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A Comprehensive and Compassionate Approach for Addressing Problem Behavior
By Gregory P. Hanley, Ph.D., BCBA-D
Join Dr. Hanley as he leads FTF’s efforts to disseminate a compassionate and trauma-informed assessment and treatment process for problem behavior. Each two-day conference includes 14 BACB CEU opportunities (10 General, 2 ethics, & 2 Supervision).
Attendees will learn about Today’s ABA, PFA-SBT updates, Branch designs, and Universal Protocols divided in 5 parts across two days (from 8:30 AM – 4:30 PM). Read the event description below.
2-Day Workshop Training Description
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|When||October 26-27th from 8:30 am - 4:30 pm|
|Where||University of Miami – Center & East Ballroom at the Shalala Student Center
1330 Miller Dr, Miami, FL 33146
|Presenter||Gregory P. Hanley, Ph.D., BCBA-D., LBA|
CAB Branch Designs
|BACB CEUs||14 (10 General, 2 Ethics, 2 Supervision)|
|Parking||Guests are welcome to park in our Pavia/Merrick Garages and pay via the Pay by Phone app. The rate will be $1.50/hour or $8/day.
Click here for more information.
|Food||Food not served as part of conference, but there are a variety of food options inside and close to the venue
For Campus Dining Locations, click here
Today’s ABA: A Compassionate and Collaborative Approach for Improving Relationship and Behavior.
A contemporary and trauma-assumed version of applied behavior analysis for consideration when working with autistic persons or those with developmental and intellectual disabilities, especially when problem behavior is probable, will be described. The values at the forefront of this compassionate and collaborative ABA approach will be emphasized along with the sequence of steps in therapeutic processes aimed at improving relationships en route to addressing problems of behavior.
- The attendee will be able to describe the three values associated with Today’s ABA.
- The attendee will be able to describe the most important understandings competencies for people who provide direct support to children, adolescents, or adults with autism and/or developmental and intellectual disabilities.
Parts 2 & 3
On the Latest Iteration of the Practical Functional Assessment and Skill Based Treatment Process
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, televisibility, and shared rapport of the process will be emphasized. The effective and parent-validated treatment process will then be described. Teaching contextually appropriate behavior following the shaping of communication and toleration repertoires will be described in detail. The relevance of several choice models for further minimizing risks and expanding the practitioner’s scope of practice will also be reviewed.
- 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.
- An attendee will be able to derive the suspected response class, establishing operations, and synthesized reinforcers from interview results.
- An attendee will be able to describe the tactics for improving the safety, efficiency, and televisibility of the functional analysis.
- An attendee will be able to describe how to quickly and safely develop replacement skills within an open-door model that obviates the use of physical management and minimizes the possibly of escalated problem behavior.
- An attendee will be able to describe the generally applicable process for teaching contextually appropriate behavior following the shaping of communication and toleration repertoires.
- An attendee will be able to describe how to respond to problem behaviors were they to resurge during the skill-based treatment process.
- An attendee will be able to describe different choice models in which the process may be conducted to further minimize escalated forms of problem behavior during the therapeutic process.
Backward Design of the PFA and SBT Process for Specific Learners
The knowledge of practical functional assessment and skill based treatment will be applied to specific learners in this part of the workshop. Following identification of educational, habilitative, and familial priorities, the assessment and treatment process for specific learners will be designed.
Teaching Process and Objectives
- An attendee will learn how to use backward design for developing analysis and treatment processes for individual learners.
- An attendee will learn how to identify the components of priority skill sets (branches) for an individual learner.
- An attendee will learn how to design initial contexts in which the learner is happy, relaxed, and engaged.
- An attendee will learn how to empower clients in this same context while preventing problem behavior from escalating when challenging situations are introduced.
- An attendee will learn how to identify and develop communication and toleration repertoires for the learner.
- An attendee will learn how to shape contextually appropriate chains of behaviors comprised of relinquishing, transitioning, starting, varying, enduring, and persisting.
- An attendee will learn how to respond to all types of problem behavior were they to resurge during the skill-based treatment process.
- An attendee will learn how to collect data, monitor progress, and make values-based and performance-based decisions during the skill-based treatment process.
The Universal Protocol: Increasing Safety, Dignity, and Joy Across the Day
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 sessions for clients just beginning the process. The Universal Protocol offers an across-the-day solution. It forms the foundation from which treatment is 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, as well as the logistics associated with its implementation (i.e., data collection, client specific and organizational outcome measures).
Teaching Process and Objectives
- An attendee will be able to describe the 7 elements of the Universal Protocol.
- An attendee will be able to describe how to support implementation of a Universal Protocol.
- An attendee will be able to describe measures used to evaluate the effects of the Universal Protocol on a client/staff-specific and organizational scale.