Promoting Social Engagement and Teaching Staff How to Build Social Behavioral Chains matters because it changes what a BCBA notices when decisions have to hold up in language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Promoting Social Engagement and Teaching Staff How to Build Social Behavioral Chains, 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 The Verbal Behavior Conference
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Join Free →Deficits in social interaction are among the core symptoms of autism. Improving the value of social stimuli and increasing the rate and variety of indicating responses and early communicative attempts (e.g., eye gaze, approach, gesture, vocalization) is correlated with improved language outcomes and learner cooperation. Though targeting those repertoires early in intervention may have significant importance. This session will briefly review typical development of early social interactions through a behavior analytic lens and discuss methods to alter the discriminative and reinforcing functions of social stimuli through building social behavior chains in play. Staff training methods to teach procedures for creating chains and measuring indicating responses in very young learners will be shared. Use of this data to guide treatment will be discussed. Objectives: Learners will identify examples of indicating responses. Learners will identify guidelines for creating behavior chains in play. Learners will identify a conceptual analysis of early social development.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Like many in the field of ABA, Francesca’s verbal behaviour about behaviour analysis was initially largely shaped by a young child with autism who had very few words. She defines her career as the product of a series of fortunate events that eventually lead to being the lead clinician for the first UK-based EIBI outcome study and to a PhD in Psychology under the supervision of Prof. Bob Remington, at the University of Southampton, UK. Francesca’s current academic pursuit is the translation of cognitive and developmental descriptions of key processes in language and childhood development into an analysis of controlling variables, with the aim of deriving a technology to remediate deficits in children with autism. Her clinical and research work with humans focuses on early social responding, generative verbal behaviour and theory of mind. She was the 2023 recipient of the “Clinical Supervisor Award in Verbal Behavior” from the VB Special Interest Group of ABAI. Presently, she runs a small diagnostic and assessment clinic in the UK, and teaches advanced behaviour analysis in a number of postgraduate programmes in Italy, the UK and the US. She is currently in her last term as a board member of the B.F. Skinner Foundation. She lives in Southampton, UK, with her husband and her two dogs, who daily challenge her knowledge and skills and have taught her to be a better behaviour analyst for the humans she serves.
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.