Workshop descriptions

Contact:  Felipe Magalhães Lemos

Presenter:  Gregory P. Hanley

Three-day workshop: April 8-10, 2022 in Curitiba, Brazil

Day 1-2: Practical Functional Assessment and Skill-Based Treatment of Problem Behavior

Times: 8:30-4:30 (1-hr lunch and two 15-min breaks)

Abstract: Through lecture, interactive discussion, and application exercises, the latest iteration of the practical functional assessment and skill-based treatment process will be conveyed. The procedures for maximizing the safety and televisibility of the process will be emphasized. The effective and parent-validated treatment process will also be described, but with an emphasis on the generally applicable process for teaching contextually appropriate behavior following the shaping of a communication and toleration repertoire. The relevance of an “enhanced choice” model for further minimizing risks and expanding practitioner’s scope of practice will also be reviewed. The opportunity to design an analysis and a skill-based treatment for clients being served by attendees will be available on the 2^nd day of this workshop.

 Objectives:

1. An attendee will be able to defend the practice of relying on synthesized reinforcement contingencies when functionally analyzing problem behavior and articulate the advantages of functional control over functional classification.
2. An attendee will be able to describe the tactics for improving the safety and efficiency of the functional analysis part of the process.
3. An attendee will be able to identify the suspected response class, establishing operations, and synthesized reinforcers from conducted interviews.
4. An attendee will be able to design personalized and implementable analyses from the interview conducted.
5. An attendee will be able to describe how to develop replacement skills within an open-door model that obviates the use of physical management and minimizes the possibly of escalated problem behavior.
6. An attendee will be able to articulate a generally applicable process for teaching contextually appropriate behavior following the shaping of a communication and toleration repertoire.
7. An attendee will be able to identify the treatment target behaviors and their sequence, criteria for advancing treatment, and the teaching strategies most relevant to particular learners.

Day 3 Morning: The Universal Protocol: Increasing Safety, Dignity, and Joy Across the Day

Abstract:  The practical functional assessment and skill-based treatment processes have been demonstrated to reduce or eliminate severe problem behavior and increase important life skills for clients with a variety of strengths and needs. However, building these skills takes time and expertise, and stakeholders often wonder what they should do while a client is awaiting these processes as well as what to do outside of treatment session time for clients just beginning the process. The universal protocol offers an organization-wide, across-the-day solution. It forms the foundation from which services are provided to all individuals in a service setting. It emphasizes safety and dignity for clients and staff, and it is designed to improve client-staff trust and rapport.

In this presentation, attendees will learn about the Universal Protocol, the research support for its core elements, and logistics associated with implementation of the universal protocols (data collection, client specific and organizational outcome measures).

Objectives:

1. An attendee will be able to describe the 8 elements of the Universal Protocol.
2. An attendee will be able to distinguish between a general and personalized version of the Universal Protocol
3. An attendee will be able to describe a process by which the Universal Protocol might be developed, implemented, and scaled across an organization
4. An attendee will be able to describe measures that might be used to evaluate the effects of the Universal Protocol on a client/staff-specific and organizational scale

Day 3 Afternoon: Balance: A Home-Based, Parent-Professional Collaborative Approach to Emerging Problem Behavior

Abstract: The Preschool Life Skills program, a skill-building package focused on functional communication, delay toleration, and cooperation, has been demonstrated to prevent the development of problem behavior in typically developing preschoolers. A similar package has also been shown to reduce severe problem behavior among children with autism, when implemented by professionals. Combining elements from these packages, we developed a parent-implemented program for young children with autism, with the goal of improving social and communication skills, reducing existing problem behavior, and preventing the development of patterns of severe problem behavior. It is called the Balance program. Our empirical evaluation of the program showed that emerging problem behavior decreased, child skills increased, and parents reported that the experience was highly acceptable. This workshop will present the data from this empirical evaluation and describe the Balance program in detail. The role of professionals and parents in the program will be discussed, and attendees will receive program manuals for both BCBAs and parents.

Objectives:

1. An attendee will be able to distinguish between at least two short-term strategies likely to avoid problem behavior and at least two long-term strategies likely to prevent
2. An attendee will be able to identify at least three curricular components of the Balance Program.
3. An attendee will be able to describe the implementation format of the Balance Program.

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To register for this workshop please visit: https://www.lunaead.com.br/p/pfasbt