Balance: A Collaborative Approach to Emerging Problem Behavior matters because it changes what a BCBA notices when decisions have to hold up in home routines and caregiver-led implementation, school teams and classroom routines. In A Collaborative Approach to Emerging Problem Behavior, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via Hoosier Association for Behavior Analysis
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Join Free →A set of skills, including functional communication, delay tolerance, and cooperation with adult instructions, has been shown to reduce severe problem behavior among children with autism (e.g., Hanley et al., 2014; Jessel et al., 2018). Teaching these skills to typically developing preschoolers has also been demonstrated to reduce problem behavior and prevent it from developing (Fahmie & Luczynski, 2018; Luczynski & Hanley, 2013). From this foundation comes the Balance Program, a skill-based curriculum delivered in the home by parents to their young children with developmental disabilities, with the goal of preventing the development of severe problem behavior. Our empirical evaluations of the program showed decreases in emerging problem behavior across all participants and increases in social and cooperation skills (LaCroix et al., in prep; Ruppel et al., 2021).
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 3 | General |
| COA | 3 | — |
Dr. Ruppel’s work focuses on the practical functional assessment and skill-based treatment of problem behavior, as well as preventing the development of severe problem behavior in young children with autism. She began her career as a teaching assistant in a specialized school for students with developmental disabilities and eventually served as a school-based special education teacher, BCBA, and curriculum supervisor. She has also implemented and supervised in-home ABA programming, taught courses as a faculty fellow at Western New England University, served as the Associate Director of Dr. Greg Hanley’s Life Skills Clinic at Western New England University, and served as a BCBA at an inpatient hospital program for children with severe problem behavior. Kelsey has served as a consultant to a range of organizations, including schools, in-home and outpatient clinic providers, and residential programs. She holds a master's degree in special education from Johns Hopkins University and a doctoral degree in behavior analysis from Western New England University. She has been an invited speaker at conferences nationally and internationally.
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.