write a outline of a summary

Control and management of disruptive behaviors

Introduction

. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)

. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.

Development keys for parent training

. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.

. A-B-C Model (Use a practical example, about your own experiences on the field).

Antecedent: Prevention strategies

. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).

. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).

. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.

. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.

. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.

. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).

. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.

Presentation.

Visual (workshop, diagrams, videos and pictures)