|Collaborating With Families During Assessment and Intervention Planning Utilizing Routines as the Context for Intervention
|Friday, May 28, 2010
|10:00 AM–5:00 PM
|Texas Ballroom Salon A (Grand Hyatt)
|Area: AUT/CSE; Domain: Service Delivery
|CE Instructor: Jack Apsche, Ed.D.Ed.D., Licensed Psychologist,
|AMANDA L. LITTLE (University of Texas at Austin), NANETTE L. PERRIN (Early Childhood Autism Program)
|Description: Though the display of challenging behavior is not an uncommon occurrence in young children, some children exhibit behaviors that develop into more serious behavior problems affecting the overall family quality of life (Campbell, 1995; Turnbull & Ruef, 1997; Wang, Summers, Little, Turnbull, Poston, Mannan, 2006). Through the use of functional analysis, challenging behavior can be assessed and successfully reduced in a variety of community settings. For example, recent researchers have intervened on challenging behavior during problematic family routines, such as during mealtime or going to the grocery store (e.g., Buschbacher, Fox, & Clarke, 2004; Lucyshyn, Albin, Horner, Mann, Mann, & Wadsworth, 2007). This workshop will provide participants with interventions implemented during family routines, discuss a recent single-subject design research study that includes parent and child data, and provide valuable tools related to collaborating with families throughout the process of functional behavior assessment (FBA) and intervention planning during home and community routines. Strategies for how to teach parents to be the primary interventionists during these processes and intervene with high fidelity of implementation will be discussed and demonstrated through videotaped footage of routines. Strategies to promote generalization to nontrained routines will be shared with participants.
|Learning Objectives: At the conclusion of the workshop, the participants will be able to do the following:
1. operationally define a family routine that involves child challenging behavior;
2. list the functions that maintain behavior;
3. label the function of a child’s challenging behavior as shown during a videotaped segment;
4. identify setting events, antecedents, and consequences that maintain challenging behavior;
5. develop appropriate, evidence-based interventions for each of the setting events, antecedents, and consequences found based on the results of the FBA conducted during problematic family routines;
6. identify new replacement behaviors to teach the child;
7. describe strategies that are used to promote the generalization of parents’ use of these strategies to nontrained routines;
8. discuss ways to plan for generalization to novel service providers, settings, and situations.
|Activities: Participants will engage in a review of the current literature related to intervening with young children who exhibit challenging behavior and their families, then discuss the results of a single-subject, multiple-probe design study that was conducted during problematic family routines with young children with autism and their mothers. Participants will learn the steps vital to conducting an FBA (e.g., operational definitions of target behaviors, choosing appropriate data collection measures, etc.); conduct the steps of a FBA during home and community routines; develop an individualized behavior intervention plan based on the results of the FBA for specific problematic family routines that includes setting event, antecedent, and consequence interventions as well as teaching new skills; and collect data on parent fidelity of implementation of the strategies included in the intervention plan. Videotaped routines will be used for each of these activities. Participants will also review a family quality of life tool used to measure changes in the family system during intervention. An intervention model to guide professionals in identifying methods for enhancing the generalization of strategies to new interventionists, settings, and routines will be discussed.
|Audience: Behavior analysts (including Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts), service providers, other professionals in the field of behavior analysis, special education teachers, and others who support individuals at home and in the community who exhibit challenging behavior and who have autism and/or other developmental disabilities.
|Content Area: Practice
|Instruction Level: Basic