Prevention, Awareness, Collaboration, and Training (PACT): Considerations for Practitioners Surrounding Challenging Behavior matters because it changes what a BCBA notices when decisions have to hold up in joint consultation, shared care planning, school-team communication, and interdisciplinary handoffs. For this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via BehaviorLive
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Practitioners without direct training or fieldwork experience in the assessment and treatment of challenging behavior may feel underprepared to manage cases for clients who exhibit challenging behavior. In this talk, I will discuss the importance of recognizing and addressing mild to moderate challenging behavior with early learners before challenging behavior has the potential to escalate and require a higher level of care. I will emphasize the importance of prevention, awareness, collaboration, and training and provide specific examples of how practitioners can apply these categories of techniques to thoughtfully and effectively provide case management for clients who engage in challenging behavior. Learning Objectives: 1. Describe three prevention techniques and healthy contingencies to program to prevent challenging behavior from occurring or escalating. 2. Provide examples of how heightened awareness can help you prepare for and prevent challenging behavior from resulting in dangerous situations. 3. Explain how collaboration and training with caregivers, other providers, and technicians can increase safety and improve outcomes for clients who engage in challenging behaviors.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Ashley Fuhrman received a Bachelor of Arts in psychology from the University of Wisconsin–Eau Claire, a Master of Arts in applied behavior analysis from the University of Nebraska Omaha, and her Ph.D. at the University of Nebraska Medical Center. Dr. Fuhrman worked in the Severe Behavior Program at the Munroe-Meyer Institute and the Rutgers University Center for Autism Research, Education, and Services. She was an Assistant Professor in the Department of Pediatrics, Child Neurology and Neurodevelopmental Disabilities Division at Rutgers Robert Wood Johnson Medical School and taught courses in the Graduate School of Applied and Professional Psychology at Rutgers University. She is currently an Associate Editor for Behavior Analysis: Research and Practice, on the board of editors for Behavior Analysis in Practice, and has served on the board of editors for the Journal of the Experimental Analysis of Behavior and the Journal of Applied Behavior Analysis.Ashley serves as the Senior Vice President of Research and Innovation at Bluesprig Pediatrics. In this role, Dr. Fuhrman spearheads the development, implementation, and expansion of innovative clinical programs and services. She focuses on leveraging and contributing to cutting-edge research and emerging technologies to monitor, highlight, and improve patient outcomes across the organization. She is responsible for the oversight and growth of specialty clinic service offerings and enjoys working collaboratively to best serve patients. One of her primary passions is to increase access to high-quality severe behavior services. Her clinical and research interests involve improving existing assessment and treatment procedures for patients who engage in severe behavior as well as developing and improving clinician training surrounding the delivery of high-quality severe behavior services.
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.