|
| An Ethical Approach to Addressing Problem Behavior in School Settings |
| Thursday, May 24, 2018 |
| 4:00 PM–7:00 PM |
| Manchester Grand Hyatt, Harbor Ballroom B |
| Area: EDC/PRA; Domain: Service Delivery |
| CE Instructor: Stacey M. McIntyre, M.A. |
| MEGAN B. BOUCHER (The Ivymount School), STACEY M. MCINTYRE (Ivymount School) |
| Description: Behavior modification can be effective at reducing problem behavior. However, the use of arbitrarily selected reinforcers is no longer recommended as best practice. Using functional assessments to inform behavioral intervention produces treatments that are practical, ethical, and effective. Federal mandates require school personnel to conduct Functional Behavior Assessments and write Behavior Intervention Plans when problem behaviors impede students' educational performance. Many articles written to provide practical guidelines to school personnel include recommending multiple treatment components that create complex BIPs and can impact treatment effectiveness. This workshop will highlight a resource-efficient model for addressing problem behavior using function-based and non-function based approaches and the related ethical considerations (e.g., least restrictive environment, safety, treatment effectiveness, preference and staff training). Participants will discriminate between function-based and non-function-based treatment and identify the advantages and barriers to each. Also, participants will identify the key features of each tier in a Multi-Tier System of Supports framework and determine when to move to the next tier of intervention. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Identify the utility of a multi-tier system of supports framework within a school setting; (2) Identify universal supports that promote appropriate behavior (i.e., tier 1 intervention); (3) Identify when to move to behavioral interventions at tiers 2 and 3; (4) Discriminate between and identify advantages and barriers to: non-function based behavior intervention plan (BIP) and function-based BIP; (5) Identify and apply the ethics associated with function and non-function based treatment development. |
| Activities: Instructional strategies include: lecture, discussion, small group breakout |
| Audience: BCBAs, BCaBAs, BCBA-Ds, school psychologists and other behavior analytic providers working in a public or private school setting. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): function-based treatment, LRE, PBIS, staff training |