Gregory Hanley- Practical Functional Assessment: Producing Meaningful Improvements in Problem Behavior of Children with Autism

1.0 Type II CE Credit

This presentation was filmed at the 2016 CCBS Autism Conference in Buellton, California

About the presentation:

Although a diagnosis of autism is not dependent on problem behaviors like meltdowns, self-injury, or aggression, one or more of these types of problems will likely require address at some point in the life span of a person diagnosed with autism. There is strong evidence supporting behavioral intervention to address these problem behaviors, with better outcomes evident when a functional analysis is part of the pre-treatment functional assessment process. Nevertheless, assertions regarding the legitimacy of different types of functional assessment vary substantially across published studies. In addition, the research literature shows an unfortunate trend toward the standardization of the functional analytic part of the process. In this session, a highly individualized and practical functional assessment process that leads to fast, safe, and effective outcomes will be described. The comprehensive and socially-validated treatments for problem behavior that result from this particular functional assessment process will also be described.

Learning Objectives:

•  You will be able to describe the conditions under which the different types of functional assessment should and should not be used when attempting to understand why problem behavior is occurring.
• You will be able to describe multiple tactics to improve the efficiency and safety of the functional assessment process.
• You will be able to describe the critical features of programs for teaching individuals with severe problem behavior to tolerate both delays to and denials of reinforcers previously maintaining their problem behavior.