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| Being Part of the Solution: Antecedent Interventions for Children With Anxiety-Related Behaviors |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 218 (CC) |
| Area: CBM/EDC; Domain: Service Delivery |
| CE Instructor: Jeannie A. Golden, Ph.D. |
| JESSICA MINAHAN (NESCA), JEANNIE A. GOLDEN (East Carolina University) |
| Description: Anxiety creates a unique set of prior learning experiences, discriminative stimuli for reinforcement and punishment, and establishing operations. In this workshop, we will provide a behavioral analysis of anxiety-related behaviors including the identification of the effect of prior learning history of reinforcement and punishment for anxiety-related behaviors, discriminative stimuli that signal anxiety-related behaviors, and establishing operations for anxiety-related behaviors. Without these types of analyses, interventions for children with anxiety-related behaviors will at best be ineffective and at worst be harmful. Using antecedent interventions with these children may be more effective than reward and punishment-based consequences from traditional behavior plans. When anxiety-related behaviors are due to skill deficits, explicitly teaching coping skills, self-monitoring, and alternative responses may be more effective. Consulting with teachers on how to implement a successful behavior plan for a student with anxiety includes teaching them how to identify common anxiety-provoking school activities and providing antecedent interventions, including environmental manipulations and explicitly teaching underdeveloped skills leading to anxiety-related behavior. The presenters will provide easy to implement preventive tools, strategies, and interventions for reducing anxiety-related behaviors. Case examples will be provided, along with opportunities to get feedback on the cases of participants. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe the effect of prior learning history of reinforcement and punishment on anxiety-related behaviors; (2) describe discriminative stimuli that signal anxiety-related behaviors and establishing operations for anxiety-related behaviors; (3) explain why antecedent interventions with these children may be more effective than reward and punishment-based consequences from traditional behavior plans; (4) describe how to explicitly teach coping skills, self-monitoring, and alternative responses for anxiety-related behaviors; and (5) describe how to implement preventive tools, strategies, and interventions for reducing anxiety-related behaviors. |
| Activities: Participants will listen to didactic information and real-life cases, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations. |
| Audience: Board certified behavior analysts, behavioral consultants, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically developed who have behavioral and/or emotional difficulties in schools. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Antecedent Interventions, Psychiatric Disorders |