Association for Behavior Analysis International

Behavior analysts are often faced with challenging situations that require them to step out of their comfort zone to work in school and community settings where they may have to deal with individuals (such as staff, teachers, and parents) who do not buy into a behavioral approach. Each of the presentations in this symposium address a setting (school, residential facility, home) where part of the challenge is to change the behavior of the individuals who provide treatment and/or instruction. This challenge is further compounded by the fact that the children involved have behavioral and emotional problems that may not traditionally be dealt with by behavior analysts (such as anxiety, depression, and other mental health issues) or may be particularly challenging (such as ADD, explosive behavior disorder, and aggression). These challenges are met with technology, multi-faceted treatments, and/or novel approaches that change the behavior of the children involved as well as the significant others who play a central role in these childrens lives.

This study outlines a behavior program designed to reduce aggressive and tantrum behavior in a 16-year-old girl with multiple diagnoses including Autism, IED and ADD. Functional assessment showed that the behaviour was maintained by escape and attention. A multi-element behavior support plan was implemented comprised of DRO, Functional Communication Training and a Token Economy system was successfully implemented. This resulted in a significant reduction in the target behavior to low levels as measured by average weekly duration. Discussion centers on the difficulties implementing behavior plans both with clients who have multiple diagnoses and in unsupportive settings, which were both features in this study. Where multiple diagnoses are present, particularly those of a more medical nature, the author has found that function-based behavior plans can be more difficult to implement, as cognitive based explanations of behavior seem to be more acceptable to parents and staff. Difficulties also arise when staff are not from a behavioral background and take a more intuitive approach to dealing with challenging behavior rather than maintaining a prescribed program.

Students in impoverished rural communities are at risk for gang membership, juvenile delinquency, teen pregnancy, substance abuse, continuing the cycle of poverty, relationship violence, academic failure and dropping out of school. Greene County has a high rate of poverty with 21.7% of residents living below poverty level in 2008 (compared with 14.6% in NC). The median household income in Greene Co. was $38,530 in 2008 (compared to $46,574 for NC). About 73% of the students in Greene County Schools receive free or reduced-price lunch, indicating the degree of economic need within the district. Doctoral students in pediatric school psychology from East Carolina University are providing school-based behavioral services in Greene County middle school and high school under the supervision of a licensed psychologist and BCBA. These services to faculty, students and their families include behavioral consultation, behavioral counseling, tutoring, and family educational events. These services have impacted grades, discipline referrals, student classroom behavior, teacher behavior, and parent behavior. The presenter will discuss ways of overcoming challenges in providing school-based behavioral services and making an impact in a rural community.