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Functional Assessment of Behavioral Disturbances Related to Diagnostic Features of ASD
“Functional Assessment refers to a variety of data collection, analysis and interpretive procedures that vary widely with regard to the procedural detail but share the same goal of producing a hypothesis about what evokes and reinforces occurrences of problem behavior.”
Iser DeLeon, PhD, BCBA
$52.00
Preference and Reinforcement Assessment
“Identifying reinforcers is absolutely essential when we are working on acquisition. In order to teach someone a new behavior, we need to be able to reinforce that behavior when it occurs.”
Dr. Meagan Gregory, BCBA
Abstract
$26.00
Practical Functional Assessment and Meaningful Treatment for Problem Behavior
In this course, Dr. Hanley invites you to join him on the journey of attaining lasting freedom from tantrums, aggression, or self-injurious behavior without drugs or harsh punishment but with candies, stickers, and/or tokens. It is important to understand why the problem behavior occurs in the first place and then incorporate that understanding into the teaching of transferable communication toleration skills.
$45.50
Assessment and Treatment of Sleep Disturbances in Children
All the behavioral training in the world is pretty useless if you can't get yourself together enough to make yourself a cup of coffee.
Dana Gadaire, PsyD
$19.50
Applications of Verbal Behavior Language Intervention: How to develop and implement a language intervention program
In Part 4, Dr. Mark Sundberg expands on his previous courses and delves into developing and implementing a language intervention program based on the results of the VB-MAPP Assessments.* Dr. Sundberg overviews typical language development milestones and the implications these have for children and adults with language delays. With the assistance of a completed VB-MAPP, participants will learn the steps to beginning, developing, and implementing an intervention program. Verbal operants will be broken down, and considerations for the selection of goals will be discussed.
$71.50
Arranging Reinforcement Systems in Applied Settings Part 1
“For a lot of the populations that we work with, it is difficult to extract very clear, very useful information on what sort of things might function as reinforcement for them.”
Dr. Iser DeLeon, PhD, BCBA
Abstract
$58.50
Feeding Disorders
It is common for those diagnosed with autism to have some type of feeding disorder. Understanding and trying to correct a feeding disorder can be very difficult and time-consuming. Consistent and intensive treatment is most necessary for the treatment of feeding disorders. Henry Roane provides treatment assessment considerations while giving clarity to operational definitions, types of feeding disorders, and evidence-based treatments.
$52.00
Decreasing Behavioral Symptoms of Dementia
“It doesn’t matter—dementia etiology . . . because all of them are going to show this core clinical symptom of challenging behavior”
“Nearly all individuals diagnosed [with dementia] will exhibit a behavioral symptom of dementia.”
Maranda Trahan, PhD, BCBA-D
$39.00
Classroom Management Problems and Procedures for Solving Them
It’s not the size of the reinforcer that matters. It’s the precision with which it’s programmed that’s more relevant, the contingency of it.
Saul Axelrod, PhD
$39.00
How to Train, Evaluate and Manage Staff
How many times have you felt the need for better assessing staff or being fairly assessed? Have your expectations always been clearly stated at first? Do leaders have all the right tools to do so? Organizational Behavior Management (OBM) might have some answers. Dr. Byron Wine describes the basis of OBM, its impact on our daily lives, and how to better understand and measure it.
$39.00
Train the Practitioner: The Next Level
I have a bunch of material, but when do I apply it? To whom? To what scale? How? Karin Torsiello discusses the need to refine our interactions with all parties involved in the treatment of a client, emphasizing the steps needed to ensure an effective intervention. By considering successful and unsuccessful outcomes, this CE will provide you with the skillset to identify when an intervention is needed and to what degree.
$32.50
Some Instructional Dos and Don’ts
We have to think in terms of accomplishments. What is the product? What is it that the student will actually do as a result of the instruction?
Joe Layng, PhD
$26.00
Teaching Social Skills to Individuals Diagnosed with Autism
A ‘free for all type of social group does not benefit children with autism. Most children with autism in these ‘free forall’ social groups appear to be very lost.
$13.00
Behavioral Systems Analysis
In unit 1 of this 3-unit course, Dr. Heather McGee defines behavioral systems analysis (BSA) and discusses how BSA fits into the context of the field of behavior analysis. Dr. McGee then introduces the three levels of systems analysis and presents various analysis tools and organizational intervention strategies as described by Rummler and Brache (1995)
$203.00
Repetitive Behavior: Autism, Stereotypy and Anxiety
Stereotypy, repetitive behavior, and anxiety often pose a difficult puzzle for clinicians, especially with clinical research and evidence-based procedures updating at a rapid pace. In an update to his 2013 CE Course, Stereotypy: There Are No Easy Answers, Dr. Bill Ahearn reviews the significant amount of research for treating repetitive and stereotypic behaviors in a clinical, home, or school setting that has furthered our understanding of how and when to treat repetitive and stereotypic behaviors.
$45.50