Utility of Functional Analysis to Assess Severe Problem Behavior in a School Setting

This workshop presented by Kristin Kiel Wienecke, M.A., BCBA, LBA, is sponsored by the Applied Behavior Analysis Program of the College of Education and Human Services, will focus on the utility of functional analysis in a school setting. Two (2), Type-2 BACB credits will be provided upon completion.

Tuesday, March 27, 2018
6:00 - 8:30 p.m.
Seton Hall University
Walsh Library, Beck Rooms A, B & C
400 South Orange Avenue
South Orange, NJ 07079

 

Registration

Program

Functional assessment of problem behavior is a hallmark of behavior analytic work. Functional analysis, a direct form of functional assessment, is an empirical and reliable tool for assessing function of behavior and developing an appropriate treatment to decrease problem behavior and increase functional skills. Despite the copious amount of literature available on functional analysis, practitioners may be weary of using functional analysis in non-clinical, applied settings, such as schools. This workshop will focus on the utility of functional analysis in a school setting. The workshop will provide a brief review of multi-tier system of supports framework, barriers to conducting functional analysis in school settings, and solutions for overcoming those barriers. Participants will review several types of functional analyses conducted in a school setting and corresponding results. This program is sponsored by the Applied Behavior Analysis Program of the College of Education and Human Services.

Workshop Presenter

Kristin Kiel Wienecke, M.A., BCBA, LBA, is a graduate of James Madison University where she received a Bachelor of Arts degree in psychology with a concentration in behavior analysis, and a graduate of The University of Maryland Baltimore County where she received a Master of Science degree in behavior analysis. During her graduate studies, Kristin worked as a behavior therapist on the Neurobehavioral Inpatient Unit at the Kennedy Krieger Institute in Baltimore, MD. There, she received extensive training in the assessment and treatment of severe problem behavior, and caregiver training. After three years in Baltimore, Kristin moved back to her home state of New Jersey to take a job as a behavior analyst job with the Montclair Public School District. At Montclair, Kristin developed behavior programming for elementary and middle school students diagnosed with emotional disabilities. Currently, Kristin resides in Maryland with her husband and young son. She works as a clinical coordinator in a program for students with high functioning autism at The Ivymount School in Potomac, MD. Kristin's interests include the assessment and treatment of severe problem behavior in school settings and staff training.

Takeaways

1. Participants will review framework of multi-tier system of supports, and identify how response to intervention will differ depending on the type of school setting (e.g., public, private).
2. Participants will review the meaning of functional analysis, and identify the various types of functional analysis available to practitioners in the literature. 
3. Participants will review the common "perceived" difficulties of conducting functional analysis in non-clinical settings, and identify ways to overcome such difficulties. 
4. Participants will review case studies of different types of functional analyses for students with severe problem behavior in a school setting.

Intended Audience

School professionals including BCBAs and BCaBAs