Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


38th Annual Convention; Seattle, WA; 2012

Workshop Details

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Workshop #W82
CE Offered: PSY/BACB
Disability to Management: From Function to Treatment
Saturday, May 26, 2012
8:00 AM–11:00 AM
303 (Convention Center)
Area: PRA/EAB; Domain: Service Delivery
CE Instructor: Martin Thomas Ivancic, Ph.D.
MARTIN THOMAS IVANCIC (J. Iverson Riddle Developmental Center)
Description: Treatments based on function from long-established applied and animal studies are used to present a broad perspective on function including overt and covert control. Personal experimental case studies from more than 36 years of practice are used to exemplify function-based treatments to solve behavior problems of people with disabilities and the staff delivering those services with an emphasis on the different issues presented when the participant does and does not have language for both positive reinforcement (pride in work, positive self-concept) and negative reinforcement/punishment (escape/avoidance, suffering, elicited aggression) conditions. Problems people present are viewed as a normal result of learning experiences as opposed to a diagnosed condition. A value is placed on viewing behavior as something that is done (a verb) as opposed to traditional therapy models suggesting that behavior is something your client is (a diagnosed condition). Discussions are conducted to articulate automatic positive and automatic negative reinforcement contingencies, concerns with covert behavioral explanations, and how desirable behavior might be maintained without the constant need for a supervisor. Discussion of current clinical issues will include attempts to suggest behavior analytic functions and possible treatments for meltdowns, "going postal," PTSD, psychosis, depression, etc. and when to refer to another clinician.
Learning Objectives: At the conclusion of this workshop, participants should be able to:

Categorize treatments related to functions for positive and negative reinforcement, and positive and negative punishment; for social, tangible, and automatic contingencies; and for when the most salient stimulus is outside or inside the body

Identify the difference between behavior reduction that occurs from presenting a larger punisher (something bigger to worry about), replacement behavior (something better to do), or extinction (absence of the historic reinforcer)

Identify the biological precedence aversive control takes over positive control

Describe covert contingencies—that is, although not completely worked out, consider the utility of covert (internal) control for the organization of information (i.e., derived behavior such as stimulus equivalence and relational framing) and the maintenance of behavior occurring in prescribed programs (typically with positive control) and without any prescribed program (typically with aversive control)

Take data—without a count of the behavior you have nothing to consider

Describe and always consider multiple control as the potential explanation for a response

Describe the importance of holding information lightly and supporting an appreciation for how much more there is to know about influencing behavior with a constant (inductive) readiness to change our understanding of past data when new information suggests what we believe is incorrect

Describe the considerations that go into knowing when to refer by understanding potential controls, the danger of the behavior, and one's own skills

Activities: In this workshop, participants will do the following:

Use a table to help relate form and function of a target response to determine treatment.

Participate in discussions of recognized events (e.g., melt-down, "going postal," assimilation/accommodation, self-concept, pride, depression, etc.) to offer behavior analytic explanations for these potential functions.

Rank order a list of positive and aversive experiences for their potential relevance in a program, and practice how the list changes when one of the upper items is removed.

Read a scenario that offers a condition such as showing a problem behavior occurring whenever a caretaker walks by and asking for a potential behavior analysis (i.e., social attention). Add information that the participant has had a bowel accident to see if the assessment changes (i.e., social need).

Complete a brief outline to place a response within a function, level of danger, and your own skills to determine if referral is required.

Audience: This workshop is appropriate for practitioners who are concerned that their clients receive effective treatments that are derived from relevant functions, and that the behavior of the individuals who conduct these treatments maintain the integrity of those programs.
Content Area: Practice
Instruction Level: Basic
Keyword(s): behavior analysis, covert contingencies, practice



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