A Classroom-Based Program Model for the Assessment and Treatment of Severe Challenging Behavior becomes clinically important the moment a team has to turn good intentions into reliable action inside busy classrooms and teacher-managed routines, community routines and natural environments. In A Classroom-Based Program Model for the Assessment and Treatment of Severe Challenging Behavior, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Felician University
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Join Free →Prevalence estimates indicate that approximately 94% of individuals with autism engage in some form of challenging behavior (Matson, Wilkins, & Macken, 2009). Severe challenging behavior is any behavior that presents a risk of harm to self or others, and/or interferes with an individual's ability to engage in learning, access community resources, or even establish social relationships. There exists over 40 years of empirical evidence demonstrating the effectiveness of applied behavior analysis (ABA) for addressing severe and challenging behaviors exhibited by a variety of client populations. While there is a clear model for assessment and treatment, services for severe challenging behavior are typically provided in inpatient hospital units or specialized clinics with long waitlists. As such, there remains a significant need for increased access to these services. This presentation will provide a program description and operational overview of a classroom-based day program specializing in the assessment and treatment of severe challenging behavior. Special emphasis will be placed on the functional analysis process and include a discussion of extended analyses. A few case examples will be reviewed, followed by a discussion of the strengths and limitations of the program model.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. David Wilson is a board-certified behavior analyst-doctoral (BCBA-D) with over 25 years of experience serving children, adolescents, and adults with autism and other developmental disabilities across a variety of settings. He currently serves as the Chief Clinical Officer (CCO) for REED Autism Services where he provides clinical leadership across the organization. His work history includes clinical leadership positions within not for profit and for-profit behavior health organizations. Prior to joining REED David directed the graduate program in applied behavior analysis at Georgian Court University where he was a tenured associate professor of psychology. In 2020, Governor Murphy appointed David to the inaugural New Jersey State Board of Behavior Analyst Examiners. David's areas of expertise include the assessment and treatment of severe challenging behavior, skill acquisition, stimulus control, mentoring clinical staff, strategic planning, and quality improvement. He received clinical training at the Kennedy Krieger Institute Neurobehavioral Unit (NBU) and completed his Ph.D. in Behavior Analysis, with a minor in Special Education, at the University of Florida under the mentorship of Dr. Brian A. Iwata.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.