A new page has been added to the menu bar called Upcoming and Past Presentations. By clicking on this link, you can learn about the location of upcoming presentations. You will also be able to download materials relevant to upcoming as well as past presentations. These materials may include pdf or Powerpoint presentations, related article pdfs, workbooks,…
In this course from ABA Technologies and FL Tech, an alternative to traditional functional analysis methods called the interview-informed synthesized contingency analysis (IISCA) is carefully described and guidance on how you can incorporate this strategy into your practice to reduce problem behavior quickly and effectively and generalize the changes across multiple environments is provided. For an introduction…
Sleep problems may be best considered a skill deficit, one that is common especially in children and youth with autism and developmental disabilities (63-80%, compared to 35-50% of typically developing young children). Sleep problems (difficulty falling asleep, staying asleep, or getting enough sleep) are associated with higher levels of severe problem behavior (meltdowns, aggression, self-injury), stereotypic self-stimulatory…
A page dedicated to answering questions provided by BCBAs has been added to this website. This page will contain commonly asked questions regarding the practical functional assessment and treatment process, with new ones posted each week. If there is a question you would like answered, relay it to us on this new page. Click on Q&A for BCBAs above…
In order to learn how to do a practical functional assessment, we think the best way for BCBAs (or those in BCBA training programs) to navigate the website would be to progress through the following 10 steps: Click here to be welcomed. Click here to learn about the website. Click here and watch at least one…
Practical functional assessment and skill-based treatment implementation experiences by BCBAs working in clinics, schools, and homes are highlighted on this page. These videos may be useful to share with parents or other professionals who are unfamiliar with practical functional assessment processes or with skill-based treatments derived from analyses.
Practitioners often report that they do not conduct functional analyses because they do not have a therapy room or sufficient staffing to maintain safety during analyses of severe problem behavior. However, when the reinforcers suspected of influencing severe problem behavior are simultaneously and immediately provided following behavior that is reported to precede severe problem behavior, sufficiently…
