Emergence, Early Intervention, and Prevention of Self-Injury Exhibited by Very Young Children With Moderate to Profound Developmental Delays
|Saturday, March 1, 2014|
|10:30 AM–11:20 AM |
|Grand Ballroom A-B (Suite Tower)|
|Area: AUT; Domain: Applied Research|
|Instruction Level: Basic|
|CE Instructor: David M. Richman, Ph.D.|
|Chair: Jennifer R. Zarcone (Kennedy Krieger Institute)|
|DAVID M. RICHMAN (Texas Tech University)|
|Dr. David M. Richman is a professor of educational psychology and leadership at Texas Tech University. He received his Ph.D. in school psychology and minor in applied behavior analysis from the University of Iowa, and he completed a research postdoctoral fellowship at the Kennedy Krieger Institute. Dr. Richman has previously been on faculty at the University of Kansas School of Medicine, University of Maryland Baltimore County, and the University of Illinois. Dr. Richman’s areas of research include assessment and treatment of problem behavior; phenotypic expression of genetic disorders correlated with intellectual disabilities and severe behavior problems; family resiliency, parenting stress, familial quality of life; and integrating quantitative measures of organism variables into behavior analytic research.|
The ontogeny of self-injurious behavior exhibited by very young children with severe developmental delays is because of a complex interaction between neurobiological and environmental variables. This talk will cover variables that contribute to emerging self-injury in the developmental disability population with a focus on an operant conceptual model of how topographies of self-injurious behavior can change structurally and become sensitive to various environmental consequences. Data will be described in terms of extending our research focus from a reactive model of assessment and treatment of well-established cases of self-injury to an early intervention and prevention model.
|Target Audience: |
Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning more about preventing self-injurious behavior.
|Learning Objectives: At the conclusion of the event, the participant will be able to (1) Identify topographies and functions of motor stereotypy that may be high probability for transitioning into self-injurious behavior (SIB); (2) Identify behavioral treatments matched to function that can be used for SIB early intervention; and (3) Identify behavioral procedures that may prevent the development of new topographies and functions of SIB currently maintained by some form of automatic reinforcement. |
|Keyword(s): prevention model, Self-injury|