Presented by: Jo Mullins, MA, BCBA

Nonaversive Behavioral Support andBasic Principles of Positive Programming

Lecture Notes Prepared By:Gary W. LaVigna, Ph.D.Thomas J. Willis, Ph.D.© 2011 by the Institute for Applied Behavior Analysis®

All rights are reserved.

Social role valorization: The enablement, establishment, enhancement, maintenance, and/or defense of valued social roles for people – by using, as much as possible, culturally valued means (Wolfensberger, 1983).

1. Community presence and participation, in ways that are age appropriate and valued by society.

2. Autonomy and self determination, through the exercise of increasingly informed choice.

3. Continuous involvement in the ongoing process of becoming.

4. Increasing independence and productivity, to the point of economic self sufficiency.

5. The opportunity to develop a full range of social relationships and friendships.

Technologyin Support of Values

WEBEX TRAINING EVALUATION FORM DATE OF SEMINAR:____/____/____ LOCATION OF SEMINAR: Online SPEAKER: JO MULLINS, MA, BCBA

Fax this completed form to 1 (877) 670-4222. No cover sheet is necessary.

SEMINAR TITLE: Nonaversive Behavioral Support And Basic Principles of Positive Programming Learning Objectives

Were the objectives listed below ...................................................................................................................... ❏ MET ❏ NOT MET? § be able to list the 6 valued outcomes of effective behavioral support. § be able to list 4 components of the multielement model. § be able to list the 3 types of possible ecological “misfits” that may be contributing to problem behavior. § be able to list the 4 types of positive programming. § be able to describe and give an example of a functionally equivalent skill. § be able to list 3 schedules of reinforcement. § be able to write an example of the appropriate use of a DROP schedule of reinforcement. § be able to write the definition of the “free access rule.” § be able to write an accurate example of the use of a DRL schedule of reinforcement. § be able to cite 1 reason an Alt-R schedule may fail to produce positive results.

Content Please rate each item below on a 5 - point scale. A Model for Nonaversive Behavioral Support

Content ........................................................................................................... Not Helpful [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Very Helpful Knowledge of Presenter ................................................................................................. Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent Presentation Skills ......................................................................................................... Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent

Ecological Changes Content .......................................................................................................... Not Helpful [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Very Helpful Knowledge of Presenter ................................................................................................. Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent Presentation Skills ......................................................................................................... Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent

Positive Programming Content ........................................................................................................... Not Helpful [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Very Helpful Knowledge of Presenter ................................................................................................................. Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent Presentation Skills .......................................................................................... Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent

Focused Support Strategies Content ........................................................................................................... Not Helpful [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Very Helpful Knowledge of Presenter ................................................................................................. Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent Presentation Skills ......................................................................................................... Poor [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ] Excellent

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Ending Time __________________________________________________________________

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NotesInside

The schedule may have to be modified slightly on the day of the seminar. If this is necessary, an announcement will be made.

We would appreciate and solicit your feedback on the seminar. Your comments will assist us in providing future audiences a better seminar. Please use the Seminar Evaluation form inserted in this package.

Copyright 2011 by the Institute for Applied Behavior Analysis®, Los Angeles, California. No portion of this book may be reproduced by any means without the express written permission of the Institute.

IABA® and the Institute for Applied Behavior Analysis® are registered trademarks of the Institute for Applied Behavior Analysis®, Los Angeles, California.

Lecture NotesIntroduction ............................................................................................ 4

A Model for Nonaversive Behavioral Support .................... 4

Ecological Changes ..................................................................... 7

Positive Programming ................................................................ 7

Focused Support Strategies ..................................................... 8

Conclusions ................................................................................ 12

Bibliography .......................................................................................... 13

Resources

Competency Based Training .................................................. 15

Annual Two-Week Summer Institute ................................. 15

Video Training Programs ........................................................ 16

Book Order Form ....................................................................

Day 1

Page 4

SECTION I.Introduction

A. The Institute for Applied Behavior Analysis®

1. Supported Living Services 2. Supported Employment / Day Services 3. Youth Services a. In-home behavioral respite b. Intensive support services c. Early intervention and support services 4. Consultation and training 5. Crisis Prevention and Resolution Services (ICRS)

B. ABA in support of values 1. Social Role Valorization – The enablement, establishment, enhancement, maintenance, and/or defense of valued social roles for people – by using, as much as possible, culturally valued means (Wolfensberger, 1983). a. Community presence and participation, in ways that are age appropriate and valued by society. b. Autonomy and self determination, through the exercise of increasingly informed choice. c. Continuous involvement in the ongoing process of becoming. d. Increasing independence and productivity, to the point of economic self sufficiency. e. The opportunity to develop a full range of social relationships and friendships.

C. Definition of terms Punishment: 1. The contingent presentation of a stimulus or event, resulting in a future decrease in response strength. 2. The contingent withdrawal of a stimulus or event, resulting in a future decrease in response strength. Aversive: 1. A stimulus or event one would ordinarily act to avoid.

SECTION I I.A Non-linear Model for Nonaversive Behavioral Support

A. Why people use punishment: 1. Response alternatives 2. Child rearing practices 3. Modeling effect 4. Literature 5. Expert consultation 6. Myth of effectiveness 7. Reinforcement histories 8. Responses to problem behavior a. Treatment b. Protection c. Emotional expression

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B. If we wish to change the basic strategies we use, a longitudinal program of behavior change, with us as the learner, is necessary.

C. Why use alternatives to punishment? 1. Ethical considerations a. Conditions b. Functionality 2. Administrative and legal considerations a. Legislation b. Court findings c. Agency rules and regulations 3. Empirical and clinical considerations a. Is punishment necessary for effectiveness? 1) Speed and degree of effects: over time and within an episode 2) Durability 3) Generalization 4) Side effects 5) Social validity 6) Clinical/Educational validity

OverTime

EpisodicSeverity

Barriers to Social IntegrationOutcome Measures

Speed & degree

of Effects

durabilityof

Effects

generalizationof

Effectsside

EffectssocialValidity

clinicalValidity

Outcome Measures

Support Plans

general SpecificTraining

complianceNatural

socialchangeagents

Specialized Professional

Barriers to Social IntegrationMediation

Mediation

Barriers to Social IntegrationAssessment

Process• observation• data collection• interview• records review• interaction• test situations• analysis• report writing

Content• referral information• background information• functional analysis of behavior• mediator analysis• motivational analysis

Materials• assessment guide and user’s manual• reinforcement surveys• communication functions instrument• report format

Assessment

Proactive Characteristics Reactive Strategies

ECOLOGICAL STRATEGIES

POSITIVE PROGRAMMING

FOCUSED SUPPORT

Active ListeningStimulus ChangeCrisis Intervention

Setting(s)InteractionsInstructional MethodsInstructional GoalsEnvironmental Pollutants (e.g. noise, overcrowding)Number & Characteristics of Other People

General Skills Development

Functionally Equivalent

Functionally Related

Coping/Tolerance

Differential Schedules of ReinforcementStimulus ControlInstructional ControlStimulus SatiationEtc.

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Breaking the Barriers to Social and Community IntegrationA Conceptual Framework for Research, Support and Training

SuPPORT PlAN

MedIATION

compliance

natural

traininggeneral specific

social change agENTS

specializedprofessio

nal

PROACTIve STRATegIeS

SeRvICe deSIgN

ReACTIve

ecological changes

positive programming

focused support

situational management

ASSeSSMeNT

process cONTENT materials

OuTCOMeS

durability of effects

clinical/ educational

validity

social va-lidity

side effects

general-ization

of effects

SPEEd aNd degree of

effects

over time

episodic severity

INd

ePeN

deN

T vA

RIA

Ble

Sd

ePeN

deN

T vA

RIA

Ble

S

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SECTION I I I.Ecological Strategies

A. Definition: Changes in the physical, interpersonal, and service environments that better fit the person’s characteristics and needs.

B. Physical Factors 1. Examples a. Setting b. Light c. Noise d. Crowding 2. Implications

C. Interpersonal Factors 1. Examples a. Peer respect b. Communication/culture c. Social interactions d. Expectations 2. Implications

D. Programmatic Factors 1. Examples a. Choice, predictability, and control b. Motivational system c. Curriculum 1). Goals and objectives 2). Tasks and materials d. Task difficulty e. Instructional methods 2. Implications

Section I V.Positive Programming

A. Definition: Longitudinal instruction designed to teach skills and competencies that facilitate behavioral change for the purpose of social integration.

B. Variations 1. General instructive programming a. Functional b. Chronologically age-appropriate c. Low inference 2. Teaching functionally equivalent skills a. Communication skills 1) Examples a) Ringing bell vs. crying b) Word card vs. hitting c) Communicating confusion d) Saying “No” 2) Choosing augmentative systems 3) Instructional strategies b. Independence

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3. Teaching functionally related skills a. Discrimination b. Choice c. Predictability and control d. Rules e. Stimulus control 4. Teaching coping skills a. Desensitization b. Shaping c. Relaxation training

SECTION V.Focused Support Strategies

A. Definition: A strategy to reduce and, if possible, eliminate the need for a reactive strategy

B. Variations 1. The use of reinforcing events a. Time-based schedules – Increase the density of time-based delivery of preferred events b. Differential schedules 1) DRO – Differential Reinforcement of Other Behavior a) Definition: DRO – Reinforcement after a specified period of no undesired responding. b) Examples:

c) DRO – Variations (1). DRO reset schedules (2). DRO fixed interval schedules (3). DRO progressive schedules

Definition: A DROP schedule of reinforcement involves the progressive increase of reinforcement available for each consecutive interval during which target behavior does not occur up to a specified maximum.

(4). Momentary DRO schedules (5). Trial by trial-omission training (6). DRO escalating (increasing interval) schedules

dROtarget behavior

No Target behavior

Page 9

d) DRO – Implementation (1). Selection of target behavior (2). Selection of DRO variation (3). Selection of time interval i. Goldilocks Rule ii. Fixed interval: 50% of the average time between responses before intervention. (4). Selection of reinforcers i. The Free Access Rule

Definition: The Free Access Rule – The maximum amount of positive reinforcement available during intervention must be less than the person would seek given free access.

ii. General considerations (5). Fading of reinforcers (6). Positive programming e) DRO – Advantages (1). Lack of behavioral contrast (2). Generalization of effects (3). Minimal, if any, negative side effects (4). Speed of effects (5). Resistance to recovery (6). Social validity f) DRO – Cautions (1). Non-constructive (2). Inadvertent reinforcement 2) DRL – Differential Reinforcement of Low Rates of Responding

Definition: DRL – The reinforcement of the undesired response, if more than a specified period of time has elapsed since the last response, or if fewer than a specified number of responses occurred during a preceding interval of time. a) DRL – Variations: (1) IRT method (2) Low rates method

dRlhigh rate behavior

low rate behavior

Page 10

b) Examples c) DRL – Implementation (1). Response rate (2). Learner ability (3). Interval size and reinforcement criteria (4). Changing criteria (5). Reinforcement magnitude e) DRL – Advantages (1). Success with high rate behaviors (2). Flexible interval size (3). Ease of implementation (4). Reinforcement frequency (5). Tangible feedback (6). Speed of effects (7). Potential for group contingencies (8). Potential for completely eliminating behaviors f) DRL – Cautions (1). Non-constructive (2). Concerns regarding social validity (3). Minimize potential for aversive component i. Student controlled ii Matter-of-fact iii. Non-exchangeable iv. Non-interruptive v. Link failure with opportunity 3) Alt-R – Differential Reinforcement of Alternative Responses

Definition: Alt-R – The reinforcement of specified behaviors that are topographically different from the undesired response.

a) Examples: b) Alt-R – Variations (1). DRA (2). DRI i. The 100% Rule

Definition: The 100% rule – The target behavior and the alternate response, taken together, must represent the

dRl

less than X # of eye pokes

T. E.P.

dROno head banging

t. h.b.

AlT-R

compliance

non-compliance t. head banging

look at teacher

write

thro

w

other desirable behavior

Page 11

universe of possibilities. (3). Pre-intervention status of the alternative response c) Alt-R – Implementation (1). Meet 100% rule or approximate (2). Specify reinforcement schedule i. Free access rule ii. Mediating systems (3). Natural contingencies d) Alt-R – Advantages (1). Lasting results (2). Constructive (3). Social validity e) Alt-r – Concerns (1). Delayed effect (2). Complexity and mixed evidence (3). Recovery and rebound

SECTION V I.Conclusions

Page 12

Nonaversive Behavioral Support Bibliography

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Anderson, C., and Freeman, K. (2000). Positive behavior support: Expanding the application of applied behavior analysis. The Behavior Analyst, 23, 85-94.

Ayllon, T. (1963). Intensive treatment of psychotic behavior by stimulus satiation and food reinforcement. Behavior Research and Therapy, 1, 53-61.

Azrin, N. H. (1958). Some effects of noise on human behavior. Journal of the Experimental Analysis of Behavior, 1, 183-200.

Ballmaier, H. (1992). Psychometric characteristics of the behavioral assessment report and intervention plan evaluation instruments. Unpublished doctoral dissertation, Pepperdine University, Malibu, CA.

Baer, D. M., Wolf, M. M., and Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.

Carr, E. G., and Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Carr, E. G., Newsom, C. D., and Binkoff, J. A., (1976). Stimulus control of self-destructive behavior in a psychotic child. Journal of Abnormal Child Psychology, 4, 139-153.

Cautela, J.R., and Groden, J. (1978). Relaxation: A comprehensive manual for adults, adolescents and children with special needs. Champaign, IL: Research Press.

Donnellan, A. M., LaVigna, G. W., Negri-Shoultz, N., and Fassbender, L. L. (1988). Progress without punishment: Effective approaches for learners with behavior problems. New York: Teachers College Press.

Donnellan, A. M., LaVigna, G. W., Zambito, J. and Thvedt, J. (1985). A time limited intensive intervention program model to support community placement for persons with severe behavior problems. Journal of the Association for Persons with Severe Handicaps, 10, 123-131.

Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., and Fassbender, L. L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Association for Persons with Severe Handicaps, 3, 201-212.

Durand, V. M. (1990). Severe behavior problems: A functional communicative approach. New York: Guilford Press.

Durand, V. M., and Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.

Durand, V. M., and Kishi, G. (1987). Reducing severe-behavior problems among persons with dual sensory impairments: An evaluation of a technical assistance model. Journal of the Association for Persons with Severe Handicaps, 12, 2-10.

Egel, A. L., Richman, G. S., and Koegel, R. L. (1981). Normal peer models and autistic children’s learning. Journal of Applied Behavior Analysis, 14, 312-.

Evans, I. M., and Meyers, L. (1985). An educative approach to behavior problems: A practical decision model for interventions with severely handicapped learners. Baltimore: Paul H. Brookes.

Favell, J. E., Azrin N. H., Baumeister, A. A., Carr, E. G., Dorsey M. F., Forehand, R., Foxx, R. M., Lovaas, O. I., Rincover, A., Risley, T. R., Romanczyk, R. G., Russo, D. C., Schroeder, S. R., and Solnick, J. V. (1982). The treatment of self-injurious behavior, Behavior Therapy, 13, 529-554.

Favell, J. E., McGimsey, J. F., and Schell, R. M. (1982). Treatment of self-injury by providing alternate sensory activities. Analysis and Intervention in Developmental Disabilities, 2, 83-104.

Gordon, T. (1970). Parent effectiveness training. New York: Wyden.

Hayes, S. C., Nelson, R. O., and Jarrett, R. B. (1987). The treatment utility of assessment: A functional approach to evaluating assessment quality. American Psychologist, 42, 963-974.

Hayes, S. C., Nelson, R. O., and Jarrett, R. B. (1989). The applicability of treatment utility. American Psychologist, 44, 1242-1243.

Homer, A. L., and Peterson, L. (1980). Differential reinforcement of other behavior: A preferred response elimination procedure. Behavior Therapy, 11, 449-471.

Horner, R. D., (1980). The effects of an environmental “enrichment” program on the behavior of institutionalized profoundly retarded children. Journal of Applied Behavior Analysis, 13, 473-491.

Iwata, B., Pace, G., Dorsey, M., Zarcone, J., Vollmer, T., Smith, R., Rodgers, T., Lerman, D., Shore, B., Mazakeski, J., Goh, H., Cowdery, G., Kalsher, M., McCosh, K., and Willis, K. (1994). The functions of self-injurious behavior: An experimental epidemiological analysis. Journal of Applied Behavior Analysis, 27, 215-240.

Kanfer, F.H., and Saslow, G. (1969). Behavioral diagnosis. In C.M. Franks (Ed.) Behavior therapy: Appraisal and status. New York: McGraw-Hill.

Koegel, R. L., Dunlap, G., and Dyer, K. (1980). Inter-trial interval duration and learning in autistic children. Journal of Applied Behavior Analysis, 13, 91-99.

LaVigna, G. W. (1987). Nonaversive strategies for managing behavior problems. In D. J. Cohen and A. M. Donnellan (Eds.), Handbook of autism and disorders of atypical development (pp. 418-429). New York: Wiley Press.

LaVigna, G. W., and Donnellan, A. M. (1986). Alternatives to punishment: Solving behavior problems with nonaversive strategies. New York: Irvington.

LaVigna, G. W., and Willis, T. J. (1996). Behavioral technology in support of values. Positive Practices: 1(4), 1, 7-16.

LaVigna, G. W., Willis, T. J., and Donnellan, A. M. (1989). The role of positive programming in behavioral support plan. In E. Cipani (Ed.), The treatment of severe behavior disorders: Behavior analysis approaches (pp. 59-84). Washington, DC: American Association on Mental Retardation.

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LaVigna, G. W., Willis, T. J., Shaull, J. F., Abedi, M., and Sweitzer, M. (1994). The periodic service: A total quality assurance system for human services and education. Baltimore: Paul Brookes.

Liberman, R. P., King, L. W., DeRisi, W. J., and McCann, M. (1976). Personal effectiveness. Champaign, IL: Research Press.

Lovaas, O. I., and Favell, J. E. (1987). Protection for clients undergoing aversive/restrictive interventions. Education and Treatment of Children, 10, 311-325.

Mount, B. (1997). Person-centered planning: Finding directions for change using personal futures planning. New York: Graphic Futures.

Mount, B., and Zwernik, K. (1988). It’s never too early, it’s never too late: An overview of personal futures planning. Minnesota Governor’s Planning Council on Developmental Disabilities, 658 Cedar Street, Saint Paul, MN.

O’Brien, J. and Lovett, H. (1992). Finding a way toward everyday lives: the contribution of person centered planning. Pennsylvania Office of Mental Retardation, 569 Commonwealth Avenue, Harrisburg, PA 17120.

O’Brien, J., and O’Brien, C. L. (1991). More than just a new address: Images of organization for supported living agencies. Lithonia, Georgia: Responsive Systems Associates.

O’Brien, C. L., O’Brien, J., and Mount, B. (1997). Person-centered planning has arrived….or has it? Mental Retardation, 35, 480-484.

O’Neill, R., Horner, R. Albin, R., and Sprague, J., Storey, K., and Newton, J. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Baltimore: Brooks/Cole.

Patterson, J., Mount, B., and Tham, M. (1988). Personal Futures Planning. A mini-handbook of developed for the Connecticut “Positive Futures” Project. Connecticut Department of Mental Retardation, 90 Pitkin Street, East Hartford, CT.

Rago, W. V., Parker, R. M. and Cleland, C. C. (1978). Effects of increased space in the social behavior of institutionalized profoundly retarded male adults. American Journal of Mental Deficiency, 82, 554-558.

Rast, J., Johnston, J., Drum, C., and Conrin, J. (1981). The relation of food quantity to rumination behavior. Journal of Applied Behavior Analysis, 14, 121-130.

Rhodes, W. C. (1967). The disturbed child: A problem of ecological management. Exceptional Children, 33, 449-455.

Schwartz, A., Goldiamond, L., and Howe, M. W. (1975). Social casework: A behavioral approach. New York: Columbia University Press.

Singer, G., Gert, B., and Koegel, R. (1999). A moral framework for analyzing the controversy over aversive behavioral interventions for people with severe mental retardation. Journal of Positive Behavior Interventions, 1, 88-100.

Strain, P. S. (1983). Generalization of autistic children’s social behavior change: Effects of developmentally integrated and segregated settings. Analysis and Intervention in Developmental Disabilities, 3, 23-34.

Touchette, P. E. (1983). Nonaversive amelioration of SIB by stimulus control transfer. Paper presented at the Annual Convention of the American Psychological Association, Anaheim, CA.

Touchette, P. E., MacDonald, R. F., and Langer, S. N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.

Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., and Lovaas, O. I. (1988). The right to effective behavioral treatment. The Behavior Analyst, 11, 111-114.

Willis, T. J., and LaVigna, G. W. (1996). Behavioral assessment: An overview. Positive Practices, 1(2), 1, 8-15.

Willis, T. J., and LaVigna, G. W. (1996). Behavioral assessment: An overview: Part 2. Positive Practices, 1(3), 1, 11-19.

Willis, T. J., LaVigna, G. W., and Donnellan, A. M. (1993). Behavior assessment guide. Los Angeles: The Institute for Applied Behavior Analysis®.

Winterling, V., and Dunlap, G. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10, 105-119.

Wong, S. E., Terranova, M. D., Bowen, L., Zarate, R., Massel, H. K., and Liberman, R. P. (1987). Providing independent recreational activities to reduce stereotypic vocalizations in chronic schizophrenics. Journal of Applied Behavior Analysis, 20, 77-81.

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Competency Based Traininga self-instructional training course for the certification of staff working with people challenged by developmental disabilities

• 16 topics • 73+ competencies • 130 criteria • 4 books • 2 dvds • facilitator’s manual • tests and answers for each topic • optional purchase of computer disks for further customization

Topics Include:• Orientation• administrative requirements

(customized to your agency)• full inclusion• ethical issues• public relations• managing client records• basic principles of behavior• instructional strategies• positive reinforcement• data recording• behavior assessment report and

recommended support plan• positive programming• reducing behavior problems• evaluation and troubleshooting• generalization and maintenance• supported employment

To demonstrate competence for each topic, staff must meet specific criteria such as objective tests, field assignments, and role plays.

competency based training has been field tested for 6 years, is complete, and includes the critical training that direct care staff need.

Price: $1500.00 (uS)

For more information contact:John Q. Marshall, Jr.institute for applied behavior analysis®

po box 5743greenville, Sc 29606-5743 USatelephone: (864) 271-4161fax: (864) 271-4162

Assessment and Analysis of Severe and Challenging BehaviorAnnual Two-Week Summer Institute

Call for this year's datesProgram design:the summer institute is designed to be an intensive hands-on experience. training activities will include supervised, field based practicum assignments, feedback sessions, lectures, reading and writing assignments, practice exercises, follow-up telephone consultation and evaluation. distributed practice with feedback and follow-up activities are specifically included in the design to insure generalization to the participants home agency.

Who Should Attend?This advanced, competency-based training practicum is appropriate for psychologists, behavioral consultants, resource specialists and other qualified professionals charged with assessing individuals who exhibit severe and challenging behavior and with designing support plans in public and private schools, residential settings, and supported work and other adult day programs. Previous participants have attended from throughout great britain, ireland, australia, new zealand, norway, spain, canada and the US.

IABA's Summer Institute is an intensive experience:• each participant will be assigned a training

case for whom services will be provided under practicum supervision.

• each participant must conduct a thorough behavioral assessment and write an assessment report and recommended support plan according to the guidelines established during training.

• each participant must be prepared to train staff to carry out plans they have designed.

Faculty: gary W. lavigna, Ph.d. and Thomas J. Willis, Ph.d.

Tuition: Call or write for more information.

For more information contact:John Q. Marshall, Jr.institute for applied behavior analysis®

po box 5743greenville, Sc 29606-5743 USatelephone: (864) 271-4161fax: (864) 271-4162toll free fax (usa & canada): (877) 670-4222toll free voice (usa & canada): (800) 457-5575email: jmarshall@iaba.comweb: www.iaba.comw w w. i a b a .c o m

Page 15

To Order Complete the Information Below and Mail or Fax to: institute for applied behavior analysis® | po box 5743 | greenville, sc 29606-5743 usa | telephone: (864) 271 4161 fax: (864) 271 4162 or toll free fax (usa & canada): (877) 670 4222 | toll free voice (usa & canada): (800) 457 5575 | www.iaba.com

Name: _______________________________________________________________________________________________________________agency: ______________________________________________________________________________________________________________Shipping address: ______________________________________________________________________________________________________city/state/zip: _________________________________________________________________________________________________________area code and Telephone: __________________________________________ fax: ________________________________________________Email ________________________________________________________________________________________________________________

Check each Module you wish to order:[ ] module 1: nonaversive behavioral support and basic principles of positive programming[ ] module 2: comprehensive functional assessment and advanced support strategies[ ] module 3: emergency management and reactive strategies within a positive practices framework[ ] module 4: assuring staff consistency and the provision of Quality services

Please send the following video training series: Price[ ] 1 module… ..........................................................................................................................$800.00[ ] 2 modules (10% discount)… ............................................................................................$1,440.00[ ] 3 modules (10% discount)… ............................................................................................$2,160.00[ ] 4 modules (full series, 20% discount) .............................................................................$2,560.00shipping (us and canada)...........................................................................................................$35.00shipping (all other countries) ........................................................................................................$80.00

enclosed is [ ] check number or [ ] po number ____________________________________ or charge this amount to the credit card listed below:card Number ______________________________________________________________________________exp. date ___________________address of card ___________________________________________________________________________ Sec. code ___________________Signature _____________________________________________________________________________________________________________

this series is divided into 4 modules with a roundtable discussion at the end of each module. the roundtable discussions are designed to give the viewer additional insight into the topics discussed in each module. each module includes a facilitator’s manual, lecture notes, additional related reading material, tests and answers.

Module 1: nonaversive behavioral support and basic principles of positive programmingModule 2: comprehensive functional assessment and advanced support strategiesModule 3: emergency management and reactive strategies within a positive practices frameworkModule 4: assuring staff consistency and the provision of Quality services through the application of organi-zational behavior management

the complete set consists of 19 dvds, cd, a facilitator’s manual, lecture notes, test questions and answers, additional reading material, and 4 text books.

A NeW dvd Staff Training Series presented by the institute for applied behavior analysis®

Through Non-Linear Applied Behavior Analysis

Page 16

Alternatives to Punishment Solving Behavior Problems with

Nonaversive Strategies

Gary W. LaVigna and Anne M. Donnellan

“(This book) provides a comprehensive treatment of alternatives to punishment in dealing with behavior problems evidenced by human beings at various levels of development and in various circumstances. Based upon their own extensive observations and a thorough-going analysis of relevant experimental studies, (the authors) have put together a document that is at once a teaching instrument, a summary of research, and an argument for the use of positive reinforcement in the treatment of inadequate or undesired behavior… a landmark volume which should forever lay the ghost that aversive methods (even the ubiquitous ‘time out’) need to be applied to the delinquent, the retarded, or the normal ‘learner,’ whether in the home, the school, the clinic, or other situations.” — Fred S. Keller (From the Preface to Alternatives to Punishment)

Table of ContentsPrefaceIntroduction1. Ethical Considerations2. Administrative Considerations3. Functional Analysis of Behavior4. Positive Programming5. Differential Reinforcement of Alternative Behavior (Alt-R)6. Differential Reinforcement of Other Behavior (DRO)7. Differential Reinforcement of Low Rates of Responding (DRL)8. Stimulus Control9. Instructional Control10. Stimulus Change11. Respondent Conditioning Procedures12. Covert Conditioning Procedures13. Stimulus Satiation, Shaping and Additive Procedures14. Conclusion

Gary W. LaVigna, Clinical Director, Institute for Applied Behavior Analy-sis®, Los Angeles; Anne M. Donnellan, Professor, Department of Rehabilitation Psychology and Special Education, Univ. of Wis.

1986/258 pp./paper, $19.50/ISBN 0-8290-1245-1

The Behavior Assessment Guide Thomas J. Willis, Gary W. LaVigna and Anne M. Donnellan

Revised and updated, The Behavior Assessment Guide provides the user with a comprehensive set of data gathering and records abstraction forms to facilitate the assessment and functional analysis of a client’s behavior problems and the generation of nonaversive behavioral intervention plans. Permission has been granted by the authors to reproduce the forms for professional use.

Topic Headings:Identifying InformationReason for Referral/Assessment IssuesBackground InformationHealth and Medical StatusPrevious and Current Treatment HistoryCommunication DomainCognitive/Academic DomainSelf Care DomainDomestic DomainCommunity Skills DomainLeisure/Recreation Skills DomainMotor Activity DomainEmotional DomainSocial Skills DomainProblem Behavior InventoryMediator AnalysisMotivational AnalysisSummary of Target Areas or ComplaintsFunctional Analysis of Problem BehaviorReinforcement Inventory

Thomas J. Willis, Associate Director, Institute for Applied Behavior Analysis®, Los Angeles; Gary W. LaVigna, Clinical Director, Institute for Applied Behavior Analysis®, Los Angeles; Anne M. Donnellan, Profes-sor, Department of Rehabilitation Psychology and Special Education, University of Wisconsin.

1985/ revised 1993, 2011/ 200 pp./spiral bound, $24.95, ISBN 978-0-9839257-1-2

Progress Without Punishment Effective Approaches for Learners

with Behavior Problems

Anne M. Donnellan, Gary W. LaVigna,Nanette Negri-Schoultz, Lynette Fassbender

As individuals with special educational and developmental needs are increasingly being integrated into the community, responding to their problem behaviors in a dignified and appropriate manner becomes essential. In this volume, the authors argue against the use of punishment, and instead advocate the use of alternative intervention procedures. The positive programming model described in this volume is a gradual educational process for behavior change, based on a functional analysis of problems, that involves systematic instruction in more effective ways of behaving. The work provides an overview of nonaversive behavioral technology and demonstrates how specific techniques change behavior through positive means. The extensive examples and illustrative material make the book a particularly useful resource for the field.

Anne M. Donnellan, Professor, Department of Rehabilitation Psychol-ogy and Special Education, University of Wisconsin; Gary W. LaVigna, Clinical Director, Institute for Applied Behavior Analysis®, Los Angeles; Nanette Negri-Schoultz and Lynette Fassbender, Wisconsin Center for Educational Research, Madison.

1988/192 pp./paper, $22.95/ISBN 8077-2911-6

Periodic Service Review A Total Quality Assurance System for Human Services and Education

Gary W. LaVigna, Thomas J. Willis, Julia F. Shaull, Maryam Abedi, Melissa Sweitzer

Evolving from more than a decade of work at IABA®, this book provides the tools needed to enhance and maintain high quality service delivery. Translating the principles of effective management into concrete policies and procedures, the Periodic Service Review (PSR) acts as both an instrument and a system. As an instrument, the PSR provides easy to follow score sheets to assess staff performance and the quality of services provided. As a system, it guides managers step-by-step through 4 interrelated elements — performance standards, performance monitoring, performance feedback, and systematic training — to offer an ongoing process for ensuring staff consistency and a high level of quality for services and programs. Practical examples show how the PSR is applied to group home, supported living, classroom, and supported employment settings, and the helpful appendices provide numerous tables and charts that can easily be tailored to a variety of programs.

1994/spiral bound, $39.95/ISBN 1-55766-142-1

Please use the Order Form contained in this book or contact:Institute for Applied Behavior Analysis®

PO Box 5743 • Greenville, SC 29606-5743 USATelephone: (864) 271-4161 • Fax: (864) 271-4162

Page 17

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The Role of Positive Programming In Behavioral Treatment

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Staff Development DVDs

The Institute for Applied Behavior Analysis® has produced several training programs on DVD. Each DVD training program includes lecture notes, workshop exercises or pre/post test questions, and related text books.

The DVDs can be incorporated into your current pre-service training program or used as a “stand alone” program. By using a training facilitator, you can tailor the training to fit your specific staff needs.

For current titles available, prices and complete program descriptions, contact:John Q. Marshall, Jr.Institute for Applied Behavior Analysis®

PO Box 5743Greenville, SC 29606-5743 USATelephone: (864) 271-4161 Fax: (864) 271-4162 Toll Free Fax (USA and Canada): (877) 670-4222Toll Free Voice (USA and Canada): (800) 457-5575

Visit our web site for up-to-the-minute information on seminar dates and venues, training resources and other information on Positive Practices!

w w w. i a b a .c o m

Gary W. LaVigna, Thomas J. Willis, Anne M. Donnellan

This chapter defines and describes the role of positive programming in supporting people with severe and challenging behavior. After discussing the need for positive programming within a framework based on outcome needs, variations within this strategy are delineated. Then, assessment and analysis are described as critical for comprehensive, positive, and effective support. A case study of severe aggression is then presented in detail to illustrate the process of assessment and analysis, the supports that follows from this process, and the long term results of this approach. Finally, conclusions are drawn that examine the implications of positive programming for the future role of aversive procedures in providing behavioral supports for children, adolescents, and adults and for the practice of applied behavior analysis in the field of developmental disabilities.

12 pp. / spiral bound, $5.00

Hi, my name is Glenn Metlen. I’m here today

to talk to you about some of the things

that have helped me live the kind of life I

want to live and do the things I want to do.

Over the years, I have been described in many ways, some

not too flattering. I’m someone a lot of people may describe

as having a challenging reputation. I also am someone

who lives in my own apartment. I have a job at Ross

Clothing. I play the piano. I enjoy reading and writing. I

like to eat out.

There have been times in my life, though, when these

were not the things about me that people spent a lot of

time talking about. They were too busy talking about

things like “aggression,” “intolerance,” “perseveration,”

and a whole list of other negative things. Because some

people looked mostly at the negative things, I had to live in

institutions and group homes for 12 years.

In 1990, I was able to move into my own apartment in

West L.A. I really enjoy living there. I like paying my own

bills and deciding what to do and how to do it. I enjoy

learning how to cook the foods I like. I enjoy going to

concerts and going to the library.

The people I work with at IABA® listen to me and try to

respond to the things I tell them are important to me. For

example, they helped me organize my apartment so it’s

clean, orderly, and quiet. They helped me find a roommate

who is not disabled. They are nice to me and listen to me

when I need to talk. They talk to me about things that

worry me, like crossing busy streets, approaching cats

and dogs, or just saying “no” to people on the street who

ask me for money.

Just talking about the things that worry me helps a lot.

But there are times when I need something more to help

me cope with the things that worry me. My staff and I

have come up with some other pretty creative things I

want to tell you about. One of the most important things

I use is my “Almanac of Solutions.” I use this when I feel

anxious about something. My support staff and I have

thought about all the situations that have caused me

to get anxious in the past and ways I can handle the

situation so I don’t have to worry about it over and over. I

have all these situations and solutions written down in a

book. When I feel anxious, I can just look in my Almanac

and read about a solution. For example, sometimes I get

anxious when my support staff are late. I can look in my

Almanac and read what I can do until my staff get there. I

can play my piano. I can call the IABA® office and talk to

someone there. Then I don’t have to get too worried while I

wait for my staff.

My weekly planner is another thing I use that helps me

cope. My support staff write down all the things I have

scheduled for the week. When I start to worry, I can look

at my schedule, and it reminds me what’s going to happen

on which days. If something happens to change my plans,

I can change it on my weekly planner. Then my support

staff and I can discuss anything about the change that

bothers me and how to handle it.

I also have what some people call “formal behavior

programs.” They help me avoid doing some of the things

that might cause me serious problems in the community

- like aggression and property destruction. I get a reward

every day that I don’t have one of these behaviors.

Recently, my support staff asked me if I thought I still

needed these programs, and I told them that I did. I told

them that I liked signing my card every night to get my

reinforcement.

All of these things I’ve talked about are important to

me and help me live in the community. I like it when my

support staff ask me what I need from them. That way,

when I change, my supports can change too.

glenn Metlen glenn metlen is a consumer of iaba’s services in los angeles, ca.this paper was originally presented by him at the 1994 Supported Life conference in Sacramento, ca.

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Breaking the Barriers to Social and Community IntegrationA Conceptual Framework for Research, Support and Training

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For More Information Contact:

Institute for Applied Behavior Analysis®

Gary W. LaVigna, Ph.D., Clinical DirectorThomas J. Willis, Ph.D., Associate Director

5777 West Century Blvd., Suite 675Los Angeles, California 90045-5675 USA

Telephone: (310) 649-0499 • Fax: (310) 649-3109

John Q. Marshall, Jr.Director of Professional Training Services

PO Box 5743Greenville, SC 29606-5743 USA

Telephone: (864) 271-4161 • Fax: (864) 271-4162 or Toll Free Fax (USA & Canada): (877) 670-4222

Toll Free Voice (USA & Canada): (800) 457-5575jmarshall@iaba.com • http://www.iaba.com