Children classified with emotional and behavioral disorders (EBD) represent one of the most complex and underserved populations in applied behavior analysis. This classification captures a broad and heterogeneous group of children who exhibit significant difficulties with emotional regulation, social behavior, and adaptive functioning in school settings.
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Join Free →The emotional and behavioral disorders (EBD) classification is correlated with a variety of risk factors including low socio-economic status, minoritization, history of trauma, and limited access to behavioral healthcare services (Ghandour et al. 2019; Meuser & Taub, 2008). These risk factors represent vulnerabilities which underscore the importance of compassion and accessibility in applied behavior analytic service delivery. This presentation will address assent and choice in assessment and treatment for the interfering behavior of children with EBD in public school settings. Discussion will include compassionate care in ABA, the role of client assent and choice in service delivery, the application of concurrent schedules of reinforcement for risk mitigation, and applications of an enhanced choice model (ECM; Rajaraman et al., 2021; Staubitz et al., 2022) as a compassionate context for intervention.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 0 | — |
Johanna (Joey) Staubitz is an assistant professor of the practice in Vanderbilt University’s top-ranked Department of Special Education, the mission of which is to improve the lives of individuals with disabilities by preparing exceptionally competent teachers, related service providers, and researchers. Joey is a former special education teacher and school-based behavior analyst, and her experience in those roles remains fundamental to her approach to practitioner preparation and scientific inquiry. She currently directs the applied behavior analysis program, teaches courses in the experimental, theoretical, and applied branches of behavior analysis, and supervises students in clinical fieldwork experiences designed to prepare them to conduct effective, safe, and socially valid assessment and intervention procedures in special education settings. Joey’s research focuses on adapting and evaluating assessment and intervention procedures to support the social, emotional, and academic skills of children with emotional and behavioral disorders in special education settings. Her collective efforts in practitioner preparation and research align with her own driving mission: to improve all children’s access to high-quality behavioral services as part of the free and appropriate public education to which they are entitled.
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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.