Extensions of Skill-based Treatment to Address Dangerous Interfering Behavior: Efficacy Data and Implementation Considerations is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of school teams and classroom routines, community routines and natural environments. In Extensions of Skill-based Treatment to Address Dangerous Interfering Behavior: Efficacy Data and Implementation Considerations, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Tennessee Association for Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Children with emotional/behavioral disorders, autism, or related disabilities who engage in dangerous interfering behavior at school are at risk for a host of undesirable outcomes, such as limited access to educational services, limited time with peers, limited access to community activities, referral to more restrictive settings, and increased contact with procedures that increase risk of injury and trauma. Addressing dangerous interfering behavior requires complex intervention procedures, such as skill-based treatment (SBT; Rajaraman et al., 2021), which can be challenging for educators to implement effectively. This symposium includes three presentations that address implementation of behavioral treatment procedures designed to support development of alternative skills to replace dangerous interfering behavior, with an emphasis on implementation in educational settings. Presentations include a single-case design evaluation of universal protocols implemented by school staff to support students with a variety of disabilities, a consecutive controlled case series evaluation of the effects of a school-based enhanced choice model of SBT for children with emotional/behavioral disorders, and a randomized controlled component analysis of the effects of an asynchronous, computer-based skill-based treatment training program on the treatment integrity of educators tasked with implementing SBT.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
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.
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.