Stephanie M. Peterson, Ph.D., BCBA-D
Associate Professor - Western Michigan University
Afternoon Session ~
"A Decision-making Model for Students with Challenging Behavior"
A decision-making model for determining the best treatment for escape-maintained problem behavior at various points in the intervention process will be presented. Strategies for determining when to evaluate intervention progress and when intervention components can be faded or removed will be discussed.
Participants will be provided with a weblink where they can download the decision making model and video models shown in the talk, along with data sheets, in its entirety so that they can immediately put these strategies into practice. This will help teachers make data-based decisions about what intervention to implement for a child at what point in time rather than taking a one-size-fits-all approach to intervention.
Note: Participants attending this session should have a solid understanding of behavioral interventions.
After having attended this workshop, participants will be able to:
- Describe how to conduct a functional analysis of problem behavior and how the results of it can be used to determine possible interventions.
- Understand the pros and cons of specific functional communication training and demand fading interventions for escape-maintained problem behavior.
- Describe how different schedules of reinforcement can be used to encourage children to engage in adaptive behavior (e.g., completing school work) as opposed to problem or other adaptive behaviors (e.g., requesting breaks).
- Understand how to conduct a forced-choice stimulus preference assessment.
- Describe a decision-making model for fading intervention components.
About the Presenter ~
Stephanie M. Peterson, Ph.D., BCBA-D, is Professor of Psychology at Western Michigan University. She earned her doctorate in Special Education at The University of Iowa in 1994.
Her primary research interests are choice making, functional communication training, reinforcement-based interventions for children with problem behavior, and concurrent schedules of reinforcement in the treatment of severe problem behavior and in functional analysis of problem behavior. She also has interests in applications of behavior analysis to educational interventions and teacher training.
She currently serves on the Editorial Board of the Journal of Applied Behavior Analysis, is a Senior Editor for Education and Treatment of Children, and as an Associate Editor of Behavior Analysis in Practice.
Page last modified January 10, 2014