10 thoughts on “Q&A for BCBAs

  1. How do you address the problem behavior if the client does not respond correctly (eg noncompliant) even when errorless teaching is implemented and problem behavior intensifies? Is extinction procedure still warranted?

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    • Hi Hannah. The skill based treatment process is geared to address this situation and without any of the negative side effects of extinction. It’s not possible to detail this further here, but if If you would like any consultative support, reach out to Kelsey Ruppel at FTF Behavioral Consulting; kruppel@ftfbc.com

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  2. Good day! In the presented materials there is an information only about children who use vocal speech. Have you worked with children who use PECS? Where can I find such information?

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    • Hello Oksana. The processes highlighted in this site work well with children who relay in augmentative communication systems including PECS. We use a promotable response of any sort as the first step in treatment and then usually work towards vocal verbal behavior, whether the child has a history of speaking or not. If you need consultative support, reach out to Kelsey Ruppel at FTF Behavioral Consulting; kruppel@ftfbc.com

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  3. Hi! Is the function based treatment appropriate for cases when the EO is to escape a transition such as coming in from outside or leaving the bathtub? In other words, situations where termination of the event must occur at some point or that a FCR could not be reinforced consistently?

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    • Hi Melissa. The skill-based treatment is relevant to this situation. But, it is recommended to initially teach the skills in a more convenient context first. If you need consultative support, reach out to Kelsey Ruppel at FTF Behavioral Consulting; kruppel@ftfbc.com

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  4. How many trials do you suggest be incorporated into 1 session throughout each step of the IISCA treatment?

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  5. I’m running an FCT on a seven year old boy with ASD. His rate of problem bx has decreased as well as his rate of FCT (‘hey miss___can I have it my way?’). We’ve been in phase three (delay and denial) and increased latency for waiting, he’s now able to be at the table for ITT for up to ten minutes. He’s really enjoying math and writing again and wondering how to fade the FCT out of his program. He’s generalized his FCT responses to initiate appropriate responses in each novel scenario. What is an acceptable fading procedure, if any, that you could recommend? Thanks so much!

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