Course Description

Problem behaviours are a common occurrence in any field working with children, but are particularly prevalent in the field of Applied Behaviour Analysis. As clinicians, we know that learners engage in problem behaviour as a means of communication, and are more likely to engage in any behaviours that are historically reinforced - our goal is to teach our learner more appropriate behaviours in lieu of the challenging ones.

This course will focus on deconstructing replacement behaviours - teaching behaviours that are functionally equivalent to observed problem behaviours, but are more socially appropriate and accepted by others. We will explore what replacement behaviours are, why we should be teaching them, and how to go about doing this in ways that focus on safety, dignity, and building rapport and trust with and for the client. Key concepts on teaching essential skills including functional communication training, tolerating delays, denials and waiting, tolerating interruptions and transitions, and cooperation with instructions will be discussed

 

Participants Will:

• Understand what replacement behaviours are and why the are an important part of teaching and learning plans.
• Understand the key components in teaching replacement behaviours.
• Identify common replacement behaviours and the role they play in shaping a learner’s functional skills and reducing problem behaviour.
• Recognize essential skills are important for all learners, not just those that engage in problem behaviour.

 

1.5 CEU's Available

This content is intended for those who: have or are pursuing RBT/BCaBA/BCBA designations; teachers, and therapists. This course is also designed for other individuals, professionals or anyone whose role uses ABA to design & implement programming to decrease behaviours and increase skill acquisition of individuals with autism or to support individuals with developmental disabilities in any capacity.