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2012 CE Workshop |
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Disability to Management: From Function to Treatment |
Instruction Level IntermediateProposed Audience Practitioners who are concerned that their clients receive effective treatments that are derived from relevant functions, and that behavior of the individuals who conduct these treatments maintain the integrity of those programs. Program 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 over 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 diagnostic 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 diagnostic 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 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 On completion of the workshop the participants will be able to: 1. 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. Categorize treatments related to functions for positive/negative reinforcement and punishment, social, tangible, and automatic contingencies including differentiating between when the most salient stimulus is outside or inside the body. 2. Identify the difference between behavior reduction that occurs from presenting a larger punisher, replaced behavior, or extinction. 3. Recognize the biological precedence aversive control takes over positive control. 4. Consider covert contingencies with regard to organization of information, maintenance of behavior occurring in prescribed programs, and maintenance of behavior occurring without any prescribed program. 5. Understand how to take data, consider multiple controls with regard to responses, appreciate how much more there is to know about influencing behavior, and recognize when to refer by considering potentials controls, the danger of behavior, and your skills.
Proposed Activities 1. Use a table to help relate form and function of a target response to determine treatment. 2. 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. 3. 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. 4. Read a scenario that offers a condition such as showing a problem behavior occurring whenever a care taker 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). 5. Complete a brief outline to place a response within a function, level of danger, and your own skills to determine if referral is required.
References Iwata, B.A., Pace, G.M., Cowdery-Edwards, G., & Miltenberger, R. (1994). What makes extinction work: An analysis of procedural form and function. Journal of Applied Behavior Analysis, 27, 131–144. (Form and function). Hall, R.V., Lund, D., & Jackson, D. (1968). Effects of attention on study behavior. Journal of Applied Behavior Analysis, 1, 1-12. (Social positive reinforcement: Attention). Iwata, B.A., Pace, G.M., Kalsher, M.J., Cowdery, G.E., & Cataldo, M.F. (1990). Experimental analysis and extinction of self-injurious escape behavior. Journal of Applied Behavior Analysis, 23, 11-27. (Negative reinforcement: Social escape of demands and Negative punishment: Extinction of social escape). Linscheid, T.R., Iwata, B.A., Ricketts, R.W., Williams, D.E., & Griffin, J.C. (1990). Clinical evaluation of the self-injurious behavior inhibiting system (SIBIS). Journal of Applied Behavior Analysis, 23, 53–78. ([Social?] Positive punishment: Electric shock). Nelson, C. M., & Rutherford, R. B. (1983). Timeout revisited: Guidelines for its use in special education. Exceptional Education Quarterly, 3, 56-67. (Social negative punishment: Planned ignoring). Walker, H. M. and Buckley, N. K. (1968). The use of positive reinforcement in conditioning attending behavior. Journal of Applied Behavior Analysis, 1, 245-252. (Nonsocial positive reinforcement: Tangibles). Bijou, S.W. & Baer, D.M. (1965). Child development Vol. 2, Appleton-Century-Crofts, New York (1965). (Nonsocial negative reinforcement: Tangibles: Stimulus intensity). Keeney, K. M., Fisher, W. W., Adelinis, J. D., & Wilder, D. A. (2000). The effects of response cost in the treatment of aberrant behavior maintained by negative reinforcement. Journal of Applied Behavior Analysis, 33, 255-258. (Nonsocial negative punishment: Tangible Removal: Response cost). Favell, J.E., McGimsey, J. F., Schell, R. M. (1982). Treatment of self-injury by providing alternate sensory activities. Analysis and Intervention in Developmental Disabilities, 2, 83-104. (Automatic positive reinforcement: Self-stimulation). Catlado, M.G., & Harris, J. (1982). The biological basis for self-injury in the mentally retarded. Analysis and Intervention in Developmental Disabilities, 2, 21-39. (Automatic negative reinforcement: Physical activity: Pain relief medication). Rincover, A., Cook, R., Peoples, A., & Packard, D. (1979). Sensory extinction and sensory reinforcement principles or programming multiple adaptive behavior change. Journal of Applied Behavior Analysis, 12, 221-233 (Automatic negative punishment: Sensory extinction: Mask stimulation). Sidman, M. (1994). Equivalence relations and behavior: A research story. Boston, MA 02199-0053. (Automatic positive reinforcement: Positive content: Language-based: Stimulus equivalence). Hayes, S.C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. NY: Kluwer Academic/ Plenum Publishers. (Automatic positive reinforcement: Positive content: Relational frame theory). Hayes, S.C., Strosahl, K.D., & Wilson, K.G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. NY: The Guildford Press. (Automatic negative punishment: Language-based: Acceptance). Foa, E.B., Steketee, G.,Grayson, J.B., Turner, R. M., & Latimer, P.R. (1984). Deliberate exposure and blocking of obsessive-compulsive rituals: Immediate and long-term effects. Behavior Therapy, 15, 450- 472 (Language-based: Automatic negative punishment: Deliberate exposure).
The Presenter Martin Ivancic, Ph.D., BCBA-D Dr. Ivancic received degrees from Case Western Reserve University, Western Michigan University, and Florida State University studying with Drs. Jon Bailey, Brian Iwata, and Dennis Reid in addition to completing an internship at the John F. Kennedy Institute of Johns Hopkins Hospital in Baltimore, MD. He has worked in the field of developmental disabilities and head injury for 36 years including work as a therapist, programmer, program director, director of staff development, behavioral consultant, psychologist, and senior psychologist. He is a Licensed Psychologist and Board Certified Behavior Analyst. Currently, he is a Senior Psychologist at the J. Iverson Riddle Developmental Center, Morganton, NC. He has published 19 research articles or chapters including work on skill training, staff management, reinforcer assessment, and happiness. He has participated with students and co-workers in over 200 data presentations addressing the clinical issues of his consumers emphasizing life-quality for people with profound, multiple handicaps. He is a member and past president of the North Carolina Association for Behavior Analysis (NCABA) and a member of the International Association for Behavior Analysis (ABA).
Date and Time Friday, February 19th, 2011 On-Site Registration: 8:00 am – 1:30 pm Workshop: 1:30 pm. – 4:30 pm
Credit 3 Hours Category A Continuing Education Credit for NC psychologists and/or 3 hours Type II BACB Approved Continuing Education Credit.
Attendance To receive credit, you must be present for the entire workshop, and you must sign the sign-in and sign-out sheets. No credit will be given for participants who are more than 15 minutes late at the beginning of the workshop. No credit will be given to participants who leave before the close of the workshop. You must complete an evaluation form and turn it in at the close of the workshop to receive credit. Participants will receive a certificate documenting their attendance following the workshop and credit certificates will be mailed to the address provided during registration.
Registration Deadline and Refund Policy There is currently space available in this workshop. Registration will be limited to 50 people. If you register on or before January 23rd, 2012 there is a special early registration fee of $55.00 to attend this workshop. There are also special rates available for anyone who would like to attend both this workshop and any of the three pre-conference workshops offered on Wednesday February 16th, 2011 from 9:00 am to 12:00 noon.. A student rate of $25.00 is available with proof of current full time student status. Please select the registration button at the bottom of the page to view all fees. You will receive a full refund for cancellation received on or before February 8, 2012. No refund will be provided for cancellation received on or after February 9, 2012.
Facility Information Marriott, Winston-Salem, NC 27101. You can reserve a room at either the Marriott by calling 336-725-3500 or at the connecting Embassy Suites by calling 336-724-2300. Ask for the “NCABA Group Rate” to get reduced room pricing for either hotel.
Continuing Education Credit The program is co-sponsored by the North Carolina Psychological Association and the North Carolina Association for Behavior Analysis. The North Carolina Psychological Association is approved by the American Psychological Association to sponsor continuing education for psychologists. The North Carolina Psychological Association maintains responsibility for this program and its content. This program is offered for 3 hours of continuing education credit. In addition, this workshop is BACB approved for 3 hours of Type II continuing education credits.
Special Needs If you have special needs please note this on the registration form. This must be received at least two (2) weeks in advance of the workshop.
For Further Information Contact: Beth Schmitt, NCABA Secretary Phone: (919) 575-1261 Email: beth.schmitt@dhhs.nc.gov |
