Atypical Behavior Analyst

Talking about sex can be an uncomfortable, delicate, and often times a confusing conversation BUT it is a necessary discussion regardless of the population you work with. In this talk, we meet with Kerri Isham to talk sex, masturbation, and what we can do to help teach these difficult concepts to vulnerable populations.

Learning Objectives:

1. Tact the importance of pairing accurate terminology, physiological sensations, and environmental contexts when teaching sexual education and how it can generalize to other areas of their life.

2. Describe how deprivation of sexual release can affect a learner’s behavior.

Take Aways- your bite-sized educational noms

- It is important to teach learner’s accurate terminology so they are able to correctly state feelings and sensations. We should consider teaching our vulnerable populations about 5yrs before they encounter physiological changes. Not only give the learner the words to use, but also benefits later medical visits, potential counselling with giving the learner a repertoire that is understood by others.

- Sometimes hoarding faecal matter doesn’t fit neatly into a functional analysis. There’s more to it than just simple escape. If the individual feels unsafe or uncomfortable in their environment then they may engage in behaviors that increase the “feeling of safety”.

- While teaching sex education may not seem in a BCBA’s wheelhouse, there are multiple tools that a BCBA can utilize- collaboration with other professionals, use of schedules, task analysis, and discriminative stimuli.

- If a person is deprived of sexual release for an extended period of time, they may “act out” in ways that are considered inappropriate. There should be significant consideration of the principles of reinforcement as well as an analysis of the functions of behavior when working with sexual behaviors.

- We can and should collaborate with other professionals and utilize their materials in a way that fits our science.

Worth: 1 Learning, 1 Ethics CEU

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

Intro Music: "Let's Talk About Sex" by Salt-N-Peppa

Music by: www.purple-planet.com

From political science to juvenile justice to working with rural schools and teaching graduate and doctoral students, Dr. Brittany Hott has explored a vast galaxy. In this adventure, she describes how she utilizes the many layers of behavior analysis to work with rural communities to improve the lives and families of students. She presents a beautiful description of how systems and communities can be improved through building relationships, teaching, mentoring, and maintaining the mantra of progress over perfection. 

She also discusses Project SPIDERS, a collaborative project across three universities- University of Oklahoma, University of Louisville, and University of North Florida. Project SPIDERS stands for: School-University Partnership Influencing aDvocacy and Engaging Rural School educators. This scholarship is for a doctoral program for students dedicated to special education and are interested in becoming an educational leader. 

Learning Objectives:

1. Describe how to shape desirable behaviors utilizing the individual’s strengths. 

2. Tact how various “small variables” can impact a learner’s day and subsequent learning and how BCBAs can work with schools to make small changes. 

3. Discuss how different learners will require different accommodations and how that impacts other stakeholders in the system in regards to risk-benefit analysis. 

Take-Aways your bite-sized educational noms:

- Consider the child who gets up early in the morning to perform chores and work on a ranch. While we may see the early wake up as detrimental, there are many behaviors and skills learned during these activities that can benefit and strengthen the learner in other areas such as following a schedule and task list to completion. Look to the learner’s strengths for guidance. 

- Instead of blaming or judging the behaviors, we should look at a variety of contingencies that impact our learners. Are they hungry and cranky when they come to school? Make sure they get breakfast/snack and some calm down time. The learner and the environment need to both be prepped and ready if learning is to occur. 

- Some of our learners will need certain accommodations while others will need different supports. It is important to consider each learner’s (whether it’s a teacher, student, or administrator) individual strengths, skills, and variables if we’re going to strive for progress over perfection.

Worth: 1 Learning

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

Like the many rings of Saturn, Behavior Analysts in our field find themselves working across various environments. In this episode, we talk with Dr. Paulie Gavoni, BCBA, OBM consultant, former Golden Gloves Heavyweight Champion, and professional MMA coach. For many educators, sometimes going into the school setting can feel like stepping into the ring or cage as they fight through various obstacles to help students achieve In this episode, Paulie talks with us about how he incorporates the same behavioral strategies he uses to train and coach his fighters to to train and coach educators.

Learning Objectives:

1. Select potential strategies that are applicable to novel settings and learners.

2. Discuss the importance of setting small, achievable goals and how a BCBA can become an SD for those   behaviors

3. Discuss the importance of fading oneself out so the learner can perform in the natural environment.

Take-Aways: your bite sized educational noms

- Feedback loops are important not just when teaching teachers, but also when working with fighters and athletes! The learner needs to be aware not just what they did wrong (let’s be honest, they probably know that) but what they did right and what discriminative stimuli helped make the behavior successful.

- BCBAs desire their programs to be successful in the long run and it is a multi-step process. There needs to be a deliberate establishing process for the desired behavior (making yourself a potential discriminative stimulus) and then a fading process that encourages the learner to perform independently in the natural environment.

- Learning isn’t just the occurrence of a behavior, but can the behavior occur under the specific environmental contingencies without assistance.

Worth 1 Learning CEU

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 out 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

Assent. Consent. Compliance. Withdrawal. These words can evoke a lot of emotions from caregivers, clients, and BCBAs alike. They are used throughout the field of behavior analysis but what do they really mean? Come join us for a live discussion with a panel of neurodivergent BCBAs who have experienced the multiple facets of treatment as they discuss the definitions, applications, and implications of consent and withdrawal. Additional areas of concern include sexual abuse, individuals with limited functional communication skills, and cultural awareness.

Learning Objectives:

1. Select behaviors that can be considered giving consent or withdrawal of consent for a variety of clients and settings.

2. Discuss some of the cultural variables BCBAs may encounter when working with neurodivergent individuals.

3. Discuss the importance of teaching advocacy and bodily autonomy when working with vulnerable populations.

Take Aways- your bite-sized educational noms

- Consent can be more easily determined- the learner stays near, remains engaged in the activity, and may have a pleasant affect. Withdrawal of consent can be more subtle such as turning away from the instructor, pushing stimuli away, closing/covering eyes, tearing up materials.

- Withdrawal of consent should evoke the instructor to re-evaluate their teaching, reinforcement schedule, prompts, materials, etc. Assess the situation and the learner and do what’s best for the learner. It’s okay to take it slow.

- Part of our ethical code includes being culturally aware. Listening, asking questions, gathering information, remaining impartial and without judgement are important when developing relationships, rapport, and subsequent programs.

- Cultures may differ in a variety of ways from how we play with others, how we talk to each other, the language used, mealtimes, respect for elders/persons in authority. And it’s important to consider and respect these differences.

- The stats for sexual abuse for neurodivergent individuals are terrifying. At least 1 in 4 individuals have experienced sexual abuse. The stats are worse when looking at females with neurodivergence. Part of teaching consent and assent should include teaching bodily autonomy, safe and consensual methods for sex and alternatives, acceptance of self.

Worth 1.5 Learning, 1.5 Ethics

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

Have some interstellar discussion on our Facebook page at https://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

Graphic from: Matt Nelson @ Unsplash.com

Interested in levelling up your athletic prowess? Or maybe you’ve found yourself in a coaching position and want to improve your players’ performance? In this talk, Wes Lowery from TeamABA University, discusses the 4 C’s of precision athletics: Collaboration, Contingency, Combos, and Competition. He also describes how he incorporates the concept of “invisible antecedents” to teach how past events and behaviors can impact future behaviors with the goal to identify replacement behaviors and teach new contingencies. 

Learning Objectives:

1. Select the possible “invisible antecedents” that can affect programs and identify ways to mitigate these contingencies. 

2. Identify potential motivating operations that can impact the choices of someone’s diet and/or fitness routine. 

3. Recognize the importance of collaboration with other professionals in the health and fitness area. 

Take-Aways: 

- While we tend to look at immediate antecedents when analyzing behavior, sometimes the events that happened earlier in the day or week can be more impactful. For example- staying up late to watch a movie and snack can disrupt future workouts, eating habits, and sleep schedules.

- Competition can be a powerful MO for athletes. For some, it may just be about playing the sport a better, but for others scholarships can be on the line which substantially enhances their motivation.

- It is important to remember the scope of your own practice and we should encourage reaching out and collaborating with other professionals. Team work makes the dream work!

Worth 1 Learning, 0 Ethics, 0 Supervision

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 out 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

The culture and management of a classroom setting, in most cases, is vastly different than what most BCBAs are accustomed to. Given the current rates of mental health challenges in students, behavior analysts who lack training in mental health best practices will be at a disadvantage in attempting to support students and untrained teachers in a school setting. Listen as Jessica Minahan discusses how she works with teachers and students on looking at behavior through a different lens- one that’s more compassionate and understanding and leads to the acquisition of desired and appropriate replacement behaviors.

Learning Objectives:

1. Extrapolate how various events in a learner’s day may impact their anxiety and threshold in terms of motivation.

2. Describe potential and practical ways a teacher may work with the learner to teach new skills with a student who is engaging in agitated, anxious behaviors.

3. Select examples of cognitive distractions and their replacement behavior.

4. Describe the value of seeking education outside of behavior analysis.

Take Aways- your bite-sized educational noms

- The concept of thresholds provides a beautiful image to help teachers understand their students’ emotional capacity in conjunction with their executive functioning abilities and subsequent learning opportunities.

- Research and review outside of the field of behavior analysis is necessary. Review the research through a behavior analytic lens and translate the research into our terms and what works.

- Cognitive distractions can function to build in replacement behavior. How does your intervention teach students to make better choices when their threshold is low?

Worth: 1.5 Learning. 0 Ethics, 0 Supervision

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 out 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

If, like so many others during the pandemic, you acquired a pandemic puppy, attempted to teach your old dog new tricks, or perhaps took on the daunting task of litter training your cat, you may have learned that animal training isn’t all treats and clickers. 

In fact, the field of working with nonhuman animals is a complex process with a rich behavior analytic history. Join us as we take an adventure into the world of animal welfare with Dr. Eduardo J. Fernandez.

Learning Objectives:

1. Tact some of the events and persons that helped shape the modern zoo and animal enrichment.

2. Select some of the behavioral principles used when creating an enriching environment for animals.

Take Aways- your bite-sized educational noms

- The science of behavior has and can be utilized to assist in improving the lives of not just animals in zoos, but also their keepers and handlers. 

- Other areas that can benefit from behavior analysis include conservation and enrichment.

- Enrichment is pragmatic and purposeful, should simulate the natural environment and stimulate natural movements. It is not the same things as reinforcement. 

Worth: 1.5 Learning CEU, 0 Ethics, 0 Supervision

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 out 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

If you have listened to the previous few episodes, you’ve probably noticed some common themes from the various guests and topics we’ve hosted. This conversation continues to explore the themes of listening, communication, and the role of a behavior analyst when working with others outside our field. In this discussion, I meet with Dr. Todd Ward who has worked in several environments including clinics, corporations, and even starting his own company. His varied adventures lend themselves to observing the science of behavior and its vast applications through a unique lens. 

Learning Objectives:

1. Tact behavioral principles that are commonly found in corporate environments. 

2. Compare and contrast how behavioral procedures can be applied in different settings and with diverse clientele. 

Take Aways- your bite-sized educational noms

- If your curious about how to use your behavioral skills in areas outside of traditional practice, start with looking to your strengths. What are you interested in? And then, scan the boards. 

- In some circumstances, companies aren’t specifically looking for a BCBA. For example, they may instead want is someone who has a thorough understanding of feedback, or instructional design. 

- Listening and gathering information are valuable skills that are applicable across settings and work environments. 

Worth 1 Learning, 0 Ethics, 0 Supervision

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 out 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

While behavior analysts often tout the desire to “save the world through behavior analysis”, our proverbial doors aren’t being knocked down by the needed masses.  In this snapshot, Leah and Merrill Winston (with special guest George the dog) discuss the art of being “apparently vacuous yet stealthily scientific”- presenting our help in a way that is utilized and maintains after we leave. Additionally, they touch on the differences between being a scientist, practitioner, and behavioral engineer. 

Learning Objectives:

1. Tact behavioral principles found in marketing and sales.

2. Describe how other professions can contribute to behavior-based programs.

3. List some possible ways to determine if the environment is ready for a behavioral intervention. 

Take Aways- your bite-sized educational noms 

- You can’t change an emotional response with logic and data. 

- Be open to the idea that other professions can help address variables that affect behavior.  

- We can’t fix everything. But we can help. And other people can and should help.  

- Different applications but same principles, applications, and results  

Worth .5 Learning 0 Ethics 0 Supervision

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 out 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

In an optimal universe, lives would be free of adverse events and lingering effects from trauma. Unfortunately, most people will experience some kind of event that alters their learning history, contingencies of reinforcement and behavior. 

In this live event, Dr. Camille Kolu, founder and instructor of Cusp Emergence University, takes the helm and guides us on what it means to include and navigate these delicate historical variables when working through assessments. The concept of compassionate care isn’t new in the field of behavior analysis, and it is beginning to re-emerge as the world takes on new understandings of human behavior. 

Learning Objectives:

1. Discuss how traumatic events may influence behavior.  

2. Select reasons behavior analysts and other providers should incorporate screening of trauma related variables in functional behavior and risk assessments. 

3. Select examples of ethical ways to incorporate concepts and techniques that take traumatic variables into consideration when developing programs and providing treatment recommendations for those who have experienced adverse and traumatic life events.

Take Aways: your bite-sized educational noms

- Trauma can impact everyone and we would be remiss if we did not consider the experiences of the client and the members of their team.

- When assessing behavior, it is important to review the historical context as well as the current context.

- Prioritize the agenda: You can’t treat in an environment that isn’t appropriate, prepared, or safe.

- Gathering information from members of the team is imperative. If the staff/caregivers lack prerequisite skills or knowledge, then the environment may not support the intervention. It’s more beneficial in the long run to address those concerns upfront. 

- Being honest regarding your boundaries and competence will help when trying to determine if additional assistance or knowledge is necessary before treating. It’s always okay to transfer the individual to a more appropriate professional.

Worth: 1.5 Learning. 0 Ethics, 0 Supervision

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 out 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