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| The Importance of Values for Guiding Programs Serving Individuals With Neurodevelopmental Disabilities |
| Monday, May 26, 2025 |
| 8:00 AM–9:50 AM |
| Marriott Marquis, M4 Level, Capitol & Congress |
| Area: DDA; Domain: Service Delivery |
| Chair: Savannah Tate (Kennedy Krieger Institute) |
| Discussant: Louis P. Hagopian (Kennedy Krieger Institute) |
| CE Instructor: Savannah Tate, Ph.D. |
| Abstract: It is well-established that providing clinical services to persons with Neurodevelopmental and related disabilities requires specialized knowledge and substantial resources. Additionally, the provision of high-quality, compassionate care in service delivery requires the establishment and ongoing guidance of foundational values. Regardless of the setting, these values should be centered around promoting the self-determination, independence, dignity, well-being, and safety of the individuals receiving services. To address this, the current symposium will include speakers representing clinical, residential, and educational settings. Presenters will discuss the values that have guided the design of their educational, clinical, or residential programs, respectively. Information about these programs will include the individuals who are served, the delivery of services, and each program’s goals regarding staff training and professional development. Finally, the discussant will review common themes and highlight shared values across programs. Also, the discussant will emphasize how a program’s mission and services are ultimately an expression of their values. |
| Instruction Level: Intermediate |
| Keyword(s): Neurodevelopmental disability, Service delivery, Values-based approaches |
| Target Audience: The target audience for this symposium includes behavior analysts who provide services to individuals who are both diagnosed with a neurodevelopmental disorder and engage in severe challenging behavior. |
Learning Objectives: 1. describe some values important for programs serving those with challenging behavior
2. identify ways that service delivery should incorporate tactics to promote self-determination, independence, dignity, well-being, and safety of the individuals receiving services
3. connect the core tenets of applied behavior analysis, the BACB Code of Ethics, and values that should inform service delivery |
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| Values-Based Services in the Neurobehavioral Unit Outpatient Programs |
| JULIA T. O'CONNOR (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), Kathleen Holehan (Kennedy Krieger Institute) |
| Abstract: Severe challenging behavior can result in extensive polypharmacy, restrictive settings and/or procedures with limited access to social opportunities, and extensive caregiver accommodation to try and maintain safety and decrease risk of injury. The Neurobehavioral Continuum of Care at Kennedy Krieger Institute offers inpatient and outpatient services for individuals with neurodevelopmental disabilities who exhibit severe, treatment-resistant challenging behavior. Within this Continuum, the Neurobehavioral Unit - Outpatient Programs provide a range of services designed to meet the needs of these individuals, their caregivers and providers. This presentation will describe the outpatient models of care and how they have evolved over time to meet the needs of patients and families and will highlight the value driven actions relating to the functional analysis of challenging behavior and the subsequent selection of function-based treatments. For each individual, personalized treatment evolves through ongoing review and training to insure ethical, compassionate, and quality care. Prioritization of collaboration and training with key stakeholders including caregivers, school staff, and community providers will be discussed. |
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| The Values-Based Mission of the Neurobehavioral Unit-Inpatient Program at Kennedy Krieger |
| JONATHAN DEAN SCHMIDT (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: The Neurobehavioral Unit-Inpatient Program uses an interdisciplinary approach for the assessment and treatment of individuals with intellectual and developmental disabilities who have severe treatment-resistant challenging behavior. Our mission is to improve the quality of life for these individuals and their families, as well as the larger community, through clinical, training, research, and advocacy efforts. There is a growing literature base emphasizing professionals demonstrate competency in practice by explicitly stating how personalized treatments consider ethics, compassionate care, and respect for diversity. Although these concepts have been described within the broader behavior analytic community, there is a need for it to be explicitly defined when developing personalized treatments for individuals with severe challenging behavior, where it is essential to identify the contingencies maintaining behavior and develop treatments that incorporate client and caregiver preferences. This presentation will detail value driven actions from our program when advocating with insurance companies to ensure equitable access to services, to using a function-based, mechanistic model for the assessment, treatment, and generalization phases of an admission. Discussion will also focus on how to empower families once individuals return to their community settings. |
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| Pioneering Possibilities: Providing Educational Services to Give Students an Opportunity to Improve Their Life’s Journey |
| BYRON J. WINE (The Faison Center; University of Virginia), Eli T. Newcomb (The Faison Center), Elizabeth Newcomb (The Faison Center), Heidi Garcia (The Faison Center, Inc.) |
| Abstract: The Faison School is a not-for-profit private school specializing in providing behavior analytic, specialized educational services to children with Neurodevelopmental disabilities. Students are placed by localities in Virginia if the public school system cannot serve them due to significant aggression or disruptive behavior, or significant failure to meet academic goals. We serve individuals aged 5 to 21, primarily with a diagnosis of autism spectrum disorder. While many students come to us behind grade level with significant challenging behavior, others are working on standard diplomas. Given the range of ages, modes of communication, and presentation of unsafe behavior, among many other variables, we have had to be intentional about setting up systems rooted in behavior analytic and humanitarian values to teach effectively while keeping the students, and the staff who serve them, safe. In this presentation we will discuss some of our systems and policies that have been effective over the years. |
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| Values-Centered Residential Care |
| JASON C. BOURRET (New England Center for Children) |
| Abstract: In this presentation, I will discuss a model of residential service provision for autistic individuals that centers the empowerment and wellbeing of each student and their families. Recent reviews have indicated that over 40% of autistic children may engage in dangerous self-injurious or aggressive behavior. The severity of this behavior may make it very challenging or impossible for some of these children to continue to live safely at home with their parents. I will describe a residential program model that recognizes how traumatic and stressful this can be for children and their families. This will involve a discussion of our educational service provision approach and some of the ways we attempt to support students and their families through the challenges that can come with severe and dangerous behavior. Throughout, I will connect our values and goals to the defining features of applied behavior analysis as articulated by Baer, Wolf, and Risley (1968). |
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