Antecedent Interventions

 

Key elements in this chapter include an in depth presentation of the fundamental components of a behavior intervention plan. These components are considered to be proactive because they are designed for implementation on the antecedent side of behavior. Discriminative stimuli and stimulus control are illustrated along with a variety of antecedent intervention procedures and strategies that are offered with corresponding video vignette examples. A review of setting events and motivational operations sets the stage for these intervention procedures. Procedures are delineated by the function of behavior, i.e., escape, attention, obtaining tangibles and those reinforced automatically. Further, the strategies and procedures associated with desensitization, social stories, demand fading, pairing, effective teaching procedures, and programs teaching wait and transition are highlighted. This training program is based on the RBT Task List and is designed to meet the 40-hour training requirement for the RBT credential. This program is offered independent of the BACB. Current Link: https://bacb.com/rbt-task-list/

$60.00

Hours: 1.50
REL-ATS-0-BM3

Certificates

Certificates provided by accrediting body (1 Match)

Behavioral Intervention Certification Council

1.5 HOURS


Relias Learning, LLC is a BICC Approved CE Provider.

This course aligns with B18;B-20;C-14;C-18;D-09 on the BCAT Task List.

Course Details

Course Code: REL-ATS-0-BM3
Hours: 1.5
Type: Online Course
Content Expiration Date: 6/30/2019
Learning Objectives:
Describe the importance of proactive procedures and antecedent manipulations.
Explain the meaning and significance of discriminative stimuli (SD) and stimulus control.
Describe the implementation of antecedent interventions shown to be effective in reducing rates of escape maintained behavior.
Describe the implementation of antecedent interventions shown to be effective in reducing rates of behavior maintained by attention seeking.
Describe the implementation of antecedent interventions shown to be effective in reducing rates of behavior maintained by seeking tangible items.
Describe the implementation of antecedent interventions shown to be effective in reducing rates of behavior that are automatically reinforced (i.e., self-stimulation).

Outline:
•Behavior intervention plan •Discriminative stimulus •Stimulus control •Functional communication training •Social stories •Visual supports •Stimulus demand fading •Errorless teaching •Pairing •Systematic desensitization - exposure therapy •Differential reinforcement •Replacement behavior •Video modeling •Wait program •Transition program •Activity schedules

Staff Writer: Emaley McCulloch BA BCaBA
In 2008 Emaley McCulloch co-founded Autism Training Solutions, LLC and is currently the Director of Behavioral Products and Research at Relias Learning. She is a Board Certified Behavior Analysts and holds a Masters Degree in Special Education. She has 17 years experience in the field of autism and ABA and has provided and overseen services to individuals between the ages of 18 months to 24 years in homes, schools and clinical settings. For eight years she served as a consultant and supervisor at agencies based in Hawaii and Japan where she trained groups of professionals and parents. Emaley’s passion is staff training, dissemination of evidenced-based interventions, film and videography and using technology in the field of behavior analysis and special education. Disclosure: Emaley McCulloch BA BCaBA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Amy Wiech M. Ed. BCBA
Amy holds a Bachelor of Science in Early Childhood Special Education from the University of Maryland and a Masters of Education in Special Education with emphasis in Behavior Analysis from University of Hawaii. She co-founded Autism Training Solutions, LLC in 2008. She has over 16 years' experience and thousands of hours of training in the field of autism and ABA as well as experience in teaching autistic children in preschool and elementary settings. She has worked directly with over 50 individuals with autism spectrum disorders between the ages of 19 months to 21 years. Disclosure: Amy Wiech M. Ed. BCBA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
BCAT Task List:
B-18 Principles of ABA, B-20 Principles of ABA, C-14 Treatment: Skill Acquisition, C-18 Treatment: Skill Acquisition, D-09 Treatment: Reduction of Problem Behavior
RBT:
B-01, C-01, D-01, D-03, Ethics
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support by calling (800) 381-2321 or emailing [email protected]