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| Two Lines of Behavior-Analytic Services Our theoretical approach is based on the scientific principles of learning as applied to an understanding of human behavior and to the solving of life’s practical problems. The most central idea in our clinical work is based on the principle of learning that states “behavior is determined by its consequences.” The following subsections give you examples of how the principles of learning are applicable to the two lines of behavior-analytic services offered through Positive Behavioral Dynamics: (1) a Behavioral Intervention Plan to reduce the frequency of problematic behavior and/or (2) the development of a Home-Based or Office-Based Applied Behavior Analysis (ABA) Program. |
| Behavioral Intervention Plan Problematic Behavior. If self-injurious behavior (e.g., striking one’s self) is followed by the ending of some undesirable task (e.g., picking up toys), then it is more likely to occur in the future. This is an example of “escape-maintained” or “negatively-reinforced” behavior. Problematic behavior may also be maintained by other forms of social and non-social reinforcement. For example, if engaging in aggression (e.g., punching another person) is followed by access to some tangible item (e.g., access to a preferred toy) then aggression may be more likely to occur in the future. Thus, the analysis of behavior in these situations is quite simple (at least in principle!). You simply try to identify what events occur before behavior (i.e., the presence of the undesirable task, or the absence of some tangible item), during the occurrence of behavior (person engages in self- injurious behavior or aggression), and after the behavior occurs (i.e., the ending of the undesirable task, or gaining access to some tangible item). This is sometimes referred to as an ABC Analysis because it is based on an analysis of events that are the antecedents (A) and consequences (C) for behavior (B). In a very broad sense, we will try to determine the antecedents and consequences for problematic behavior using a wide array of indirect (e.g., informant-based instruments) and descriptive (e.g., direct observation) functional assessment methods. In the event that these assessment procedures are inconclusive or they do not provided sufficient information to most effectively assist the client with the behavioral difficulties he or she is experiencing, then we may recommend that additional functional assessment procedures are needed. These procedures, called analogue functional analysis, were developed in the early 1980's and their effectiveness has been published widely in professional journals. Analog functional analysis procedures involve conducting brief sessions of typical daily encounters, such as play or recreation, work or instruction, alone time, and social interaction. Sessions are introduced individually and possibly in combinations, during short sessions of approximately 15 minutes. A number of sessions (typically five or fewer per day, with breaks in between) will be completed over a period of several days to several weeks. Data will be collected on the client’s response to the various conditions in order to better understand his or her behavior and to develop more beneficial treatment procedures. We will propose behavioral treatments that follow directly from either the functional assessment or analysis of problematic behavior as described above. For example, in the previous hypothetical situation, the function of the self- injurious behavior was to reduce the unpleasantness of the person's situation. The behavioral interventions employed could involve either changing the antecedents to behavior (i.e., making the task more pleasant) and/or changing the consequences for behavior (i.e., do not allow self-injurious behavior to end the task, or provide breaks from task independent of self-injurious behavior). Adaptive Behavior. The principles of learning are equally applicable to the establishing (or re-establishing) and maintaining of adaptive behavior either as part of a formal Behavioral Intervention Plan for problematic behavior or an Applied Behavior Analysis (ABA) Program to teach verbal behavior, learning, social, self care, emotional, and community skills (e.g., as part of an Early Intervention Program or Later-Life Program for Autism and other developmental disabilities). In the case of the self-injurious behavior mentioned above, it would also be a good idea to teach the individual to engage in some behavior that will produce the same consequence as the undesirable behavior (e.g., teaching the individual to appropriately request a break from the undesirable task). Thus, we not only seek to eliminate serious and challenging behavioral problems, but also to promote alternative behavior that is both socially adaptive and personally gratifying for our clients. |
| Home-Based or Office-Based ABA Program Positive Behavioral Dynamics can develop a comprehensive In-Home or In- Office ABA Program to assess and teach adaptive behavior to individuals with autism and other developmental disabilities. We can conduct the necessary initial and on-going assessment to identify strengths, excesses, and deficits in language and communication, learning, social, self care, emotional, vocational, and community living skills. The initial and on-going assessment is largely based on the periodic administration of the Assessment of Basic Language and Learning Skills (ABLLS; Partington & Sundberg, 1998). The ABLLS is not only an assessment instrument, but it is also a curriculum guide and skills tracking system for individuals with developmental delays. We can also provide comprehensive task analysis, preference assessment, and reinforcer identification for use in your ABA Program. We can then make recommendations about training and curricula based on the ABLLS and other behavioral assessments to include specific teaching areas such as: developing eye contact and attending; following point of reference; social referencing skills (conversational reciprocity and synchronized action); toilet training; self-care skills; solitary and interactive play; sharing; taking turns; rule following; me/you perspective; relationship skills; behavioral variability, novelty and creativity; reading, writing and arithmetic; observing, listening, following instruction, and imitating; matching to sample and equivalence class training; naming, tact, intraverbal, and mand training; emotional behavior training (e.g., emotional coping; teaching facial expression in self; and interpreting the facial expression of others); behavioral relaxation training; and vocational skills training. Positive Behavioral Dynamics uses a wide variety of behavior-analytic teaching methods such as: discrete-trial training; naturalistic teaching methods (e.g., incidental learning); skillstreaming; social stories; forward and backward chaining; total task presentation; prompt hierarchies; behavioral shaping; antecedent control; schedules of reinforcement; psychoeducational training; video modeling; behavioral relaxation; errorless learning techniques; and fading procedures. Positive Behavioral Dynamics will provide on-going consultation on techniques, protocols, and data collection procedures. We can assist in the recruiting, selecting, and training of teaching assistants, therapists, speech- language pathologists, and other professionals to aid in the implementation of your ABA Program. We can provide ongoing monitoring, data gathering and analysis, and data-based training decisions related to your ABA Program. Positive Behavioral Dynamics accomplishes these assessment and treatment goals through a cooperative relationship with our clients. We are committed to using the least restrictive, most effective data-based assessment and treatment. Of course, just as every individual is unique, so are the possible combinations of antecedent and consequences that impact upon a person’s problematic and adaptive behavior. This latter fact presents us with the true challenge to a successful behavior analysis and treatment! |
Primary Behavior-Analytic Services