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| Functional Assessment and Intervention for Children, Adolescents, and Adults with Autism. |
| Friday, May 23, 2008 |
| 10:00 AM–5:00 PM |
| Stevens 3 |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Diane Bannerman Juracek, Ph.D. |
| DIANE BANNERMAN JURACEK (Community Living Opportunities, Inc.), NANETTE L. PERRIN (Early Childhood Autism Program, Community Living Opportunities, Inc.), AMANDA L. LITTLE (Community Living Opportunities, Inc.) |
| Description: Individuals who exhibit challenging behavior can present challenges to teams, including both general and special education teachers, families and caregivers. Individuals with disabilities and their caregivers may be engaged in coercive patterns of behavior (Lucyshyn, Dunlap, & Albin, 2002). Individuals may be reciprocally reinforced for their behavior within an environmental context. FBA is a tool that gathers information to identify factors that set the occasion for and maintain challenging behavior (Horner, 2000). Without dedicating time to assessment, ad hoc interventions may not decrease challenging behavior and may cause harm (Horner, Albin, Sprague, & Todd, 2000). Behavior interventions based on functional assessment are three times more likely to be effective in reducing problem behavior and encouraging more appropriate behavior (Carr et al., 1999). This workshop will provide participants with practice in the components of functional behavior assessment and intervention planning in a variety of settings. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: * Operationally define a target behavior and determine how best to measure it. * When given a scenario, identify antecedents, etting events, and consequences of a target behavior * Describe the components of a functional assessment * Understand how to use at least one indirect assessment method to obtain relevant information about the target behavior * Understand how to use at least one direct assessment tool to obtain observable, objective data regarding the antecedents, setting events, and consequences of a target behavior. * Describe how to implement functional analysis in* natural settings * Describe how to support families, teachers, and other support providers in assisting with functional assessment in family homes and school and care settings * Use the results of a functional assessment to identify the function(s) of a target behavior * Develop a multi-component intervention that addresses prevention, crisis intervention, teaching replacement behaviors, and consequence intervention |
| Activities: Using three multimedia scenarios, participants will engage in the practice of conducting Functional Behavior Assessment, including development of an operational definition for a target behavior, determine how best to measure that behavior, describe and practice implementation of FBA, identify setting events, antecedents, and consequences, and development of a multi-component intervention plan based on results of the FBA. This multi-component intervention plan will focus on setting event interventions, antecedent interventions, teaching new skills, and consequence interventions. Participants will also practice strategies to assess contextual fit and plan for sustainability. |
| Audience: Behavior Analysts, professionals, parents, teachers and others who support individuals with autism and are interested in learning more about functional behavior assessment and intervention strategies. |
| Content Area: Practice |
| Instruction Level: Intermediate |