Reducing Severe Challenging Behaviors without Restraint

An Examination of Non-Invasive Behavior Analytic Supports 

Original Air Date: September 2, 2021

CEU offered: 1.5 Learning CEU

Short Title: Reducing Severe Challenging Behaviors without Restraint

Webinar Duration: 90 minutes

CE Instructors:

  • Melaura Erickson Tomaino, PhD, BCBA-D 
  • Edward Miguel, MS, EdD, BCBA


Abstract:

Approximately 64-93% of individuals with autism exhibit challenging behaviors (McTiernan, Leader, Healy, & Mannion, 2011; Murphy, Healy, & Leader, 2009). Examples include physical aggression, property destruction, and self-injurious behavior. Such behaviors negatively impact their functioning level and quality of life.

Despite efforts to focus on non-aversive behavior supports, maximally intrusive restraints and seclusion continue to be utilized. (Butler, 2017). While work has been done to reduce the number of restraints used (Villani, Parsons, Church, & Beeter, 2012), no study has examined the complete elimination of restraint and seclusion in intervention.

The present study examined the effects of individualized interventions that focused on proactive strategies and non-invasive reactive strategies. All three students demonstrated significant decreases in the frequency and intensity of their severe challenging behaviors without the use of restraints or seclusion. Results suggest that the severe challenging behaviors of individuals with disabilities can be treated using non-aversive and minimally invasive approaches.


Learning Objectives:

  1. Become familiar with the data from the present study demonstrating behavior reduction without restraint and seclusion.
  2. Understand setting and intervention considerations when eliminating restraint and seclusion.
  3. Understand the importance of identifying pre-cursors and behavior replacements to further reduce the need for more hands-on techniques.
  4. Participate in a respectful conversation surrounding the use of restraint and seclusion in practices involving ABA.

Instructor(s)

Co-Founder and Principal of Port View Preparatory® School Melaura A.E. Tomaino, PhD, BCBA-D

Melaura has more than 13 years of experience in serving students with Autism Spectrum Disorder (ASD) and other developmental disabilities. Dr. Tomaino has conducted extensive research in ASD with a focus on using communication as the basis for successful teaching and behavior strategies to eliminate the use of restraint in children with autism. Dr. Tomaino has been an Assistant Professor in the School of Counseling/Psychology at Azusa Pacific University and has taught numerous graduate courses at Claremont University. She has published multiple articles. Dr. Tomaino received her bachelor’s degree in psychology from the University of California, Los Angeles in 2002, a master’s degree in clinical psychology from California State University, Fullerton in 2007, and a Ph.D. in applied developmental psychology from Claremont Graduate University in 2011. She was qualified as a Board Certified Behavior Analyst by the Behavior Analyst Certification Board in 2010 and became a licensed psychologist in 2017.

President and CEO of Port View Preparatory Schools Edward Miguel, MS, EdD, BCBA

Dr. Miguel has dedicated his career to serving students and individuals with disabilities. He has worked in domestic violence shelters, residential treatment centers, group homes, and non-public schools. Currently, he serves as the President and CEO of Port View Preparatory Schools, overseeing two campuses in Orange and San Bernardino Counties. In addition to running one of the best non-public schools in the country, Dr. Miguel spends his time advocating for students with special needs, including pursuing changes at the governmental level. Dr. Miguel faced disabilities as a child after a childhood illness but recovered with the help of dedicated professionals in this field, motivating him to dedicate his life to this work.