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| Functional Analysis: Assessing and Treating Problem Behaviors in Children with Autism and Mental Retardation |
| Saturday, November 26, 2005 |
| 9:00 AM–12:00 PM |
| Pudong |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Weihe Huang, M.D. |
| WEIHE HUANG (Regional Center of the East Bay, California) |
| Description: The development of functional analysis is one of the most significant advancements in the field of developmental disabilities. Functional analysis is a process of looking at relationships between behaviors and environmental conditions and/or other variables maintaining these behaviors. In many countries and regions of the world, functional analysis has been accepted as a vital part of behavior analysis and therapy for children with autism and mental retardation. As such, implementing behavior interventions without conducting functional analysis assessment would be considered both a clinical and ethical problem. In todays China, the body of knowledge about behavior interventions for children with autism and mental retardation is growing. However, the theoretical foundations and practical methods of functional analysis are still foreign to most professionals and to the general public in China. This workshop is designed to provide Chinese professionals with current theories and technology on functional analysis, and to increase Chinese professionals ability and willingness to utilize these newly developed concepts and techniques in their work with children with autism and mental retardation. The emphasis of this workshop will be on the application of the functional analysis approach to various disability-related service programs including Chinese public schools and special education schools. |
| Learning Objectives: At the end of the workshop attendees will be able to: 1. Understand the values and usefulness of functional analysis. 2. Describe the basic components of functional assessment including defining target behavior, identifying antecedents, analyzing consequences, and determining the functions of the behaviors. 3. List some intervention strategies that may match the functions of target behaviors often seen in children with autism and mental retardation. 4. Work more effectively with children with autism and mental retardation by teaching them replacement behaviors that can compete against maladaptive behaviors. 5. Recognize the problems in blaming children with autism and mental retardation for undesirable behaviors and relying on punitive procedures to suppress these behaviors. |
| Activities: Dr. Huang will provide real-life cases coming from his clinical practice and will encourage the audience to share their experience in working with children with autism and mental retardation in the context of Chinese disability service systems. Workshop participants will have structured opportunities to (1) discuss the difference between traditional behavior modification methods and functionally-oriented behavioral support strategies; (2) role play behavioral interview and observation procedures; and (3) strategize interventions using the information stemming from functional assessment procedures. |
| Audience: Special education teachers, faculty members and graduate students in psychology and related fields, workers and managers in public agencies that serve individuals with developmental disabilities, and other professionals working with individuals with autism and mental retardation. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Educating Through Movement: Using Physical Activity to Enhance Learning, Social Skills and Self-Control |
| Saturday, November 26, 2005 |
| 1:00 PM–4:00 PM |
| Pudong |
| Area: PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Eitan Eldar, Ed.D. |
| EITAN ELDAR (Zinman College, Israel) |
| Description: The presented model, based on the principles and procedures of applied behavior analysis, emphasizes the uniqueness of movement as an ideal context to improve various abilities. Such a context enables teachers and clinicians to design a challenging learning atmosphere for their students. The model is based on a series of scripts offering a simulation of real life situations. It can support a specific clinical goal such as developing self-control; it can take a form of a yearly curriculum at kindergartens and schools, and it can serve as an extended behavioral program for individuals or small groups. The rationale behind the development of the model will be discussed and specific behavioral procedures and principles supporting the model will be cited. In addition, the structure of the model will be described, followed by different examples of its optional implementation. Components of the model, modified during the past 15 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. |
| Learning Objectives: 1. Explain the unique characteristics of physical activity and games as learning contexts. 2. Cite behavioral principles and procedures that enhance learning in these contexts. 3. Present the general structure of the model and describe its components 4. Design various physical activities as clinical scripts, serving specific behavioral goals. 5. Use and modify observation forms to evaluate students� progress. 6. Adapt the components of the model to different populations and programs. |
| Activities: 1.A presentation of the theoretical background of the model, defining the rationale behind it. 2.An open discussion: How physical activity can serve as a learning context. 3.A video presentation illustrating the implementation of the model. 4.Active demonstration games involving the workshop's participants. 5.Planning drills - participants will practice activity and program design based on the model. |
| Audience: Behavior analysts, teachers, consultants, lead therapists, line therapists and students. |
| Content Area: Practice |
| Instruction Level: Basic |