Atypical Behavior Analyst

Home dynamics are different than any other environment a person contacts. There are multiple competing contingencies, constantly fluctuating variables- laundry, meals, clean up, practice, therapy, appointments, medical issues, work, bills. Yet professionals often require parents to have the highest amount of fidelity regarding program implementation.

This is the point where the scientific and ever-growing, ever-expanding technological world collide and produce a something that supports the needs of caregivers and the clients while still building skills, maintaining rapport, and contining collaboration. In this LIVE chat, we meet with Alan and Stewart of Attend|Behavior to talk about meeting families where they’re at, building programs AND data collection that are accessible and usable, and improving the overall family dynamics. 

Learning Objectives:

1. Discuss alternative ways to provide program prompts and feedback to parents and caregivers.

2. Discuss the pros and cons of using technology such as an app alongside programming. 

Take Aways- your bite-sized educational noms

- Timing of prompts and reinforcement is a vital piece of any behavior analytic programming. Too early, too late, too delayed, and the desired may not happen or it may not be met with the current reinforcing contingencies (following through with programs isn’t always naturally reinforcing to start with!). Technology can improve the delivery of prompts, check-ins, and reinforcement by giving more immediate and reliable stimuli to the caregiver instead of waiting until the next appointment to debrief and provide feedback.

- While technology has many benefits, there are still potential issues- not always reliable (sometimes notifications are turned off), it can be an expensive resources that not all clients have access to. To elaborate, not all clients have access to smart phones, reliable internet access, supportive data plans. Practitioners also shouldn’t become reliant on technology to interact with clients and caregivers; being present and listening is an important part of building rapport and thus buy-in for program recommendations. 

Worth 1.5 Learning CEUs

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Being an adult is difficult. Being an adult with disabilities is even harder. And being a caregiver (parent, family member, direct care staff) can be overwhelming, discouraging, often times leads to burn out. Many of these dyads (individual and caregiver), will be forced to navigate multiple systems, interact and adhere to professional recommendations and treatments, not to mention long learning and reinforcement histories that can lead to tangled webs of competing, interlocking, and overlapping contingencies. Wahler 1980 discusses the difficulties of the “Insular Mother”- limited reinforcing interactions, demands and advice from all sides. Everything is a priority. Everyone else has the answers. Sadly, over the last 40yrs, not much has changed for these persons. Disabilities are still misunderstood, surrounded by preconceived notions and biases, family and caregiver dynamics overlooked, and there is still too much talking and not enough listening to those in the thick of it. It may seem a compliment to label these caregivers as “resilient”, but the truth of the matter is they are tired, broken, and struggling. Resilience can be costly and can lead to disingenuous consent, placations, and a lack of adherence to treatment and intervention recommendations. It’s tough to stay on top of things when the rest of the world is piling more things on. 

Working with adults presents its own unique challenges but utilizing Goldiamond’s Nonlinear Analysis and Constructional Approach can help bridge the gap between the frustrations and unheard cries of these caregiving dynamics and providing beneficial, effective, and successful supports.

Worth 1 Learning CEU

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“They blinded me with science!”

Many have had the experience of entering a session, excited to impart all the behavior analytic knowledge, only to watch the audience’s eyes glaze over. Aaaaaaaaaaaaaaaaand they’ve tuned out completely. The reality is, people go to professionals to get solutions for their problems, they don’t want a science class. It’s on the trainer to determine how to translate from technical jargon to a language that makes sense to the learner. 

And in this LIVE talk we’re going to talk about these translations and not just when working with humans, but also with animals! Our guest, Andrew Taylor-Baptiste, KPA CTP, Head Trainer at Operant Animal Training, has been honing this skill throughout his career, from working with dolphins and manta rays, to teaching puppies and their parents to live in harmony. He’ll discuss how he has applied behavioural techniques across a wide variety of settings and animals, along with the importance of exploring and learning about the species- communication methods, sleep and wake cycles, social behaviors are just some areas of curiosity. Knowing the organism inside and out can help make for efficient and successful training programs.

Learning Objectives:

1. Examine the idea of translating the science of behavior programs into language that our learner understands.

2. Describe the importance of learning the communication system of the learner when building new skills and maintaining current repertoires. 

3. Describe ways to provide choices throughout training and the short- and long-term value of choices.  

Take Aways- your bite-sized educational noms

- When people seek out help from professionals, they are seeking solutions, not a science class. Instructors should actively translate and reword information in such a way that the learner understands. This doesn’t mean that the scientific principles can’t and shouldn’t be taught! It means that instructors need to shape up the verbal and physical behaviors in their learners; set up the environment and learning for success.

- Animal training involves not only learning the communication and learning styles of the human participant but also the unique communication style of the animal, including their breed and specicies characteristics. It’s valuable to research what the animal’s natural inclinations and responses are and incorporate that into training to ensure success.

- Easy choices to provide- what the learner is working for (natural or contrived reinforcement), where the learner wants to work, when the session is over. Providing choices helps to establish trust and rapport between the learner and instructor. 

Worth 1.5 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

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Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA

Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com

Anyone else ever get bored and just randomly start looking up various diagnoses and diseases to learn more about how it can present behaviorally? Or had a client on your caseload with a diagnosis you were unfamiliar with? There’s been an increase in discussion and representation of mental health over the last several years and as technology and research continue to advance, the likelihood of professionals working with unfamiliar diagnoses increases. There have also been changes in perspectives and practice over the years and it is important to understand the history of psychiatric diagnoses in order to have a more well-rounded understanding of other’s interpretations, expectations, and understanding of different diagnoses. Behavior is rationale and there are certain patterns of behavior that may warrant an additional diagnosis. And being aware of the overt observable and the nuanced behaviors that come with certain diagnoses is important for the success of treatment.

In this fantastic talk we meet with Sue Gabriel, PMHNP-BC, a psychiatric nurse practitioner to talk about some of the history of psychiatric interventions, and working with people who have difficult to manage psychiatric and/or behavior problems in association with their neuro-developmental challenges. Sue currently provides direct psychiatric supports for persons dealing with the full range of mental health needs (neurodevelopmental challenges, full range of psychiatric concerns and/or personality disorders) for a county mental health center in MI. In addition to direct clinical care, she has been involved in local, state-level, and national level groups to create new service delivery options. Medications serve a purpose and professionals should agree on the purpose for administration and the observable and measurable responses that determine improvement and success.

Learning Objectives:

1. Describe some of the responses and behaviors that are observed for different psychiatric diagnoses such as Borderline Personality Disorder, Bi-Polar.

2. Describe some of the measurement techniques that BCBAs can use to collect data on diagnoses outside of autism.

3. Recognize how collaboration with diagnostic and prescribing entities is important to the success of the client and patient.

Take Aways- your bite-sized educational noms

- There are many observable and measurable responses that a BCBA can collect data on to measure the effectiveness of a particular medication. If a medication is prescribed to help someone “feel better” what are the observable events that signal “feeling better”? Some things are going to be unique to the individual but there are common markers professionals can collect data on such as sleep, appetite/food consumption, activity and engagement.

- Some individuals have limited communication skills and that may make determining the effectiveness of treatment more difficult. Professionals need to be extremely observant in these situations in order to help translate accurately what the person is trying to communicate.

- When collaborating with other professions it is important to listen first, seek out information, rule of physical issues and potential manifestations of side effects, and talk about results/goals/progress/regression in observable and measurable terms and behaviors.

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

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Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com

Some of our previous guests have talked about applying the science of behavior analysis to health, fitness, and wellness; creating programs for others, or oneself, to build and improve physical fitness. But sometimes, bodies give out and injuries happen. Then what? Can the science behavior analysis be applied to recovery?

Dr. Brennan Armshaw joins us today to discuss how by expanding our perspective on WHAT IS behavior analysis we can begin to change the HOW of the HOW IS behavior analysis applied. Dr. Armshaw will discuss the landscape of behavioral medicine with a particular focus on how behavior analysis in combination with technology (electromyography and apps) can be applied to improve physical therapy outcomes and re-establish muscular responses which may otherwise be undetectable. He will describe how he has approached collaboration with physical therapists, surgeons, and patients to improve physical therapy outcomes for patients recovering from total knee replacement surgery; the techniques and systems he developed along the way and the balance of translational and applied research when taking a bench to bedside approach.

Learning Objectives:

1. Describe the scientist-practitioner model when collaborating with physical therapists and other medical professionals.

2. Recognize the critical variables to approaching and collaborating successfully with other professionals.

3. Discuss considerations when expanding ones applied scope while maintain ethical practice and research competency.

4. Recognize the diversity of the behavior analytic unit.

Take Aways- your bite-sized educational noms

- Continuing the discussion from Ep 46 with Julie, understanding the science behind behaivor analytic principles can lead to a better understanding and interpretation of other fields’ and professionals’ research. Listening and then putting that information through the behavior analytic lens can help lead to deeper understanding, more effective collaboration, and successful outcomes overall.

- Understanding the science and spending the time listening to other collaborators leads to an easier translation of language and terms to behavior analytic terminology.

- Learn what you know but more specifically what you don’t know and then go find someone who is an expert in that thing!

- A behavioral unit can be as small as a muscle flex or as large as the production of a product or system. One important consideration- is the unit observable, measurable? Then maybe we can start to play.

Worth 1.5 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

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Contact us at: [email protected], [email protected]

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Overtime. Pushing for a spot on the team. Gotta make the billable hours. No Pain, No Gain. Have to make the grade. These behaviors may ring too true for many, and they come with potentially fantastic reinforcers but how costly are these behaviors in the long run? It’s not uncommon these behaviors can signal burnout is on the horizon. And that’s ok. It’s understandable! Behavior is a product of the environment, multiple contingencies, competing reinforcement and burnout can be analyzed and addressed through multiple behavior analytic lenses. In this LIVE event we’re meeting with Dr. Julie Slowiak, PHD, BCBA-D, and Founder of InJewelLLC, to talk about her behavior analytic exploration and how it’s lead her to investigate the burnout phenomenon that is pervasive across environments and people.

Julie’s current research interests focus on issues related to worker wellbeing, particularly within human service professions, and specifically as they relate to personal and professional self-care and burnout. In addition, she is interested in issues related to psychological safety in sport and how it affects both student-athlete mental health and coach burnout. And further still! exploring organizational factors that influence wellbeing and sustained employment of those with invisible and episodic chronic health conditions. Burnout is pervasive across environments, organizations, and people. Some will experience burn out during school, pushing hard to get the grade. Others in their job with trying to meet all the billing requirements. Yet others will experience burn out as a caregiver; caring for another individual can take a lot of energy and time, with little down time to “recharge”.  

So schedule some down time for yourself and register to hear Julie’s discussion about observing, preventing, and working through burnout using a variety of behavioral techniques and methods. 

Learning Objectives:

1. Compare and contrast IO-Psych and OBM and describe ways to translate between the two fields.

2. Describe the scientist-practitioner model and how it can be applied to BCBAs and behavior analysts.  

3. Describe burnout within a behavioral framework and provide examples of internal and external contextual variables that can contribute to this phenomenon.

Take Aways- your bite-sized educational noms

- Both IO-Psych and OBM seek to solve a similar problem: making an organization more effective, efficient, productive, but there are some differences: conceptual and methodological processes, research methodology and strategies. 

- Someone who has a strong foundation in the science of behavior analysis is going to have an easier time understanding and interpreting other research through that behavior analytic lens. Improved fluency in the science is beneficial when interpreting other research and creating effective programs.

- Burnout occurs for a variety of reasons, environments, and is unique to the individual. It’s important to have a level of self-awareness- learning to observe when behaviors start to shift and the private events (eg emotional responding, thought patterns) that come with and then making adjustments. Julie comments that it’s easy to analyze all the other contingencies (eg clients) but applying the science to one’s self can be uncomfortable but for health reasons, necessary. 

Worth 2 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba

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Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA

Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com

We’re putting on our theory and philosophy hats for this one! In this LIVE talk with Kellie Sisson Snider, MS, artist, writer, and aggression consultant, we’re going to discuss the concept of reinforcement, Constructional Aggression Training, and Art in the behavioural sciences. Kellie worked with shelter animals, private practice, and her application of negative reinforcement to teach consent and approach behaviors with aggressive dogs, was ground-breaking, especially when it came to the concept of reinforcement. Utilizing the constructional approach Kellie was able to create a technique that is successful because it incorporates the critical consequence- what is already reinforcing the behavior- instead of forcing the pairing of a new consequence when the animal isn’t ready.

Like most new techniques and methods, CAT was developed out of a need and has been expanded upon with creativity. Learning to interpret an animal’s behaviors can be difficult and requires curiosity, investigation, and artistry. Trainers should be aware of what stimuli are salient for the organism and that sometimes, what is already maintaining their behavior may not be convenient for training. That’s where creativity comes in. Breaking down larger desired behaviors into smaller more attainable components, helps meet the learner at their current level; building upon already learned behaviors can be much easier than teaching a brand-new skill.

Learning Objectives:

1. Describe Reinforcement as a concept and not just part of the “Four Functions”.

2. Recognize how art and creativity are a critical part of behavioural science and vice versa.

3. How “creative behaviors” can emerge, both “good” and “bad”, and how to be flexible with in the situation.

4. Define the concept of “trigger stacking” and how it can impact behavior and treatment.

Worth 2 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba

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Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA

Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com

Oh man this is gonna be so cool! We’re gonna talk layers of reinforcement! We’re gonna talk animal training! We’re gonna talk about zoo animals learning to consent to receive necessary injections! AND we’re gonna talk Goldiamond and the importance of stories and listening, unpacking the organism/learner, and how behavior analysis can improve the lives of animals, their keepers, handlers, and fur/feathered/and scaley parents.

In this LIVE chat with Lisa Clifton-Bumpass, animal trainer, expert consultant, supervisor, and so much, much more! She’ll relay her story of working with animals (and humans) and discuss how working with animals has shifted and changed throughout the years. Stories and histories provide lessons for others to further explore. This curiosity is important when it comes to understanding the learner, be they fur legged, scaley, or feathered, and then building interventions and programs through the Constructional Approach. Behavioral science is unique in the fact it can be applied to multiple layers, systems, responses, and learners, even if they look a little alien. Curiosity and creativity help expand the science, lead to improved adaption and flexibility within various situations, and further growth for both the practitioner and the learner.

Learning Objectives:

1. Understand the importance of incorporating non-linear contingency analysis in a wide variety of environments and learners.

2. Describe ways to incorporate creativity into the Constructional Approach and its benefits.

3. Describe how programming goals, including consent, for animals can be defined in observable and measurable terms.

Take Aways- your bite-sized educational noms

- The NLCA differs from the traditional three and four term contingencies by collecting data on a variety of both private and public variables that can affect behavior and choices. It has been used with individuals diagnosed with a variety of psychiatric issues to improve their communication skills with others, improving family dynamics, supervision of humans, organizations, and systems.

- One goal of the Constructional Approach (reminder from Ep43- it is a program, not a procedure) is to teach learners to become their own contingency analyst so that when they encounter different environments and stimuli they can analyse their own behaviors and responses. It also shapes behaviors, meeting the learner where they are at and building skills and repertoires without focusing on decreasing less desirable behaviors.

- Behavior is communication and when working with an animal, trainers need to learn how that specific animal communicates- observations of happy, angry, calm. Lisa talked about working with a team that taught a kookaburra to consent to receiving medical injections. The handlers and vet did not even need to enter the bird’s enclosure; he would fly to them and perch. The handler could then feel the weight of the bird shift towards or away from the injection; if he moved away, everything paused. All withdrawals of assent were honoured. Using a constructional approach to train this behavior helped instil trust, built rapport, and the kookaburra enjoyed interacting with the humans during interactions.

Worth 2 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba

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Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA

Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com

“We don’t ever need to remove reinforcement from the learner to achieve success.” Maasa and Sean ABAI 2022

Many behavior analysts and animal trainers are familiar with the concept of differential reinforcement and planned ignoring- an undesired behavior occurs, and attention is removed until a desired behavior emerges then attention is delivered. But this quote from ABAI 2022 has resonated with our ATBA team. Has consideration been taken about the potential long-term emotional effects that could occur when attention is completely removed? For organisms with complex verbal repertoires, it can be “easy” to talk about why the attention/reinforcer is being removed, but many behavior analysts work with learners who struggle to express emotional discomfort in ways that can be understood by the public.

In this LIVE talk we meet with Maasa and Sean (of CAAWT and other cool things) to talk about the Constructional Approach, shelter dogs, and animal welfare. Constructional Approach to Animal Welfare and Training is a non-profit organization whose mission is to provide free training to individuals and organizations that need training and cannot afford it. Their utilization of the Constructional Approach demonstrates how incorporating a level of compassion by implementing a conjugate reinforcement schedule can increase skill acquisition, improve relationships and rapport, and dare we say, achieve behavioural cusps that may have a life-long impact on the learner’s quality of life. 

Learning Objectives:

1. Describe the critical components of the Constructional Approach and how it is different from traditional approaches.

2. Describe conjugate reinforcement schedules and provide examples.

3. Examine the relationship between empathy, compassion, and the Constructional Approach

Take Aways- your bite-sized educational noms

- Being “Constructional” isn’t a procedure rather it is a way of programming for the success of the learner and their environment for long-term by using the critical features of: Current Relevant Repertoire; Terminal Goals; Systematic Approximations to Terminal Goal(s); Tracking the Performance Data

- Conjugate reinforcement occurs when the magnitude of reinforcement is delivered based on the behavior emitted and its approximation to the target behavior. It’s an ebb and flow of increase and decrease as the behavior is shaped up. At no point does reinforcement have to be removed from the learner. Consider the potential for an extinction burst; conjugate reinforcement can mitigate an increase in undesirable behavior. Maasa and Sean provide touch and affection towards shelter dogs and can micro-shape “pick me” behaviors simply by responding to the dog and offering more or less touch (one or two hands for example). 

- When reinforcement is removed, there is often a high probability of other behaviors emerging to gain the desired reinforcement, critical consequence. It can leave the learner in a state of distress and damage rapport and trust with the instructor. By using a constructional approach, providing conjugate reinforcement and the critical consequence, the learner is more likely to learn and maintain the responses, while enjoying the learning experience and building skills that will further improve their quality of life.

Worth 2 Learning CEUs

Purchase CEUS for $8 at: https://atypicalba.com/product/ce-certification/

Have some interstellar discussion on our Facebook page at www.facebook.com/atypicalba

Check us out on Instagram: https://www.instagram.com/atypicalba/

Don't need CEUs but want to support the show? Click here to donate to the adventure: https://www.buymeacoffee.com/AtypicalBA

Contact us at: [email protected], [email protected]

Music by: www.purple-planet.com

"I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being." -Oscar Wilde

There’s been a lot of discussion about empathy and compassion when it comes to providing behavior analytic services. Sometimes professionals get so caught up in the science they miss some of the more engaging and, dare I say, fun ways to learn and incorporate these concepts and still provide successful programs. It’s difficult to define empathy and compassion yet this quote from Oscar Wilde shows how using theatre can help others understand more about their fellow man.

In this LIVE talk, we meet with Sarah Duc, educator and Theatre artist, to discuss her experiences working with general and special education students in a theatre setting. She has had the opportunity to serve individuals with disabilities across multiple settings since May of 2001. She earned BA in Theatre from UNT, then pursued alternative certification to teach. Sarah taught for 6 years in a high school self-contained Special Education class. She currently teaches middle school theatre and is about to begin her 15th year as a public-school teacher. We’ll be discussing how the arts can be a healing, restorative, and learning opportunity for all individuals.

Learning Objectives:

1. Give examples of how to include autistic and disabled individuals in theatre and fine arts.

2. Describe the behavioural and social skills that can be learned while participating in theatre.

3. Recognize when accommodations are necessary for both special and general education.

4. Describe ways to teach and train others who work with and support autistic and disabled individuals.

Take Aways- your bite-sized educational noms

- Theatre provides an opportunity to learn a wide variety of skills- social, perspective taking, creativity, collaboration, math, science, reading to name a few- and it’s built in adaptability allows for learners of all skills to participate. Similar to Goldiamond’s Constructional Approach, the teacher meets the learner where the learner is at and develops a program based on their strengths- “The arts are about saying ‘yes and…’, ‘tell me more’”.

- Theatre involves a lot of collaboration, perspective taking, giving and receiving feedback in order to put out a successful and fun project. It gives learners a chance to explore their unique preferences and develop creativity, curiosity, alongside social skills that will help them throughout their life.

- Sometimes learners are put into situations that they may not seem “to fit” at first glance. But shaping up behaviors without pushing too fast helps to foster growth and development and sometimes new behaviors emerge that are more respectful of others and the environment (sounds like potential cusps..?). Not everyone learns the same way and taking into consideration the individual needs of the learner is imperative if a goal is to foster an engaging learning environment that facilities learning, understanding, maintenance, generalization.

- Sarah’s main rule in her classroom is “Give Respect”; all other rules really come back to this “basic” principle. And while it may be discussed casually, the attitude and behaviors behind it are more complex. It involves empathy, a calm demeanour, negotiation and mediation skills, listening and hearing to all parties. Learning to take the perspective a learner who exists in a world that is not accommodating to them is an important skill that those working with this population need to explore and learn. Respecting all voices, their space, preferences, autonomy, assent/consent and withdrawal of,  and all the things that make them… them.

Worth 1.5 Learning CEUs