Autism and Problem Behaviors: Addressing Concerns in School and Home Settings 

A two-day workshop presented by Tom Caffrey, M.Ed., BCBA.

Hosted by Howard County Autism Society, RISE for Autism, and Howard County Public School System

Over the past 25 years, an effective technology for reducing problem behavior has emerged within the field of applied behavior analysis (ABA). The literature on functional analysis provides teachers and parents with reinforcement-based approaches for addressing problem behavior and is considered “best practice” for determining the underlying causes of noncompliance, aggression, self-injury and stereotypy.

This workshop will focus on the assessment and treatment of problem behavior maintained by the two most common functions, social negative reinforcement (to get out of ….demands), and social positive reinforcement (to get…. tangible items, activities, attention).

At the conclusion of this workshop, participants will be able to:

• Define Motivating Operation (MO) and explain its importance in assessing and treating problem behavior
• List the four basic functions of behavior
• Provide examples of curricular revisions that can improve the effectiveness of instruction and lower the value of escape-motivated behavior
• Explain how alternative communication choice may impact behavior for persons with language delays, including autism
• Identify the controlling variables (operant four-term contingency) responsible for the maintenance of self-injury, aggression, stereotypy, and destructive behavior
• Describe the purpose of conducting a functional assessment of problem behavior
• Identify the defining features of indirect, descriptive, and functional analysis approaches to assessment
• Describe the strengths and limitations for each general approach to assessment
• List three reinforcement-based methods for reducing problem behavior and discuss reasons for using each
• Develop a treatment strategy for replacing maladaptive mands that you are prepared to honor with alternative, appropriate mands
• Develop a treatment strategy for replacing maladaptive mands that you are NOT prepared to honor with accepting no
• Develop a treatment strategy for replacing non-compliance with cooperation during transitions from preferred to less preferred activities

Thomas M. Caffrey is the parent of a child with autism who brings personal passion to his work.  His mission is to provide targeted and sustained training to teachers and other professionals who work with children who have autism in public school settings. This drive was born from a desire to help his daughter, Alicia, and other children like her.

Tom received a Bachelor in Education from Arizona State University and a Master in Education from Georgian Court University.  In addition, he earned a post-graduate certificate in Applied Behavior Analysis from Penn State University. Tom is a Board Certified Behavior Analyst.

Tom Caffrey is an internationally recognized speaker, having presented over 300 conferences and workshops on Applied Behavior Analysis and Autism.  Tom’s extensive use of video featuring actual case studies and his ability to make complex material understandable has made the science accessible to thousands of professionals and parents.

Tom recently finished his most important work to date – a comprehensive video-based training series that zeros in on everyday challenges that parents of children with autism face, with titles that include Overcoming Irrational Fears, Expanding Interests, Getting Kids to Eat, Making Friends, etc.

Currently, Tom and his colleagues at VBN Training provide professional development workshops and in-class support to schools and agencies that serve children with developmental disabilities throughout the United States and abroad.

 Register Now!