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Establishing the Conditional Use of Socially Acceptable Alternatives for Problem Behavior: Practical Applications With Individuals With Moderate And Severe Developmental Disabilities |
| Sunday, May 27, 2012 |
| 3:00 PM–3:50 PM |
| 303/304 (TCC) |
| Area: DDA; Domain: Applied Research |
| CE Instructor: Joe Reichle, Ph.D. |
| Chair: Anjali Barretto (Gonzaga University) |
| JOE REICHLE (University of Minnesota) |
 Joe Reichle, Ph.D. is Professor of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota and a Fellow of the American Speech Language and Hearing Association. He is an internationally recognized expert in the areas of augmentative communication and communication intervention for persons with significant developmental disabilities with over 60 refereed journal articles. He has co-edited numerous books focused on his areas of expertise. He has served as an associate editor of the Journal of Speech-Language-Hearing Research and Language Speech and Hearing in Schools. Dr. Reichle served on the executive committee of the Dean of the University of Minnesota's Graduate School and has administrative experience as a former associate chair of the Dept. of Speech-Language-Hearing Sciences. Currently he serves as the Director of Research for the Minnesota Leadership and Education Program in Neurodevelopmental Disabilities. Dr. Reichle has served as a PI, co-PI and investigator on numerous federally funded research and training grants. His current research interests focus on the conditional use of communicative behavior implemented to replace escape functioned problem behavior. Additionally, he is interested in collateral behavior resulting from focused communication intervention (and the influence of treatment dosage on these phenomena). |
| Abstract: This presentation will describe a partially validated set of instructional strategies designed to establish the conditional use of "requesting assistance" and "requesting a break" as alternatives to escape functioned problem behavior in young children with significant developmental disabilities. The presentation will discuss the necessity gaining an exact match between communicative alternative and the basis of a learner's escape. The use of competing schedules of reinforcement and several antecedent focused intervention strategies including "signaled delay of reinforcement delivery" will be described as strategies to assist in gaining the moderated use of newly established communicative alternatives. The presentation will also include a brief review of conditional use used with other areas of communicative instruction with individuals who experience severe developmental disabilities. These areas will include the conditional use of communicative modes, requesting items/objects, and requesting attention. Results of the work presented and work reviewed suggest that there is a small but growing base of experimental support of an effective instructional technology to promote the conditional use of socially acceptable social/communicative behavior. At the conclusion of the event, the participant will be able to: 1. Describe what is meant by conditional use of communicative behavior 2. Describe a package of intervention procedures to implement in teaching socially acceptable communicative alternatives to escape behavior used to gain assistance or to gain a brief break from an activity that has become aversive as a result of its length (or magnitude of work). |
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