Friday-Saturday, April 16-17, 2020
Mechanics Hall, Worcester MA
Title: Practical Functional Assessment and Skill-Based Treatment of Severe Problem Behavior: A Process Update with Supported Application
Time: 8:30-4:30 (1-hr lunch and two 15-min breaks = 6.5 hours of on-task time = 7 CEUs per day)
Hosted by: FTF Behavioral Consulting, Inc.
Presenter: Gregory Hanley, Ph.D., BCBA, LBA
Anthony Cammilleri, Ph.D., BCBA, LBA
Mahshid Ghaemmaghami, Ph.D., BCBA-D
Holly Gover, M.S., BCBA, LBA
Kelsey Ruppel, M.S., BCBA, LBA
Shannon Ward, M.S., BCBA, LBA
14 Type II CEUs will be provided.
A light breakfast and coffee will be served in the morning, and lunch will be provided during the afternoon.
Abstract: Through lecture and interactive discussion, attendees will be introduced to the latest iteration of the practical functional assessment process (PFA) that allows for the development of skill-based treatments (SBTs) capable of producing socially valid outcomes. An effective and parent-validated treatment process for problem behavior will be described, 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 minimizing risks and expanding practitioner’s scope of practice will then be reviewed. The logistics of implementing the assessment and treatment processes under various practice constraints and resources will be discussed. Additional capacity-building opportunities will be provided throughout the two days during small-group activity opportunities in which half-dozen doctorate level behavior analysts will provide support to attendees in relation to their unique case examples to extract synthesized reinforcement contingencies from interviews, design safe, fast, and effective functional analyses from the interviews, and design skill-based treatments informed by the results of the practical functional assessment process. Attendees will also be provided with implementation support materials that will include (a) sample scripts for caregivers and administrators on the importance and applicability of the PFA and SBT process, (b) samples of completed PFA and SBT workbooks and datasheets as well as blank copies, (c) samples of PFA and SBT completed in-progress and final reports with suggested IEP goals as well as blank templates, and (d) excel graph templates for the assessment and treatment analysis results. Opportunities to secure continued implementation support will be made available at the close of the seminar.
- An attendee should 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 describe the indicators and implications of strong control of problem behavior during a functional analysis and how these relate to treatment efficacy.
- An attendee will be able to identify the suspected response class, establishing operations, and synthesized reinforcers from conducted interviews.
- An attendee will be able to describe the tactics for improving the safety and efficiency of the functional analysis part of the process, including strategies for implementing the PFA process 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 key factors to consider when selecting the initial functional communication response, the teaching tactics for shaping the complexity of the response while avoiding resurgence of problem behavior, and procedures for differentiating the response so that a communication repertoire is established.
- An attendee will be able to describe the key components of strategies for teaching individuals with severe problem behavior to tolerate both delays to and denials of the reinforcers previously influencing their problem behavior.
- An attendee will be able to describe the characteristics of an enhanced choice model of treatment implementation for minimizing the likelihood of problem behavior escalation.
- An attendee will be able to describe how a contextually appropriate behavior chain (e.g., compliance with tasks, completing independent academic work, and play) may be shaped and maintained during variable and sometimes long delays to the reinforcers that historically influenced problem behavior.
- An attendee will be able to describe the processes for introducing new chains of contextually appropriate behavior to address problem behavior occurring is structurally unique contexts.
- An attendee will be able to describe the relative benefits of massed versus distributed dosages of treatment.as well as describe the advantages and disadvantages of expert driven versus collaborative approaches to implementing the skill-shaping process.
- An attendee will be able to describe the importance of common stimuli to the process of transferring the effects of treatment across people, places, and extended time periods.
- An attendee will be able to describe the 6-step process for training new people to implement the treatment with high integrity.
- An attendee will be able to describe the various means for providing effective supervision and support to those implementing treatment in order for treatment effects to persist.
- An attendee will be able to design their plan for transferring treatment processes, maintaining treatment effects, and effectively supervising continued treatment implementation.
Stay tuned for ticket information! Please e-mail Dr.G@ftfbc.com if you have any questions.