Decreasing Aberrant Behavior Part 2: Proactive Strategies | BCBA CEU | Learning | 0.5 Hour 

This lecture is the second part of a three-part series on decreasing aberrant behavior within the Autism Partnership method and progressive ABA. The speaker reviews part one (functional behavior assessment and conceptualization of function) and emphasizes that behavior is lawful and may serve more than the traditional four functions. In this session, the focus shifts to what to do after identifying function, with a strong emphasis on proactive intervention.

The speaker outlines the “Big Four,” including: (1) safely and effectively communicating needs and wants, (2) gaining attention and affection appropriately, (3) joyfully engaging in activities alone and with others, and (4) coping with and tolerating difficult situations. The conceptualization is that clinicians should proactively teach functions (e.g., attention, escape, access, coping) rather than waiting for problem behavior to occur.

Key proactive practices include identifying function, selecting and teaching replacement behaviors to mastery, using systematic teaching procedures, prompting and fading efficiently, setting reinforcement criteria, and delivering high levels of reinforcement for appropriate responding. The lecture also emphasizes making therapy natural and enjoyable through varied settings, materials, schedules, and language; using preferred and natural reinforcers; interspersing targets; reducing unnecessary structure; teaching broad skill repertoires; and ensuring well-trained staff.

Several video examples illustrate proactive strategies, including systematic desensitization (fear of clowns), communication temptations to increase requesting, teaching use of a break card, environmental awareness to reduce stereotypy, and explicitly teaching waiting.