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The practical functional assessment and skill-based treatment has been found to safely and effectively reduce problem behavior and lead to socially validated outcomes (e.g., Hanley et al., 2014; Jessel et al., 2018; Santiago et al., 2016). In this tutorial, we will review commonly asked questions about the assessment and treatment process. Attendees will review questions that frequently arise about the assessment process (e.g., “How do you incorporate food into the analysis?”) functional communication training (“How do you prevent scrolling?”), skill-based treatment (e.g., “When should a client move backwards in the process?”), and extension of treatment to additional staff and caregivers (e.g., “When should others be trained?”). Attendees will observe videos clips taken from a live Q&A session and review additional Q&As that often arise when consulting with parents and clinicians.
Attendees will be able to answer common questions regarding the assessment and treatment process, such as:
- Should you incorporate food into the analysis? If so, what should be considered?
- How do you decide what materials and interactions to include in the analysis?
- If my client enjoys physical attention, do I provide this continuously?
- How do you decide what to include in the analysis when the establishing operation (EO) is difficult to identify?
- How can I prepare the analysis to avoid unplanned EOs?
- What do you do if problem behavior occurs during the EO? In reinforcement?
- How do you define R1s (dangerous topographies of problem behavior) and R2s (associated non-dangerous forms of problem behavior)?
- Why do you recommend progressing the EO in a particular way?
- How do you avoid scrolling in functional communication training?
- Are there considerations for selecting the tolerance response?
- Do you have recommendations for teaching the tolerance response if I’m anticipating discrimination challenges?
- How often should I be implementing the skill-based treatment?
- What do I do outside of practice sessions?
- Should I bring peers in at CAB 6?
- When do I move to the next step in the treatment process?
- If problem behavior occurs, do I need to move back to a previous step?
- What if a client seems to get frustrated with practice sessions?
- Why do you practice similar interactions so many times?
- Are there considerations for who to train next in the process (when there are multiple people)?
- How do I extend treatment to parents and caregivers?
- This course is divided into 9 chapters.
- Each chapter presents a video.
- 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.
- After each video there will be a short quiz.
- Many of the quiz questions are in the style of “multiple selection.” That is, there will often be more than one correct answer.
- Be sure to check your spelling when composing constructed answers.
- 100% correct responding is required before moving to the next chapter.
- When all quizzes are successfully completed, you will be presented with a certificate of completion worth 2 general BACB CEUs, a reference list of associated readings, and a link to a feedback survey.