Association for Behavior Analysis International

This session involves an introduction to broad-spectrum behavior analysis in the form of the Pyramid Approach to Education. Discussion focuses on the importance of addressing students’ skill deficits prior to or simultaneously with addressing behavior excess or other unwanted behavior. Other key elements of the training include the description and the design of effective educational settings that emphasize the use of systematic reinforcement. The link between functional activities, communication training and the reduction of unwanted behavior is explored. In addition, issues related to teaching skills are addressed. This teaches participants to determine and define unwanted behavior targeted for intervention. Participants are assisted with understanding the functional assessment of behavior, and the selection and teaching of alternative responses to replace unwanted behavior. Participants are exposed to antecedent strategies designed to reduce unwanted behavior as well as differential reinforcement procedures and consequence based strategies. Finally, issues related to the evaluation and monitoring of behavior plans are discussed.

Behavior analysts, psychologists, educators, speech-language pathologists, occupational therapists, physical therapists, home therapists, parents, and others who support, teach and interact with individuals of any age who display unwanted or problematic behavior, regardless of the individual’s clinical label.

This presentation first will review how ethical behavior is viewed from a behavior analytic perspective, outlining unique features as well as those that overlap with other views on ethics. The review also will include the potential impact on ethical behavior of some general topics of concern to behavior analysts, such as values and value clarification, long- and short-term consequences of actions, the role of rules and contingencies in ethical behavior, behavioral control and counter-control, and the context in which actions occur. This will be followed by a review of how selected specific methods used in assessment and intervention and contemporary research findings in both the experimental analysis of behavior and in applied behavior analysis might influence ethical decisions and practices related to autism spectrum disorders.

Certified behavior analysts, behavioral consultants, behavioral therapists, clinicians, educational consultants, psychologists, special education teachers, and individuals working with children with autism or other developmental delays.

For most transition-age youth, life after high school offers an exciting array of opportunities and new pursuits. Yet, far too many young people with autism leave school without the skills, supports, relationships, and connections needed to pursue their aspirations for adulthood. Follow-up studies consistently highlight the persistence and pervasiveness of disappointing outcomes in the years following graduation. This presentation will focus on what is currently known about effective approaches for promoting (a) access to rigorous learning opportunities in secondary school, (b) connecting youth to relevant school and community experiences, and (c) fostering supportive peer and adult relationships. Despite the rapidly expanding knowledge base, there remains much the field still does not know about how best to support these young people. Recommendations for research and practice aimed at promoting successful transitions will be offered.

Certified behavior analysts, behavioral consultants, behavioral therapists, clinicians, educational consultants, psychologists, special education teachers, and individuals working with children with autism or other developmental delays.