|Using ABA to Conceptualize Disorders in the Diagnostic Statistic Manual of Mental Disorders (DSM-5)
|Thursday, May 24, 2018
|4:00 PM–7:00 PM
|Manchester Grand Hyatt, Harbor Ballroom HI
|Area: TBA; Domain: Service Delivery
|CE Instructor: Monica Gilbert, M.S.
|MONICA GILBERT (Carlos Albizu University)
|Description: Behavior Analysts commonly implement Applied Behavior Analysis (ABA) treatment to individuals diagnosed with Autism Spectrum Disorder (ASD). The benefits of ABA for individuals with ASD has been widespread and well incorporated in the community. However, it is still not a common practice for Behavior Analysts to receive referrals from other professionals for individuals that are not diagnosed with ASD but rather another diagnosis or a comorbid diagnosis from the DSM-5. To break this stigma, it is imperative to show how ABA can a be an effective strategy for individuals with other disorders. Moreover, many times, Behavior Analysts are told the client's diagnosis but have limited understanding of how the diagnosis impacts the modality of the assessment and treatment. Finally, insurance companies' approval of ABA services are based on "medical necessity guidelines" which are highly correlated with the diagnosis seen in the DSM-5. The aim of this workshop is to clearly define and conceptualize some of DSM-5's diagnosis such as; ADHD, ODD, ID, Conduct Disorder, Major Depression, Bipolar Disorder, GAD, Trichotillomania, Excoriation, Pyromania and Kleptomania, and teach relevant empirically derived facts as well as factors to consider when completing a Functional Behavior Assessment (FBA).The future aim of this workshop is to stimulate further studies that will prove the effectiveness of using ABA to target DSM-5 diagnosis and further incorporate the use of ABA into clinical practice.
|Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Assess parent's motivation based on the trans-theoretical model and using different proven measures; (2) Provide examples of effective change talk strategies to develop and build collaborative relationships with parents; (3) Describe motivation through the interaction of private events and motivating operations; (4) Identify traps that can harm clinician-parental relationships; (5) Describe key features of effective MI strategies; (6) Measure change talk vs. counter-change talk; (7) Identify key features necessary for cooperative relationships between caregivers and clinicians; (8) Learn effective communication skills that will alter private events in others.
|Activities: Workshop activities will include didactic instruction, small group breakout, video modeling, guided practice and role plays.
|Audience: BCaBA, BCBA, graduate students and Licensed psychologist
|Content Area: Practice
|Instruction Level: Basic
|Keyword(s): Motivation, motivational interviewing, parent training, Private events