TF CBT with Externalizing Disorders

2012

When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students' problem behaviors as documented in their FBAs. This study was conducted to examine the overall technical adequacy of FBAs and BIPs within one educational system to evaluate reliance on the outcomes of FBAs in the development of BIPs. The technical and applied features of a randomly selected sample of 134 FBA/BIPs of students with disabilities, ages 3-21 years, who were receiving services due to their severe emotional and behavioral disorders (SEBD) or autism spectrum disorders (ASD) within the Georgia Network of Educational and Therapeutic Services (GNETS) were analyzed. In addition, similarities and differences between function-based strategies specified in BIPs were examined. Logistic regression was used to reveal the probability that a given behavioral function can predict which intervention(s) might be chosen. A series of chi-square tests of independence and a multinomial logistic regression model were used to examine how BIP component variables, demographic variables, behavioral function variables, and behavioral intervention variables related to each other statistically. Components described as critical in research literature for conducting FBAs and developing BIPs were absent from a significant number of the student files. Results suggest few of the prescribed interventions were likely to be related to function. The findings extend research on FBAs and BIPs, particularly as they are used with students with SEBD and autism, documenting that a significant number of BIPs are developed without regard of the function of the problem behavior.

2009

Beyond Behavior, 2017

Mr. Fubba is a behavioral specialist working in a therapeutic residential facility for students with emotional and behavioral challenges. He spends most of his time working with and coaching teachers to conduct functional behavior assessments with students in their classrooms. He routinely conducts interviews with teachers and students and collects data during classroom activities. As a part of this process, Mr. Fubba also conducts record reviews from those currently being collected at the residential facility and those from the student's prior school to better understand a student's behavioral and educational history. Mr. Fubba has noticed he gains relevant information from these records through insights provided by the counseling, mental health, nursing, and other therapeutic staff members. Much of this information is not always automatically shared with teachers unless they too review the files, which few do and even fewer know is an option. Likewise, he found that many of the suggestions of others (e.g., counselor, occupational therapists, or speech language pathologists) are not being shared among staff. He wants to find a way to streamline this process and help increase communication between the various service providers working at the facility in the hopes of providing the most comprehensive support possible for all students. Functional behavior assessment (FBA)-indicated interventions are designed to support students by determining the function (i.e., what they are trying to access or avoid) of their problem behavior and then teaching and reinforcing appropriate replacement behaviors that serve the same function (O'Neill et al., 1997). Reinforcement is generally divided into three categories-positive or negative reinforcement for/from (a) attention (adult or peer), (b) tangibles/activities, or (c) sensory stimulation (Scott, Alter, & McQuillan, 2010; Umbreit, Ferro, Liaupsin, & Lane, 2007). The intent of a behavioral intervention plan (BIP) is to link assessment data with functionally-indicated interventions. Thus, the two are essential to one another. A BIP focuses on individualized interventions matched to the problem behavior and function it is serving. Researchers have demonstrated that interventions based on function are more effective than those that are not functionally indicated (e.g.,

Protocols, 1996

Diagnostique, 1999

Developing effective interventions for students with challenging behaviors may require functional behavioral assessment (FBA), now mandated by IDEA '97. While the assistance of students, parents, and teachers is crucial, it is the educational diagnostician who likely will be responsible for orchestrating the tasks involved in conducting a proper FBA. It stands to reason that diagnosticians, as assessment professionals, must be thoroughly knowledgeable about FBA. This article synthesizes available information from the special education literature about FBAs, including the law and FBA, working definitions, basic assumptions underlying FBA, the role of the diagnostician, the role of special educators, the steps to conducting an FBA, the methods of FBA, and tools for the diagnostician.

Education and Treatment of Children

2000

Behavior Analysis in Practice

Ensuring that Board Certified Behavior Analysts (BCBAs) receive sufficient training in various forms of practice is an area of clinical importance that necessitates additional attention. Given that there is relatively limited information available on the extent to which BCBAs receive ongoing training and support, Reed and Henley (Behavior Analysis in Practice, 8, 16-26, 2015) conducted a study to evaluate the various types of training offered to BCBAs and aspiring certificants. As such, the purpose of the current investigation was to extend the findings of Reed and Henley by surveying BCBA respondents who practice (a) primarily in the home setting and (b) with clients who engage in severe problem behavior. The results are discussed with respect to 3 socially significant findings. First, 43% of respondents had been assigned their first severe case without initial or ongoing support. Second, only 35.2% of respondents received training on functional analyses more than 1 time. Finally, 5 respondents (4%) answered that the majority of their work was with clients 19 years old or older.

Child and Adolescent Mental Health, 2008

Trauma-focused cognitive behavioural therapy (TF-CBT) for children and parents is an evidence based treatment approach for traumatised children. Evaluation of TF-CBT includes several randomised controlled trials, effectiveness studies and ongoing studies for children experiencing sexual abuse, domestic violence, traumatic grief, terrorism, disasters and multiple traumas. The model of TF-CBT described here is a flexible, componentsbased model that provides children and parents with stress management skills prior to encouraging direct discussion and processing of childrenÕs traumatic experiences. TF-CBT components are summarised by the acronym PRACTICE: Psychoeducation, Parenting skills, Relaxation skills, Affective modulation skills, Cognitive coping skills, Trauma narrative and cognitive processing of the traumatic event(s), In vivo mastery of trauma reminders, Conjoint child-parent sessions, and Enhancing safety and future developmental trajectory. Currently this model of TF-CBT is being adapted and implemented both within the USA and internationally.

2011