How to use Behaviour Analytic concepts to support young people who have experienced Adverse Childhood Experiences (ACEs) and Traumatic events belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter caregiver coaching, home routines, team meetings, and values-sensitive decision making. In How to use Behaviour Analytic concepts to support young people who have experienced Adverse Childhood Experiences (ACEs) and Traumatic events, for this course, the practical stakes show up in better alignment between intervention and the family context in which it must survive, not in abstract discussion alone.
Provider: BehaviorLive
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Join Free →This course aims to break down how Behaviour Analytic concepts translate, and can support, young people who have experienced Adverse Childhood Experiences (ACES) and traumatic events. We will consider and define the term 'Trauma-informed' from a Behaviour Analytic perspective/lens and consider what it may encompass and look like in practice. We will also consider the Adverse Childhood Experiences scale and explore how this may support Behaviour Analysts to understand what specific events may lead to potential fear responses and safety-seeking behaviour(s). We will define safety-seeking behaviours functionally and consider how fear responses generalize to other environments and stimuli. This course is the perfect training opportunity for Behaviour Analysts looking to move into settings supporting young people who have experienced ACEs and are potentially suffering with disorders such as PTSD and displaying behaviours which challenge. It is also suitable for Behaviour Analysts already working with young people in these settings, wanting to expand their knowledge and consider how mentalistic concepts can translate into our field. I have worked in educational settings since 2016 and have spent the past three years training more specifically in approaches to support young people who have experienced ACES, or are suffering due to specific and ongoing Safeguarding concerns in mainstream education and residential settings. I am based in the UK therefore some of these concepts and ideas may differ slightly from how these settings operate in the U.S. but hopefully only slightly! We will cover: *What are the ACEs? How do they apply to Behaviour Analytic work with young people? *What are 'Traumatic Experiences' in comparison to 'Aversive Experiences'? What types of experiences may be 'Traumatic'? What behaviours can be observed as a result of experiencing these? *Considering the effects of fear responses and safety-seeking behaviours on Behaviour Support Packages *Adapting Behaviour Support Packages to take into account ACEs and Traumatic Experiences *Working with settings who have policies and systems based around assumed punishment contingencies and sanctions such as mainstream education, and considering adaptations based on individual cases
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
I am a BCBA located in the UK (UK-BA).I have experience in settings including a prison, schools, residential settings including day-care facilities, ABA clinics and 1.1 therapy settings.I have worked with young people since 2012, adults since 2014. As Achieve Behaviour Consultancy, I consult on ABA home programs, deliver workshops for families, supervise RBTs and aspiring QBAs (Qualified Behaviour Analysts), and UK BA's (UK Behaviour Analysts), create and deliver training courses and support young people in care. My passion is supporting young people who have adverse childhood experiences (ACEs and Trauma) in a range of settings by training and coaching staff teams and providing therapeutic input via positive behaviour support plans.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
244 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.