Interventions in Juvenile Residential and Home Settings becomes clinically important the moment a team has to turn good intentions into reliable action inside home routines and caregiver-led implementation, community routines and natural environments. In Interventions in Juvenile Residential and Home Settings, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →This paper session will contain two studies conducted in community-based settings. The first study focused on implementing a pyramidal training model using behavioral skills training to teach staff to use positive interactions with residents. Results indicated that supervisors were able to learn the BST steps and rates of behavior specific praise from staff increased. The second study implemented the Prevent-Teach-Reinforce (PTR) model in the home setting for three youth with emotional and behavioral disorders. Caregivers were involved with developing and implementing interventions to prevent challenging behavior, to teach replacement behaviors, and respond effectively to challenging behavior. Results indicated decreases in problem behavior, increases in alternative behaviors, and high levels of caregiver fidelity and social validity. Both of these studies developed interventions useful for youth with emotional and behavioral disorders and implementation was conducted by caregivers in authentic settings.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 1 | — |
Dr. Kimberly Crosland is an Associate Professor and Board Certified Behavior Analyst- Doctoral Level in the Applied Behavior Analysis Program in the Department of Child and Family Studies at the University of South Florida. She has a Ph.D. in Developmental and Child Psychology with an emphasis in behavior analysis from the University of Kansas. Dr. Crosland has over 25 years of experience in developing and implementing training and interventions with a variety of populations including individuals with developmental disabilities, emotional and behavioral disorders, autism, traumatic brain injury, and children within child welfare settings. She was the research director for the Behavior Analysis Services Program (BASP) from 2006 thru 2008, which was a statewide behavior analytic initiative to provide training and technical support for children in foster care. Prior to coming to USF, she was a clinician at the Kennedy Krieger Institute/Johns Hopkins Hospital where she provided treatment evaluations for children who were displaying severe challenging behaviors. She is currently the Principal Investigator (PI) for a funded Department of Education Institute of Education Sciences (IES) grant to develop a modular based intervention approach for teachers in classes with students with emotional and behavioral disorders.
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
256 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.