Most children engage in some problematic behavior, but for some, it happens often enough and/or with such intensity as to be seriously concerning. These problem behaviors might include self-injury, physical aggression towards others, and property destruction. Severe problem behavior happens, in large part, because it produces personally relevant outcomes (reinforcers) for the person who exhibits it. All children, including those with autism or other diagnoses, can live a life free of severe problem behavior. Freedom from problem behavior is possible when children are explicitly taught the skills of communication, toleration, and other appropriate behaviors in the sorts of challenging situations that have produced problem behavior in the past and then skills are generalized to additional contexts. The Practical Functional Assessment (PFA) Process:
We first conduct an interview to gather information about the situations in which problem behavior tends to occur. Then design and implement a context in which the child’s personal reinforcers are freely available and no “triggers” for problem behavior exist. The purpose is to establish trust, build rapport, and ensure that zero problem behavior and high levels of engagement are achieved.

The results from the PFA are then used to inform a skill-based treatment (SBT).

The priorities in the process are safety, dignity, and rapport.
The Skill-Based Treatment (SBT):
Treatment consists of progressively teaching communication, toleration, and contextually appropriate behaviors (CABs). Common CABs include relinquishing favorite items, transitioning to a workspace, completing academic work, playing independently, playing according to the rules of a game, completing chores, or completing self-care tasks.

Repeated practice is essential to building these skills, as is reinforcement on an unpredictable and intermittent schedule.

The overall goal of treatment is to develop trusting relationships between children and caregivers and to teach children how to be effective despite ambiguity, unpredictability, and disappointments of everyday life.

Participants will receive a level 2 credentialing in PFA-SBT

Special education teachers, paraprofessionals, School psychologists, administrators, behavior specialists, anyone who implements programming for students with challenging behavior

Diversity and Special Needs Populations
Special Education
Student Behavior
TTESS 1.1 Standards and Alignment
TTESS 1.3 Knowledge of Students
TTESS 2.3 Communication
TTESS 2.4 Differentiation
TTESS 3.2 Managing Student Behavior