Developing an Effective and Preferred Treatment for Stereotypy (3 CEUs)

Please read below before purchasing this course.

1. The video contained within this course is protected by copyright. Downloading or making copies of the videos is prohibited.

2. The purchase of this course is for a single user. Sharing login credentials with other people is prohibited. Broadcasting the course to a group is also prohibited.

3. You will have access to the course for 14 days from the date and time of purchase.

4. If you need more time to complete the course, an extension link will appear upon expiration under the course title in the “My Profile” page. Extensions are provided in 14-day increments for $20.

Abstract:

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.   In this presentation, the conditions under which stereotypy should and should not be treated and the critical aspects of humane and effective treatments will be emphasized.  Treatments that (a) capitalize on the reinforcing nature of stereotypy, (b) teach the appropriate times and places for stereotypy to occur, (c) yield language, social, leisure, and academic skills that may eventually eclipse interfering forms of stereotypy, and (d) are preferred by the person receiving the treatment will be described.  This information will be conveyed via interactive lecture and video models.

Objectives:

1. The attendee should be able to describe the conditions under which behavior analysts should and should not treat stereotypy.
2. The attendee should be able to describe the common 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 while simultaneously addressing language and social skill deficits.
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.

Tips:

1. This course is divided into 4 chapters.
2. Each chapter presents a video.
3. If you close your browser before finishing a video, your place in the video will not be saved. Therefore, we recommend that you jot down the timestamp before closing your browser so you can quickly find the spot at which you left off when you return.
4. After each video there will be a short quiz.
5. Many of the quiz questions are in the style of “multiple selection.” That is, there will often be more than one correct answer.
6. Be sure to check your spelling when composing constructed answers.
7. 100% correct responding is required before moving to the next chapter.
8. When all quizzes are successfully completed, you will be presented with a certificate of completion worth 3 BACB CEUs (2 General, 1 Ethics, and 0 Supervision), a reference list of associated readings, and a link to a feedback survey.
9. Be sure to check out the “Download Materials” section before the first chapter. It is full of helpful resources.