appear to be pervasive within different research and practice communities, will be reviewed in the context of an attempt to develop new lore regarding the functional assessment process. Frequently described obstacles to implementing a critical aspect of the functional assessment process, the functional analysis, will be reviewed in the context of new solutions for overcoming them.
The success of treatments for problem behaviors associated with autism like meltdowns, self-injury, or aggression is largely dependent on whether the treatment is based on the function the problem behavior serves for the person with autism. But because of the seemingly obligatory focus on detecting the impact of single variables in good behavior analytic research, effective behavioral technology is often fractured across studies, resulting in a dearth of studies showing socially valid improvements in these problem behaviors and an absence of studies illustrating the treatment process from start to finish. In this session, an effective, comprehensive, and parent-validated treatment process for the problem behaviors associated with autism will be described.
Persons diagnosed with Autism often engage in repetitive acts that appear to serve no function; these acts are collectively referred to as stereotypy due to the formal similarity of the acts and the periodicity with which they are emitted. Behavior analysts are often called upon to develop behavior plans addressing stereotypy when it is exhibited with impairing frequency. In this presentation, treatments that (a) capitalize on the reinforcing nature of stereotypy, (b) teach the appropriate times and places for stereotypy to occur, (c) yield skills that may eventually eclipse stereotypy, and (d) are preferred by the person receiving the treatment will be described. Procedures for extending this treatment model to address ritualistic behaviors and vocal stereotypy will also be described.
Objectives: PART 1
1. An attendee should be able to describe the conditions under which the different types of functional assessment should and should not be used when attempting to understand why problem behavior is occurring.
2. An attendee will be able to describe multiple tactics to improve the efficiency of the functional assessment process.
3. An attendee will be able to describe multiple tactics for ensuring the safety of both the client and therapist when conducting functional analyses of dangerous behavior.
4. An attendee will be able to describe procedures for efficiently determining whether different topographies of problem behavior are influenced by the same reinforcing contingency.
5. Given the results of an open-ended interview, the attendee should be able to design an efficient, individualized (non-standardized) and synthesized functional analysis.
Objectives: PART 2
1. Given different functions of problem behavior, the attendee should be able to design functionally-relevant, effective, and skill-based interventions capable of producing generalizable and socially valid improvements in problem behavior.
2. An attendee will be able to describe strategies for teaching individuals with severe problem behavior to engage in a generalized communication response and then procedures for differentiating the response so that a communication repertoire is established.
3. An attendee will be able to describe the key components of strategies for teaching individuals with severe problem behavior to tolerate both delays to and denials of reinforcers previously maintaining their problem behavior.
4. An attendee should be able to describe how compliance and leisure skills may be shaped during delays to the reinforcers that historically maintained problem behavior.
5. An attendee should be able to describe procedures for maintaining the child’s safety outside of teaching sessions while the skill-based repertoire is being developed within teaching sessions.
Objectives: PART 3
1. The attendee should be able to describe the conditions under which stereotypy requires intervention and the most appropriate or achievable goals regarding stereotypy.
2. The attendee should be able to describe the behavioral interventions that are not likely to result in long term resolution of stereotypy.
3. The attendee should be able to describe procedures for gaining stimulus control over stereotypy.
4. The attendee should be able to describe the importance of the concept of contingency when attempting to design effective and preferred interventions for stereotypy.
5. The attendee should be able to describe the important changes to the treatment when the learner engages in vocal stereotypy or ritualistic behavior or when the learner does not readily follow instructions or imitate model prompts.
Part 1: 6/8 - 8:30am-2:00pm (lunch 12-1)
1. An attendee should be able to describe the conditions under which the different types of functional assessment should and should not be used when attempting to understand why problem behavior is occurring.
2. An attendee will be able to describe multiple tactics to improve the efficiency of the functional assessment process.
3. An attendee will be able to describe multiple tactics for ensuring the safety of both the client and therapist when conducting functional analyses of dangerous behavior.
4. An attendee will be able to describe procedures for efficiently determining whether different topographies of problem behavior are influenced by the same reinforcing contingency.
5. Given the results of an open-ended interview, the attendee should be able to design an efficient, individualized (non-standardized) and synthesized functional analysis.
Part 2: 6/8 - 2:00pm - 4:30pm; 6/9 - 8:30pm-11:00am
1. Given different functions of problem behavior, the attendee should be able to design functionally-relevant, effective, and skill-based interventions capable of producing generalizable and socially valid improvements in problem behavior.
2. An attendee will be able to describe strategies for teaching individuals with severe problem behavior to engage in a generalized communication response and then procedures for differentiating the response so that a communication repertoire is established.
3. An attendee will be able to describe the key components of strategies for teaching individuals with severe problem behavior to tolerate both delays to and denials of reinforcers previously maintaining their problem behavior.
4. An attendee should be able to describe how compliance and leisure skills may be shaped during delays to the reinforcers that historically maintained problem behavior.
5. An attendee should be able to describe procedures for maintaining the child’s safety outside of teaching sessions while the skill-based repertoire is being developed within teaching sessions.
Part 3: 6/8 - 6/9 - 11:00am - 4:30pm (lunch 12-1pm)
1. The attendee should be able to describe the conditions under which stereotypy requires intervention and the most appropriate or achievable goals regarding stereotypy.
2. The attendee should be able to describe the behavioral interventions that are not likely to result in long term resolution of stereotypy.
3. The attendee should be able to describe procedures for gaining stimulus control over stereotypy.
4. The attendee should be able to describe the importance of the concept of contingency when attempting to design effective and preferred interventions for stereotypy.
5. The attendee should be able to describe the important changes to the treatment when the learner engages in vocal stereotypy or ritualistic behavior or when the learner does not readily follow instructions or imitate model prompts.
Walk-In Policy: Participants are welcome to attend the training as a walk-in (someone that did not pre-register), however, walk-ins will NOT be guaranteed seats or materials. Walk-ins will be asked to wait until the training begins in order to receive training materials and be seated to assure that there is enough room. Plan to pre-register to ensure your attendance.
ADA Accommodations
If you have individual requirements or need special services to participate in this training, please notify Andrea at (313) 344-9099, ext. 3227 or asmith1@dwmha.com. Please make arrangements at least two weeks before the event date.
If you have technical questions regarding the onine registration process, contact the DWMHA Help Desk at 313-451-3792
PLEASE NOTE: REGISTRATION FEES MAY APPLY
If you work WITHIN Wayne County please dismiss the payment portion of the registration process and hit "submit".
If you work OUTSIDE of Wayne County there is a nominal $15.00 registration fee (per day) to attend this training. Please pay prior to your arrival by entering your credit card information when the registration process asks for it. You may also bring a company check or money order for the full amount with you to the registration table at the event as well. All checks/money orders can be made out to ‘DWMHA’. Receipts will be available upon request.
Refund/Cancellation Policy: Cancellation/Refund Policy: Substitutions are permitted at any time. No shows will be billed at the full training rate. Cancellations must be received in writing at least 7 business days prior to training to asmith1@dwmha.com to obtain a full refund. If cancellation is received less than 7 business days prior to training then no refund will be given.