Great practice begins with clarity about what we are trying to accomplish - and why.

This foundational module introduces Multi-Element Behavioral Support (MEBS) as a nonlinear, person-centered approach to applied behavior analysis in which technology is used in support of values. Participants examine the values that guide positive, nonaversive practice and the empirical, ethical, and clinical considerations that shape the selection of behavioral supports. The module introduces the complete MEBS framework and establishes the foundation for understanding assessment, proactive and reactive support, mediation, and meaningful outcomes.

Key training topics

·      Technology in support of values

·      Social Role Valorization

·      Autonomy and self-determination

·      Community presence and participation

·      Valued social roles and relationships

·      The nonlinear Multi-Element Behavioral Support framework

·      Positive and nonaversive behavioral support

·      Limitations and effects of punitive approaches

·      Ethical, legal, empirical, and clinical considerations

·      Social validity and multidimensional outcome evaluation

·      Mindfulness, attunement, and reflective practice

Part I introduces the Comprehensive Functional Assessment (CFA) as a systematic, nonlinear process for developing a rich behavioral and contextual understanding of the person. Participants learn multiple methods of assessment and how to define and measure behavior with sufficient precision for meaningful analysis. Particular attention is given to the history and course of behavior, antecedent and setting-event variables, and the physical, interpersonal, programmatic, and other contextual conditions that may influence behavior.  (Prerequisite: Module 1)

Key training topics

·      Comprehensive Functional Assessment

·      Direct and indirect assessment methods

·      Records review and interviews

·      Direct observation and interaction

·      Operational behavioral description and topography

·      Measurement criteria and recording cycles

·      Occurrence, course, and progression of behavior

·      Behavioral precursors

·      Episodic severity and quality-of-life effects

·      History of behavior

·      Setting events

·      Internal, external, and cognitive antecedents

·      Antecedent analysis

·      Contextual and ecological variables

·      Reliable data collection

Please note that modules 2 and 3 are bundled as they must be taken together.

Part II moves from description and context to functional analysis and synthesis. Participants examine consequence environments, motivational variables, ecological influences, and patterns across assessment information to develop defensible hypotheses about the function and meaning of behavior. Emphasis is placed on moving beyond topography to understand behavior from the person’s perspective and using that analysis to guide individualized support. (Prerequisite: Module 1 & 2)

Key training topics

·      Consequence analysis

·      Maintaining reinforcers

·      Reactions that resolve behavior

·      Previous intervention effects

·      Internal, external, and cognitive consequence environments

·      Motivational analysis

·      Mediator analysis

·      Ecological analysis

·      Person-centered functions of behavior

·      Analysis of function and meaning

·      The inferential leap

·      Nonlinear assessment synthesis

·      Hypothesis development

·      Linking assessment findings to support recommendations

Please note that modules 2 and 3 are bundled as they must be taken together.

Sometimes the most effective behavioral intervention is changing the environment.

Ecological Strategies examines how environments can be designed to better fit a person’s characteristics, needs, strengths, and goals. Participants learn to identify physical, interpersonal, philosophical, and programmatic variables that influence behavior and quality of life and to translate ecological assessment findings into practical environmental changes.   (Prerequisite: Module 1)

Key training topics

·      Ecological assessment and intervention

·      Person-environment fit

·      Physical ecology: setting, light, noise, crowding, location, and arrangement

·      Interpersonal ecology: respect, communication, culture, interactions, and expectations

·      Philosophical factors that shape support

·      Programmatic ecology

·      Choice, predictability, and control

·      Motivational systems

·      Curriculum, goals, tasks, and materials

·      Task difficulty, order, length, and interest

·      Instructional methods and cognitive style

·      Environmental changes that support quality of life and valued outcomes

Positive support is not only about reducing behavior. It is about building skills, competence, independence, and opportunity.

Positive Programming focuses on longitudinal, systematic instruction designed to produce meaningful, durable behavioral change and greater social inclusion. Participants learn to distinguish among general skills development, functionally equivalent skills, functionally related skills, and coping and tolerance skills—and to select teaching priorities that address both immediate support needs and longer-term quality of life.  Prerequisite: Module 1)

Key training topics

·      General skills development

·      Functional, chronologically age-appropriate, low-inference instruction

·      Functionally equivalent skills

·      Functional communication

·      Augmentative communication considerations

·      Independence

·      Functionally related skills

·      Discrimination

·      Choice

·      Predictability and control

·      Rules and stimulus control

·      Coping and tolerance skills

·      Desensitization

·      Shaping

·      Relaxation training

·      Generalization and maintenance

The best crisis management is to avoid the crisis in the first place.

Focused Support Strategies provides participants with technically grounded, proactive behavioral procedures designed to reduce—and where possible eliminate—the need for reactive strategies. Participants examine how reinforcement, antecedent variables, stimulus control, and other focused procedures can be individualized based on assessment findings rather than applied as generic behavior-management techniques.   (Prerequisite: Module 1)

Key training topics

·      Time-based schedules and density of preferred events

·      Differential Reinforcement of Other Behavior (DRO)

·      Differential Reinforcement of Low Rates of Responding (DRL)

·      Alternative-response reinforcement, including DRA and DRI

·      The 100% rule

·      Reinforcer selection and reinforcement schedules

·      Antecedent control

·      Stimulus control

·      Instructional control

·      Transfer and fading of stimulus control

·      Stimulus satiation

·      Fading toward natural conditions

·      Integrating Focused Support with Positive Programming

Even the strongest proactive plan cannot prevent every difficult moment. 

Situational Management focuses on rapid, safe, nonaversive responses when behavior occurs, with reduction of episodic severity as the immediate behavioral objective. Participants examine behavioral escalation, the limitations and potential side effects of traditional responses, and a range of function-informed strategies for resolving situations safely while remaining attuned and responsive to the person. The module distinguishes the immediate situational effects of reactive strategies from the longer-term future effects expected from proactive support.   (Prerequisite: Module 1)

Key training topics

·      Episodic severity

·      Situational versus future effects

·      Phases of behavioral escalation

·      Setting events and precursors

·      Limitations of punishment, extinction/ignoring, and natural consequences

·      Antecedent control for emergency prevention

·      Attunement during escalation

·      Active listening

·      Facilitating communication, relaxation, and problem solving

·      Redirection and instructional control

·      Competing activities and prepotent instructions

·      Humor and stimulus change

·      Geographical containment and interpositioning

·      Emergency physical containment

·      Diversion to preferred activities or events

·      Strategic Capitulation and other counter-intuitive strategies

·      Crisis resolution

·      Social validity

A well-designed support plan is only successful if it's implemented—and implemented well.

The final module addresses one of the most persistent challenges in behavioral support: translating a technically sound plan into consistent everyday practice. Participants examine the role of mediators and service systems in successful implementation and learn practical methods for defining expectations, developing staff competency, monitoring implementation, providing constructive feedback, and evaluating outcomes. The module introduces the Periodic Service Review (PSR) as a quality-assurance framework for moving from recommendations to measurable practice.   (Prerequisite: Module 1)

Key training topics

·      Mediator analysis and support

·      Implementation planning

·      Staff and caregiver competency

·      Service design

·      Periodic Service Review (PSR)

·      Process and outcome performance standards

·      Operationally defining implementation expectations

·      Performance monitoring

·      Implementation fidelity

·      Observational reliability

·      Performance feedback

·      Positive reinforcement and corrective support

·      Competency-based and criterion-referenced training

·      Verbal, analog, and in-vivo competence

·      Troubleshooting implementation barriers

·      Process and outcome evaluation

·      Social validity

·      Using data to move from plan to best practice