Atypical Behavior Analyst – Details, episodes & analysis

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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There’s a common adage: “You can’t understand another person until you’ve walked a mile in their shoes.” Sometimes those shoes take you into lesser charted territories. In a previous episode we discussed applications of behavior analysis in rural communities, but not all rural communities are the same, and we would be remiss to assume so! In this LIVE talk we meet with Matt Cicoria, owner of Positive Behavioral Outcomes LLC, co-author of Remote Fieldwork Supervision for BCBA Trainees, AND host of Behavioral Observations. His work with rural schools in the Northeastern United States will provide an interesting shift in perspective from our previous rural discussion in the Southwest. He will discuss the concept of quality of life through a behavior analytic lens specifically when working in this geographical location. He’ll also provide ideas and recommendations for rapport building and having unbiased discussions about quality of life with those from unfamiliar backgrounds and those with differing sets of values. 

Learning Objectives:

1. Determine “friction points/pain points” when working with schools, families, and communities and how best to work through those issues.

2. Understand the importance of reviewing quality of life through an objective lens, overlapping contingencies, and incorporating others’ values into practice.

Take Aways- your bite-sized educational noms

• When working within multiple systems, it’s beneficial to spend time building rapport, listening and hearing, observing the values, motivations, and contingencies of all members of a team. Look for quick wins that help teach contingency management and provide reinforcement for those implementing recommendations.

• Some common friction points that may get overlooked: sleep, routine, meals

• Professionals should not expect resources will be readily available. There are multiple competing contingencies, and it is important to identify where behavior analysis can fit in and be effective.

• Everyone comes from a unique background, their own individual tapestry of their lives which leads to distinct preferences, cultural understanding, motivations, and so on. When working with individuals outside of one’s own comfort zone, it is important to set aside biases and preconceived notions and allow oneself to hear the individual and meet them where they are. 

• Behavior is rational and it is imperative for success to build on the current strengths and motivations.

Worth 1.5 Learning CEUs

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When people go about their daily activities, there is variable privilege in navigating the world. One way this shows up is in ableism, and people with non-disabled privilege may not even notice the ease they have with navigation and mobility, accessibility to escape uncomfortable situations with ease, and privilege in their opinions, choices, consent, and assent being acknowledged. For those with non-disabled privilege, this ease may feel “invisible” and like a given or a norm, however a social model of disability (Oliver, 2013) considers the ways in which this ease is a function of cultural selection and is socially and environmentally constructed.

In this LIVE talk, we meet with Worner Leland, MS, BCBA (they/them)! Worner is an agender, neurodivergent human, a former researcher and educator with Upswing Advocates, and a current educator with Sex Ed Continuing Ed and we are going to dig deep to discuss ableism and consent! They’ll provide their own lived experiences and some of the subtle and not so subtle barriers a person contacts when they have a disability. They’ll also review the concept of consent when it comes not just to basic programs and interventions, but also when teaching sexual behaviors. Consent is nuanced but it can be observed, taught, and respected. Humans have layers and it is in everyone’s best interest to review our teaching methods and interactions through all the layers, not just the ones that feel comfortable. We can always strive to do better.

Learning Objectives:

1. Provide examples of situations that require consent and when consent has been given/withdrawn when working with autistic and IDD individuals.

2. Describe similarities and differences when considering consent for treatment about non-sexual behaviors and sexual behaviors.

3. Define bodily autonomy and consent when it comes to teaching skills and sexual behaviors.

Take Aways- your bite-sized educational noms

- Consent doesn’t just apply to sexual behaviors. Consent is given for treatment, interactions, following instructions, as just a few examples. Consent also isn’t just a “yes and done”; it should be checked for consistently, which means being observant and aware of the learner’s behaviors and communication. For example, stimuli are brought out for a program and the learner turns away. Instead of forcing the learner to engage, it can be more beneficial to pause and asses why the learner may be withdrawing their consent to continue with programs. Do they need a break? Is the task too hard? Been paired with little reinforcement and more correctional feedback (which may be aversive)? Withdraw of consent should evoke the response to pause and reflect on the situation and check in with the learner.

- From Planned Parenthood- Consent should be Freely Given, Reversible, Informed, Enthusiastic, Specific (FRIES)

- It is vitally important to teach and honor consent and withdraw of consent when working with individuals with a disability and other vulnerable populations. Teaching learners who, what, where it is safe to engage in certain behaviors and how to withdraw consent from situations that make them uncomfortable. Which means that those working with them, need to model honoring “no” as well. To reiterate, “no”, or a refusal doesn’t mean the person is being defiant. It should signal that something is wrong and we need to take a step back and reassess.

Support: - Virginia Sexual and Domestic Violence Action Alliance https://vsdvalliance.org/get-involved/support-our-work/donate/

- Teaching Consent http://www.teachconsent.org/ 

Worth 1.5 Learning, 1.5 Ethics CEU

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

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“‘ABA’ -- You keep using this term. I do not think it means what you think it means.”  

While many practicing in the field of behavior analysis would like to believe the general populace has an accurate understanding of the science, it  can’t be ignore that quite the opposite is true. Spend a few minutes googling “ABA” and one can find there is a plethora of misinformation and misunderstandings about the application of behavior analysis. And while the first reaction may be defensive, it’s worth taking a breath, a pause, and listening to the concerns and statements. Research and applications are just as susceptible to reinforcement as the humans involved in those systems. But! There is still a light at the end of a narrowly closing tunnel!

In this LIVE talk we’re meeting with Nicholas (he/they), MAMFT, MSPSY, LBA, CSC, and BCBA to unpack how applied behavior analysis started, how systems and contingencies have shaped the field into what it is now, and what can be done to regain trust in the science. He’ll also discuss how he implements some creative solutions to support the complex needs of the individuals he works with, while still practicing in the parameters of the science. 

Learning Objectives:

1. Review the history of (applied) behavior analysis and describe the critical variables that differentiate behavior analysis as a science compared to what the general population considers “ABA”.

2. Describe the impact and barriers that these changes in perception/understanding/interpretation have generated on the systems and cultures neurodivergent individuals have to navigate including insurance and interventions/treatment.

3. Provide examples of creative interventions to help teach new and complex skills while still following the seven dimensions of behavior analysis.

Take-Aways: You're bite-sized educational noms:

- Skinner founded the science of behavior analysis in the 1940s. The applied side of behavior analysis refers to the various applications of the science. The science remains the same, though the applications may look different. Consider working in organizations, government systems, animal training, classroom management. All of these utilize the science of behavior analysis, whether or not it is implicit; the principles are underlying. ABA should not be synonymous to only working with autism or other individuals with disabilities.

- There is a lot of discussion about the harm that “ABA” has caused and it is an important conversation to have, even if it’s difficult. Listening to other’s perceptions and experiences is valuable knowledge for the field going forward. How is it being presented, what information is being disseminated and what is happening outside of our echo chamber.

- Nicholas discusses how he has been overlaying the dimensions of behavior to teaching social skills while playing Dungeons and Dragons. There are so many methodologies and technologies available that one can put through their behavior analytic lens! Nicholas has found that this method provides an environment where his clients have freedom of choice, can provide and withdraw consent in safe environment, and still have fun and learn about themselves and others.

Support: Metro Trans Umbrella Group https://www.stlmetrotrans.org/

Worth 1.5 Learning, 1.5 Ethics CEUs

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

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When creating goals, targets, programs, addition/removal of accommodations, are we genuinely listening to the needs and preferences of autistic individuals? Or do we find ourselves more likely to adhere to data and mastery criterion to direct our behaviors? As practitioners, we may mean well, but it is in our best interest to set aside our pride and take some time to listen to the voices of those who have personally experienced what we claim to understand.

In this chat, we meet with Michau, autistic self-advocate, to discuss his experiences growing up Canada. He provides his perspective on what he found supportive, unhelpful, or painful/traumatic, and how and when he finally felt his voice being heard. He’ll also discuss his work in self-advocacy, long and short-term goals, and how others can do better for the autistic community.

Learning Objectives:

1. Recognize the importance of co-production for treatment, accommodations, and interventions not just with other professionals and practitioners, but with autistic individuals themselves.

2. Describe how to incorporate the individual’s voice, preferences, values when establishing programs and goals.

3. Identify multiple potential variables that can affect placement, treatment, and social and learning opportunities for individuals.

Take Aways- your bite-sized educational noms:

- Individuals who receive therapies are often bombarded with a variety of competing stimuli and contingencies. Goals for this, programs for that, being pulled out of class here, attending an appointment there. It’s… a lot, to put it mildly. And too often the individual in the middle of it all, the one actually experiencing the things put in place, is overlooked; their voice, opinions, values, needs are left overlooked. Instructors, teachers, professionals need to be aware of the overlapping contingencies and requests that are being placed upon the individual and take those into consideration when creating programs, setting goals, and mastery criterion.

- And speaking of mastery- As a professional, the inclination may be to only gauge mastery based on numbers and education- 80% mastery across three settings/persons for example- but what about the learner’s interpretation of “a mastered skill?” How often do we check in and ask, “you got this? What else do you need help with? What would help? What isn’t helping?” The individual is the one most aware of their needs and it’s a disservice to disregard their voice. 

- There are multiple variables that can affect placement including but not limited to the goals of the administration/governing body, teachers, individual therapies, family culture, and community culture. Let’s just take a moment to look over schools and placement- the learner is often pulled out of class, assessments run, data analysed based off brief periods of interaction, and then decisions made. BUT Are we building enough rapport to get an accurate understanding of the learner we’re working with during assessment? Are we hearing what they perceive as their needs and goals? It takes time to build rapport, build trust and skills for people who don’t feel like they often fit into “normal”. Check biases and preconceived notions and let the learner lead.

Worth 1 Learning, 1 Ethics CEU

Support: https://ontarioautismcoalition.com/

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

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While there is plenty of discussion about the increase in autism diagnoses during the current and recent generation, we cannot forget there’s a generation of individuals, particularly female, who were overlooked. Depending on when a person receives a diagnosis, the changes and opportunities for an individual shift. 

In this LIVE talk, we meet with Sarah, who received her diagnosis of autism later in life. She’ll discuss the difficulties she encountered whilst growing up and how practitioners can assist with spotting issues earlier on, advocating for clients regardless of age and development. Autism, disabilities, look different for everyone and it is imperative that we remember to treat each individual as their own person, putting aside our biases and stigmas that may come with a diagnosis. 

Learning Objectives:

1. Discuss how a diagnosis affects the contingencies of an individual when it is received at different stages in one’s development. 

2. Describe ways that BCBAs can advocate for their clients who may be seeking out additional diagnoses and services and the barriers they face. 

3. Provide better descriptions of individuals based on objectively measured skills versus using subjective terminology such as “high-” and “low-functioning”. 

Take Aways- your bite-sized educational noms

- If a child receives a diagnosis early in their life, there may be more opportunities for support, resources, better understanding. But when it occurs later in life, it can lead to moments of reflection, “huh. That makes sense now,” and sometimes heartache with the realization that extra support was needed but lacking the communication, language to gets those needs met. Autistic females have a history of being under or misdiagnosed. Females of color or indigenous people have an even greater percentage of being un- or misdiagnosed.

- Asking for more information is ok. Seeking out additional education, knowledge can be beneficial when working with an individual who is struggling. Listening to the client and their support system’s values and concerns is advantageous when developing successful programs.

- Concepts and terms like “high” and “low” functioning are too vague when it comes to providing a well rounded and understood description of an individual. For example, there are many neurodivergent individuals who may have limited communication skills but have fantastic receptive abilities. Focusing on the skills a person has continues to uphold the uniqueness and success of the individual rather than focus on their deficits, limitations, and diagnoses.

Support: The LEAP Institute The Lighthouse for Equitable Access and Practices https://www.leapaba.org/

Worth 1.5 Learning, 1.5 Ethics CEUs

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

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During this year, we are trying to talk less and listen more. In this LIVE talk, we meet with Nyetta to learn from her experiences as an African American woman, behavior analyst, and mother as she navigates the many, layered complexities of the educational and medical system for herself and family. Nyetta is a self-diagnosed Autistic and during the talk she unpacks the barriers she has faced while trying to receive her own diagnosis while also seeking a diagnosis and services for her son. Her ongoing story provides a chance for others to reflect on some of the unspoken or unaddressed biases and judgements one may not be aware of, when collaborating and working with people who come from different backgrounds and experiences than what they are most familiar with.  She also describes the many competing contingencies that families can face when trying to do what is best for their child, career, themselves. Nyetta encourages others to remain persistent and never stop learning.

Learning Objectives:

1. Describe how intersectionality plays a role in navigating the educational and medical systems and the potential effects it has on services, treatment, placement.

2. Discuss the multiple competing contingencies that can impact education, diagnoses, and placement and what practitioners can do to improve the systems for the individuals we work.

3. Explain how diversity in culture and backgrounds should function as an MO to seek out resources and improve cultural competence.

Take Aways- your bite-sized educational noms

- The families we work with, and support don’t always have an easy pathway to navigate, especially if they are African American, Persons of Color, Indigenous. There are covert and overt biases that the medical and educational systems still act upon. Sometimes the family’s concerns aren’t taken seriously, invalidating their voice, values, and humanness.

- Nyetta provided the example that she was told to “read and talk more” with her son while she sought out a diagnosis instead of listening to her concerns.

- Listen to your clients. Listen to their families. Be aware and incorporate their values into programs and recommendations.

- We all come from different histories, backgrounds. Too often we stop at the linear contingency (ABC) and forgot that these are people with complex histories and potential trauma, their own values, motivation, reinforcement. It is imperative that we consider the interlocking and competing contingencies.

- Sometimes the impeding contingencies are due to wait lists, availability of services, resources, accessibility

- IT’s okay to not know everything about everything!

- It is inevitable that you will come in contact with something that is foreign, unknown to you. There will be a time that you have a client whose culture is different than yours, doesn’t have matching values, or a different understanding of disabilities. When this happens, it should motivate you to seek out additional information! Ask questions, seek out collaboration.

- Check your biases. Always. It’s a continuous practice.

Worth 1.5 Learning, 1.5 Ethics CEUs

Support: Camp Yes And https ://yesand.indiana.edu/

Support Nyetta directly through Cash App: nyecore@yahoo.com

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In previous episodes we’ve reviewed the basic components of the Constructional Approach and have discussed how it can be applied to families, parent training, interpreting emotional contingencies. In this episode we expand further into the Constructional galaxy to meet with Jessica Winne, BCBA, to talk about how she applied the Constructional Approach in an autobody shop. Behavior is rational and even though there are many interlocking contingencies within a company, the Constructional Approach can be adapted to assist with understanding values, goal setting, and recommendations for improvement in a company. Jessica describes her process of building rapport, listening to and learning from the layers of the organization to build achievable goals, and how those recommendations were implemented. 

Learning Objectives:

1. Provide examples on how to adapt the Constructional Approach Questionnaire to organizational systems.

2. Discuss the overlaps between 6-Boxes, Constructional Approach, and Non-Linear Analysis. 

3. Discuss the importance of setting goals that are agreed upon across all systems and are achievable using the Constructional Approach.

4. Provide examples of the broad utilization of Behavioral Skills Training when working with organizations outside of an autism clinic, RBT training. 

Worth 1.5 Learning CEUS 

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Behavior analysis isn’t limited to working with humans or their systems and organizations. In fact, there’s a whole field of study revolving around animal behavior. And similar to their human counterparts, animals are unique creatures and the science of behavior analysis can help bridge the gap to understanding and working with animals. In this LIVE talk, we meet with BAAAB (Behavior Analysts Analysing Animal Behavior), comprised of Dr. Erica Feuerbacher, Dr. Eduardo J. Fernandez, and Laura Perkins, to discuss how the methodology of behavior analysis that many are familiar with when working with humans can also be applied to working with animals. In particular, we’ll be discussing functional analysis, preference assessments, programming and training, and data collection.

Learning Objectives:

1. Give examples of various functions of behavior and how the principles of behavior analysis work with functions of animal behavior (and subsequent "programming")

2. Discuss the generalization of various behavioral methods such as data collection, preference assessments, food reinforcement.

3. Unpack “buzzwords” to define them in behavior analytic terms and goals to better serve clients.

Take Aways- your bite-sized educational noms

- Behavior is behavior is behavior, regardless of the organism we’re working with. What makes working with animals different is the need to consider their biology and how the function of their behavior may present itself.

- Animal trainers use similar methods to assess reinforcement preference and functions of behavior. Some trainers will recommend the parents of their fur-clients perform preference assessments before training. Not only does it continue to build rapport but consider the behavioral momentum that can occur and roll over onto training more difficult skills.

- Marketing is something many people are familiar with; if you want to get more clients, you have to market yourself. We need to consider the information, services that our potential clientele are looking for (what’s reinforcing for them) and make sure that we behaviorally define those buzzwords that attract clients.

Worth 1.5 Learning CEUs

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

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