Audio Strategies to Increase Beginner Classroom Participation Skills: Decreasing Problem Behavior with an FBA Part 2: The Intervention and Behavior Support Plan

LEVEL: Advanced

CEU ELIGIBILITY:

2 BACB Learning CEU

2 QABA General CEU

2 APA General CEU

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This 120-minute audio webinar is a continuation of the webinar Decreasing Problem Behavior with an FBA: Part 1: The Assessment. This webinar will provide an overview of functionally appropriate behavioral interventions designed to reduce challenging behavior. Based on the literature review and successful practice in a real-world application, we will identify appropriate antecedent and consequent interventions. We will map out how to develop a thorough behavior support plan; specifically the construction of an appropriate reinforcement schedule, functionally equivalent replacement behaviors, and preventative strategies. In addition, we will analyze the need for aversive strategies when reinforcement-based interventions alone are not effective for behavior reduction.

Summary:
Positive behavior support (PBS) is a general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior change (Sugai et al., 2000). The purpose of this Webinar is to teach the audience how to thoroughly assess maintaining variables of presenting challenging behavior. A central goal of functional assessment is to identify reinforcers that maintain a target response (Horner, 1994). Our Webinar will provide a quick review of possible maintaining variables, and the reinforcers identified through the functional behavioral assessment. After the identification of the maintaining variable(s), we will provide appropriate reinforcement schedules, preventative strategies, and functionally equivalent replacement behaviors.

PBS was developed as an alternative to aversive interventions used with students with significant disabilities who engaged in challenging behavior (Durand & Carr, 1985). At times, a combination of reinforcement-based interventions, modifications to antecedent variables, and systematic teaching of replacement behaviors do not successfully decrease challenging behavior. We will assist the audience in the analysis of the need for aversive behavioral interventions along with appropriate ethical considerations. We will also prove a list of questions to ask your governing body to ensure you are following the appropriate protocol.

Our Webinar will look in detail at behavioral interventions to incorporate in the classroom with the goal of helping you decrease a child’s inappropriate classroom behavior and increase time in the inclusive environment. While providing real-life examples of success and difficulties we will focus on strategies you can implement today as we study specific behavioral interventions from assessment to successful behavior change procedure implementation.

Each event will total 100 minutes with a review of practice and methodology designed for teachers, paraprofessionals, BCABAs and BCBA’s working and consulting in schools, and other professionals working in a classroom environment with children with autism and related disorders.

Upon completion of Strategies to Increase Beginner Classroom Participation Skills: Decreasing Problem Behavior with an FBA: Part 2 - The Intervention and Behavior Support Plan participants will:

1. Identify appropriate reinforcement strategies for behavior reduction,
2. Identify functionally equivalent preventative strategies and socially appropriate replacement behaviors for behavior reduction,
3. Identify the need for an aversive behavioral intervention and ethical considerations.

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DISCLOSURE:
Financial - Presenters are employees of Step By Step, Special Learning's strategic partner. Presenters and researchers do not receive any financial compensation.
Non-Financial - No relevant non-financial relationships exist. Special Learning, publisher of products for SLPs, BCBAs and other professionals, and Step By Step funded this training webcast.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board  (“BACB”) does not sponsor, approve or endorse Special Learning, the materials, information, or sessions identified herein.

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