Assessment and Treatment of Challenging Behaviors that Interfere with Academic and Social Development
Brief Biography
All authors work at the Marcus Autism Center. Dr. Scheithauer & Dr. Lomas Mevers are psychologists overseeing the day treatment and weekly outpatient clinics in the severe behavior department at the Marcus Autism Center. Jamieson, Clarissa, and Alex are clinical specialists in the day treatment unit and Shannon is a behavior data analyst in the severe behavior research department. This group of clinicians and researchers specialize in function-based assessments and treatments of challenging behaviors commonly exhibited by children and young adults with developmental delays.
Highest Degree of Presenter(s)
Jamieson Ekstrom, M.Ed.
Clarissa Priore, B.S.
Shannon Hewett, B.A.
Nicholas Shrewsbury, B.A.
Mindy Scheithauer, PhD, BCBA-D
Joanna Lomas Mevers PhD, BCBA-D
Presentation Abstract
Individuals with developmental delays are at high risk for exhibiting challenging behavior that interfere with learning and adaptive skill development in the school and home environments. These behaviors can often be resolved, or their impact can be mediated, by the use of behavioral interventions using functional assessments and reinforcement strategies. This talk will present on research representing specific behavioral strategies used to treat challenging behavior specifically focusing on applied examples. Specifically, this presentation will outline the procedures used in a analog functional analysis in clinic settings and how these compare to more indirect methods used in functional behavioral assessments. Following this, we discuss potential modifications to the analog functional analysis that may be helpful when identifying the function of challenging behavior in the naturalistic environment (e.g., school or home). Next, we will outline how to use information gathered from the functional analysis to guide treatments that can be implemented in the home and community where challenging behavior is most likely to occur, with a specific focus on dangerous behaviors such as elopement. Finally, we will discuss practical interventions for challenging behaviors, such as toileting issues, that can be implemented without conducting a functional analysis.
Recommended Citation
Ekstrom, Jamieson; Priore, Clarissa; Hewett, Shannon; Shrewsbury, Nicholas A.; Scheithauer, Mindy; and Lomas Mevers, Joanna, "Assessment and Treatment of Challenging Behaviors that Interfere with Academic and Social Development" (2015). Georgia Association for Positive Behavior Support Conference. 71.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/71
Assessment and Treatment of Challenging Behaviors that Interfere with Academic and Social Development
Individuals with developmental delays are at high risk for exhibiting challenging behavior that interfere with learning and adaptive skill development in the school and home environments. These behaviors can often be resolved, or their impact can be mediated, by the use of behavioral interventions using functional assessments and reinforcement strategies. This talk will present on research representing specific behavioral strategies used to treat challenging behavior specifically focusing on applied examples. Specifically, this presentation will outline the procedures used in a analog functional analysis in clinic settings and how these compare to more indirect methods used in functional behavioral assessments. Following this, we discuss potential modifications to the analog functional analysis that may be helpful when identifying the function of challenging behavior in the naturalistic environment (e.g., school or home). Next, we will outline how to use information gathered from the functional analysis to guide treatments that can be implemented in the home and community where challenging behavior is most likely to occur, with a specific focus on dangerous behaviors such as elopement. Finally, we will discuss practical interventions for challenging behaviors, such as toileting issues, that can be implemented without conducting a functional analysis.
