Challenging behavior training in applied behavior analysis has historically concentrated on two phases of a behavioral crisis: prevention (antecedent modification, proactive strategies, environmental design) and response (de-escalation, reactive strategies, safe management). The recovery phase — what happens after the challenging behavior has ended and the immediate crisis is resolved — has received comparatively little attention in training curricula, yet it is a determinant of both the immediate outcome for the learner and the long-term trajectory of the behavioral support plan.
Provider: BehaviorLive — via Hopebridge Autism Therapy Centers
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Challenging behavior is a common occurrence when working with all humans. It occurs more frequently and becomes more difficult to work through depending on age, ability, and history. Understandably so, most training focuses on preventing challenging behavior, or how to respond when challenging behavior occurs. However, what comes after the challenging behavior has ended is just as important to consider. This training will discuss how to connect to the recovery phase of a crisis from each level of the crisis continuum and effective steps to restore balance for the learner and the teacher/staff. 1 PGP point for educators can be provided.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 0 | — |
Ashley Walke is the Director of School Based Services for Hopebridge Autism Therapy Center and an Early Childhood Special Education Contractor with the Office of Special Education at the Indiana Department of Education. She holds a master’s degree in applied behavior analysis with a focus on autism spectrum disorder from Ball State University and has been a Board-Certified Behavior Analyst since 2016. She is currently pursuing her PhD in Special Education with a focus in policy. Her work at Hopebridge puts her in schools and classrooms around the state providing hands-on training to administrators, educators, and paraeducators on systems and strategies to support students with challenging behavior. Her work at the state centers around improving the outcomes of preschoolers with IEPs through creative problem solving and systems work. When not working, you can find her cheering on her two littles in soccer or dance, reading, traveling, or drinking way too much coffee.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
224 research articles with practitioner takeaways
200 research articles with practitioner takeaways
200 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
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.