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Curated for Me

Practical Functional Assessment & Skill-Based Treatment of Problem Behavior

Treatment and Research Institute for Autism Spectrum Disorders; Vanderbilt University Medical Center
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Endorsed by Curators:
Dec 02 8:30AM - 2:30PM

Please join us for a two-part workshop presented by Greg Hanley, Ph.D., BCBA-D, sponsored by the Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) of the Vanderbilt University Medical Center and supported by the Tennessee Association for Behavior Analysis (TABA). See below for details about workshop content and related readings. Attendees may earn five CEUs for maintaining certification with the BACB at no additional charge.

Note: Free parking is available in the lot adjacent to Wyatt Center.

Part 1:

Title: Functional Assessment of Severe Problem Behavior: A Focus on a Safer, Faster, and Effective Process
Abstract: Behavioral intervention can be effective for addressing problem behavior (self-injury, aggression, disruption), 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 solutions for overcoming them.
Objectives:
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 and safety of the functional analysis part of the process.
3. 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
Title: Treating Severe Problem Behavior: A Focus on Strengthening Socially Important Behavior
Abstract: The success of treatments for problem behaviors 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, skill-based, and parent-validated treatment process for the problem behaviors associated with autism will be described.
Objectives:
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 several strategies for teaching individuals with severe problem behavior to engage in a functional communicative exchange and tolerate both denials of reinforcers previously maintaining their problem behavior.
3. An attendee should be able to describe how contextually appropriate behavior may be shaped during periods without the reinforcers that historically maintained problem behavior.

Relevant Readings:

Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54-72.

Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47, 16-36.

Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis. Advance online publication. doi: 10.1002/jaba.316

Santiago, J. L., Hanley, G. P., Moore, K., & Jin, C. S. (2016). The generality of interview-informed functional analyses: Systematic replications in school and home. Journal of Autism and Developmental Disorders, 46, 797-811.

Ghaemmaghami, M., Hanley, G. P., Jin, S., and Vanselow, N. R. (2015) Affirming control by multiple reinforcers via progressive treatment analysis. Behavioral Interventions, 31, 70-86.

Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016). Contingencies promote delay tolerance. Journal of Applied Behavior Analysis. Advance online publication. doi: 10.1002/jaba.333

Relevant website: http://practicalfunctionalassessment.com//P>

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