|
| Ethical Implications of Addressing Stereotypical Behavior in Children With Autism: What Practitioners Need to Know |
| Friday, May 25, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom C |
| Area: AUT/PRA; Domain: Applied Research |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| KATHLEEN MCCABE-ODRI (Partners In Learning, Inc.), Nicole Rzemyk (Partners in Learning, Inc.), Lori Lorenzetti (Partners in Learning, Inc,), ADRIENNE RIZZO (Partners in Learning), MELANIE ERWINSKI (Partners inLearning, Inc.), SAMARIA JUANANDRES (Partners in Learning, Inc.) |
| Description: According to the American Psychiatric Association, "restricted, repetitive, and stereotyped patterns of behavior are one of three core diagnostic features of autistic disorders and are a frequent target of behavioral interventions for children with autism." (Cunningham & Schreibman, 2008). Current functional analysis methodology provides the general label "automatic reinforcement" for behaviors that persist in the absence of social consequences. (Lanovaz, Rapp & Fletcher, 2010). Various peer-reviewed research has addressed the clinical concerns of repetitive behaviors, as "stereotypy can occur at high rates in children with and without developmental delays (and) these behaviors can interfere with the acquisition of new skills and social interactions" (Korneder, 2014), as well as cause injury in exacerbated rates (Cervantes et.al, 2014). The literature provides an array of antecedent and consequence interventions, often in multi-component presentations with frequent use of punishment protocols, (Boyd, 2013) with varied degrees of socially significant change. This workshop addresses evidence-based treatment options for stereotypical behaviors via literature review and case study analysis. Participants will discuss the ethical implications of various treatment options, including suggested guidelines to assist practitioners on how and when to intervene in these class of behaviors that "often persist in the absence of social consequences" (Lovaas, Newsom & Hickman, 1987). |
| Learning Objectives: At the end of this presentation, attendees will be able to: (1) analyze the historical review of literature re stereotypical behavior and interventions; (2) analyze varied treatment components to address stereotypes via case studies; (3)assess the possible functions of varied types of stereotypies; (4) discuss and describe potential ethical considerations via the BACB code the pros and cons of addressing stereotypical behaviors, as well as current best practice recommendations. |
| Activities: Workshop objectives will be met via a balanced presentation of lecture, video observation, and group discussion. Core content will be taught through case study presentations. Supplemental materials for identifying the function of repetitive behaviors and levels for intervention will be provided. |
| Audience: BCBAs, child study team members, behavior specialists/consultants |
| Content Area: Practice |
| Instruction Level: Intermediate |