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| Positive Behaviour Support in Applied Settings |
| Saturday, September 3, 2022 |
| 2:00 PM–2:50 PM |
| Auditorium |
| Area: EDC/CSS; Domain: Service Delivery |
| Chair: Geraldine Leader (National University of Ireland) |
| CE Instructor: Millicent Blandford-Elliott, Ph.D. |
| Abstract: |
| Instruction Level: Intermediate |
| Target Audience: Behavior Analysts who work in schools |
| Learning Objectives: At the end of this session, attendees will be able to: (1) Identify the three tiers of SWPBS; (2) Consider how to measure the success of behavioural intervention in maintained schools; (3) Describe the complexities and benefits of working in a mutli-disciplinary framework |
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| Applications of Positive Behaviour Support |
| GERALDINE LEADER (National University of Ireland) |
| Abstract: This session will provide an overview of Positive Behaviour Support (PBS) by providing an overview of its theoretical background as well as examining its main applications. This session will also provide an overview of PBS and its applications across different environments. We will describe the three-tiered model that underpins PBS applications and how that model supports the development and implementation on behavioural interventions that are values-based, resource-efficient and effective, Although PBS in the Ireland and the UK is often associated with support services for individuals with developmental disabilities, this presentation will describe additional applications of PBS, including those to address common behaviour problems in schools and to increase purposeful activity in prisons. |
 Dr. Geraldine Leader is a Behavioral Psychologist and is an Associate Professor in the School of Psychology at the National University of Ireland, Galway (NUIG). With over 90 peer-reviewed publication, Geraldine’s research interests lie in the areas of Autism Spectrum Disorder (ASD), Developmental and Intellectual Disabilities (IDD). She conducts interdisciplinary research primarily concerned with improving the quality of life of individuals with ASD and IDD. Geraldine is the Director of the Irish Centre for Autism and Neurodevelopmental Research (ICAN) at NUIG. She is a PI in GEMMA (Genome, Environment, Microbiome, and Metabolome in Autism) which was recently awarded €14.2 million from Horizon 2020 (2019-2024). |
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| Implementing Universal Interventions in Prison: Challenges, Wins, and Lessons Learned |
| CHRISTOPHER SEEL (University of South Wales) |
| Abstract: Violent and disruptive behavior is a universal problem in prisons. Although there is a wealth of research quantifying and assessing prisoner behavior, research on effective behavior change strategies (particularly for in-prison behavior) has been much less prevalent. Further, expectations for prisons to focus more on rehabilitation and less on punishment have occasioned a proliferation of strategies for increasing meaningful engagement, but often without rigorous evaluation of efficacy. This presentation will describe the development and implementation of a Tier 1 intervention in a Class B prison housing nearly 2000 adult offenders. Importantly, it will describe how prisoners played key roles in each step of the process and were ultimately responsible for intervention implementation. The presentation will discuss the effects of the intervention from prisoner perspectives, as well as addressing some of the challenges of enacting meaningful behavior change in prison environments. |
 Christopher J. Seel, MSc. has worked in the field of behavior analysis for over a decade. Having worked initially in early intervention for autistic and developmentally disabled children, his clinical interests began to shift after working on placement at one of the largest prisons in the UK. Along with Dr. Jennifer Austin, Chris received funding from the European Social Fund to evaluate the effects of behavior analytic interventions on prisoner misconduct and rehabilitation. Chris is currently a doctoral researcher at the University of South Wales (USW) and teaches on behavior analytic programs at USW and Swansea University. He is the current student representative to the UK Society for Behaviour Analysis. |
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| Positive Behavior Support in Maintained Schools in Wales |
| MILLICENT BLANDFORD-ELLIOTT (Bangor University) |
| Abstract: Behaviour analysis provision in maintained schools in the UK remains rare, despite robust research evidence supporting the use of school-wide positive behaviour support (SWPBS) and function based behaviour interventions. In this talk, we will share our experience implementing SWPBS in mainstream primary schools in Wales. Behaviour analysts worked with teachers and school leaders to design universal behaviour provision in each school. We sought to identify, teach, measure, and acknowledge positive behaviours in the classroom. Data showed that after implementing SWPBS, the students showed an increase in on-task behaviours and a decrease in disruptive behaviours. We used qualitative data to understand that factors that impact implementation fidelity. In our practice and research, we have collaborated with local authorities, school leaders, and teachers to make ABA an effective intervention in each setting. We will discuss the collaborative process, the compromises, and role of culture in setting up provision. We will give special consideration to how SWPBS can be implemented alongside a trauma informed schools programme. Our data shows that collaborative models produce significant, long-term positive behaviour change. |
 Dr. Millie Blandford-Elliott, BCBA is a lecturer in the School of Educational Sciences at Bangor University, Wales. Her doctoral research involved the implementation of School Wide Positive Behaviour Support (SWPBS) in Welsh primary schools, and the application of ABA in an early years emotional, social, and behavioural (ESB) setting. Millie’s research and practice interests include SWPBS in the UK, classroom behaviour management, and collaborating with teachers to meet the needs of pupils with ESB difficulties and attachment disorders in mainstream classrooms. |
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