Category Archives: Community

Part 13 in Trauma-Informed Behavior Analysis: A Pipeline from Special Education to Prison?

16 Monday Apr 2018

Posted by in adults, Behavior Analysis, Community, Education, ethics, functional alternative behavior, RAD, reactive attachment disorder, risk assessment, schedules of punishment, self injurious behavior, stimulus schedules, supervision, teaching behavior analysis, teaching ethics, trauma, trauma-informed behavior analysis, Uncategorized

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(Part 13 of a series of posts about Trauma-informed behavior analysis by Dr. Teresa Camille Kolu, Ph.D., BCBA-D)

Preventing and addressing connections between educational problems, trauma and mental health needs, and the legal system

Perhaps you are familiar with laws making it a crime to assault a medical worker in their line of work. Even the most caring mental health nurse may need to report injuries that occurred helping restrain a confused, drugged, juvenile patient who was suffering from mental health problems, preventing the client from self-harm. Of course, this difficulty isn’t the only way for a special education student to end up with traumatic effects of past interactions that are compounded by legal charges. Why do so many children go from getting kicked out of preschool, through a series of failed educational and residential placements as a teen, to facing jail time before they are fully adults? After hearing Matthew Bennett and friends’ podcast on trauma and criminal thinking, I was inspired to write a behavioral response to share some thoughts for our community.

While behavior analysts and collaborators may be well versed in “schedules of reinforcement”, another type of schedule matters too. This other kind of schedule is in place all around us, is often acting to viciously increase the likelihood of future problems, and may be invisible to most of the educators, foster parents, and even behavior therapists “trying to do the right thing.

We’re talking about schedules of “stimulus delivery” or schedules of interaction. In short, this kind of schedule makes a great deal of difference, whether it is “programmed” (planned in advance) or simply happens— and whether the stimulus is a member of the police, a school or hospital security guard, or the school principal. Even if we are talking about events that are recommended by a response team or safety plan, such as a foster parent coming to pick up a student after behavior is too severe for the school, or physical holds and restraints that take place to keep others safe, all these events can have powerful effects (or side effects) in the behavior stream.

Why do we talk about these events in terms of the “schedule”? In behavior analysis, a “schedule” can refer to the timing of stimulus delivery. For example, suppose a student’s safety plan states that after a certain behavior occurs, a parent will be called. The next few times it happens, the principal will be called in to talk with the student. After that, a safety officer will be called to escort the student off grounds and he will be asked to stay home for 2 days. Suppose this proceeds over the course of about a year, and by the spring semester his challenging behavior has escalated and the last few times, a security guard is not sufficient and the police are called. The “schedule” of delivery might specify that at least one of these things happens every time the behavior occurs… that would be a fixed or continuous schedule. But more commonly, some behaviors are missed, or there is an unfamiliar substitute teacher who doesn’t act immediately and implement the plan, or some similar behaviors occur at home or in someone else’s class but are not treated the same way as the same behavior would at school in the classroom for which the plan was designed.

In fact, research shows that escalating “punishment”, or in other words, using more and more severe consequences over time, can actually increase behavior! This fact, well known to behavior analysts, surprises many educators who thought their prescribed plan would decrease behavior, not escalate it. Specifically, the research shows that if a stimulus is used because the team wants to decrease a behavior (and “decreasing a behavior” is called “punishment” in the literature, even if the team members don’t consider it that way), it is critical that the stimulus is intensive enough for it to be effective (Lerman and Vorndran, 2002), used every time the behavior occurs (Acker and O’Leary 1988), and used consistently and across environments. If used inconsistently, it will likely INCREASE the behavior (Tarbox, Wallace and Tarbox, 2002).

Unfortunately, this common situation has several side effects. For example, the following can all result:

  • Decreased response to the same events in the future and reduced effectiveness of the consequences over time
  • Escalating behavior challenges over time that produce the same or a slightly increased level of punishing stimulation
  • More varied and severe challenging behavior over time
  • Decreased ability of parents or caregivers to control behavior using the techniques at their disposal in the home or residential placement
  • Exposure to more restrictive settings including more and more secure residential facilities
  • Increased tolerance to the event, which results in the system using increased severity to try to keep everyone safe
  • Changing the nature of the once-aversive event (like a police altercation) into something “reinforcing”, or something that the child actually wants or tries to produce
  • Increased likelihood of legal system and police involvement
  • Decreased quality of life well into adulthood and deprivation of learning and social opportunities

As shocking as this may be to families and educators using these systems every day, the results do not surprise a behavior scientist familiar with the literature. Young or inexperienced clinical behavior analysts may not have been exposed to these cold facts, doing harm by not pointing out the risks inherent in many well-meaning school behavior plans or facility safety plans. Did you know a BCBA’s training IS required to include exposure to how to properly implement “parameters and schedules of punishment” (see BACB Fourth Edition Task List, item D-17)?. This means that in cases where punishment, or a consequence based strategy to decrease behavior, is needed (e.g., determined via a risk assessment to be necessary), we must determine ways to avoid escalating behavior (see also section 3.01 and 4.08 in Compliance Code, on the requirements for assessment before reduction procedures, and considerations regarding punishment procedures).

Are you a behavior analyst who hasn’t yet received this kind of important training, or an educator with behavior analysts on your team who haven’t mentioned this? Some suggestions are below for finding a starting place in the literature. Behavior analysts should be familiar with all task list and compliance code requirements for appropriately implementing punishment. Educators might check out this Edutopia piece discussing the use of discipline instead of punishment. A behavior analyst will work hard to avoid punishment. Instead, we begin with a functional behavior assessment that truly illuminates what the child needs and is trying to communicate, in order to build a plan fostering functional communication and coping skills.

Here are some topics to bring up or request supervision on:

  • Relationships between prompts and punishment
  • Using prompts and prompt fading appropriately to reduce, not increase, dependence on caregivers (this topic is strikingly similar to the reasons that least to most prompting for behaviors in acquisition can actually slow down learning the new behavior and increase prompt dependence)
  • Using appropriate parameters and schedules of punishment (calculating effective doses, appropriate timing, and communicating across settings to keep schedules consistent)
  • Risk assessment and analysis applied to behavior plans in environments risking escalating behavior due to inappropriate punishment

Practical skills for teams

  • Ensuring the entire team is trained to use appropriate physical management when needed
  • Training on how to do appropriate physical and crisis management and how to debrief after incidents (minimizing and not strengthening future challenging behavior)
  • Using alternative procedures as opposed to consequence based punishment and attempts to control behavior (instead, behavior analysts conduct a thorough functional behavior assessment and assess risks, focusing on teaching the team how to honor and establish communication attempts and teach coping skills)
  • Using solid communication and collaboration that is preventative and established before the client enters a new environment
  • Communicating in advance with emergency rooms, schools, and police departments in the client’s area

Closing thoughts:

When making placement decisions, the cheapest or first option available may not be appropriate if it contributes to long term risks for the client and community. Many times, a placement decision is made based on promises to get training and keep the client safe as long as nothing goes wrong. In fact, things WILL go wrong (e.g., it should be predicted and planned for). So risk assessments are critical in placement decisions. Teams must be transparent about the short and long term risks of environments that expose clients to models of behavior that is aggressive or destructive. And placement decisions to accept or remove a client due to inappropriate behavior should be evaluated with respect to the function of behavior and long term risks. Is this likely to increase similar behavior, producing long term likelihood of using aggressive attempts to escape environments? Does the team and environment have the ability to support the client to return to the setting after temporary removal due to aggression to others?

When we are thoughtful, collaborative and function-based, we can contribute to slowing the rushing pipeline carrying our clients and family members into more restrictive settings, and exposing them to more severe consequences. Let me know if some of these suggestions educated your team to coordinate behavior support and safety plans that are more appropriate, compassionate and preventative—and please share your own ideas that have worked.

References

Behavior Analysis Certification Board BCBA and BCaBA Task List, Fourth Edition:

https://www.bacb.com/wp-content/uploads/2017/09/160101-BCBA-BCaBA-task-list-fourth-edition-english.pdf

Behavior Analysis Certification Board Compliance Code (2016):

https://www.bacb.com/wp-content/uploads/2017/09/170706-compliance-code-english.pdf

Acker, M. M., & O’Leary, S. G. (1988). Effects of consistent and inconsistent feedback on inappropriate child behavior. Behavior Therapy, 19, 619-624.

Lerman, D. C., & Vorndran, C. M. (2002). On the Status of Knowledge for Using Punishment: Implications for Treating Behavior Disorders. Journal of Applied Behavior Analysis, 35, 431- 464. http://dx.doi.org/10.1901/jaba.2002.35-431

Tarbox, Wallace, and Tarbox (2002). Successful generalized parent training and failed schedule thinning of response blocking for automatically maintained object mouthing. Behavioral Interventions, 17 (3), 169-178.

Lori Desautels (2018). Aiming for Discipline Instead of Punishment, Edutopia, published online March 1, 2018. https://www.edutopia.org/article/aiming-discipline-instead-punishment

Trauma-informed lens podcast: https://connectingparadigms.org/podcast/episode-25-trauma-criminal-thinking/

 

 

Part 12 in Trauma-Informed Behavior Analysis: What’s behavioral about treating reactive attachment disorder?

26 Monday Feb 2018

Posted by in adults, Behavior Analysis, behavior cusp, Behavioral Cusp, children, collaboration, Community, Education, ethics, RAD, reactive attachment disorder, risk assessment, supervision, trauma, trauma-informed behavior analysis, Uncategorized

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(Part 12 of a series of posts about Trauma-informed behavior analysis by Dr. Teresa Camille Kolu, Ph.D., BCBA-D)

If you’re a behavior analyst, perhaps you read that title as “Is it behavioral to treat reactive attachment?” or “is it appropriate to use behavior analysis with a person who has been diagnosed with reactive attachment?” Perhaps you are really wondering, “is there anything I can do as a behavior analyst to help someone who has been affected by reactive attachment disorder?”

These are all good questions. First, to pose the problem another way, and to see the depth of the controversy, let’s go over some other observations I’ve heard, from mental health therapists to educators to families to BCBA’s: “Behavior analysts shouldn’t mess with reactive attachment.” “Kids with reactive attachment disorder don’t respond to behavior analysis.” “Families (or educators) whose children (or students) are suffering after reactive attachment related diagnoses can be harmed by or mistreated if people use reactive attachment.” “Reactive attachment is not a behavioral term and shouldn’t be treated with ABA.”

Now if you’re a longtime blog reader, you’ll find other ways of addressing these questions elsewhere on this blog. (I especially like talking to educators, family members and staff about what to do when praise doesn’t work, reminding us all that behavior is INDIVIDUAL, trauma-informed behavior analysis might look VERY different than that old discrete trial program you saw in college, and behavior analysis is not one cookie-cutter bag of tricks.) But I continue to hear questions about it, especially from educators, family members, and hospital and day program professionals faced with supporting the “toughest” cases. Continue reading →

Part 10 in Trauma-Informed Behavior Analysis: A behavior analyst walks into a hospital

29 Friday Sep 2017

Posted by in adults, Behavior Analysis, behavior cusp, Behavioral Cusp, collaboration, Community, data, hospital, trauma, Uncategorized

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This article is Part 10 in an ongoing series about ways that behavior analysts can practice in a “trauma-informed” way. Considering that behavior analysts need to be ready to participate with medical and other providers, this article shares some lessons learned about becoming involved with the medical team. Whether your client is going through trauma or not, it should be helpful. But it’s particularly important for my clients who are being treated in intensive settings for their mental and medical health (often resulting from years of trauma). Be well, Dr. Camille Kolu Ph.D., BCBA-D

One of the ways I like to learn from others is hearing their “lessons learned”. By listening to them share what they have learned and what did or didn’t work, I can hone my own role and be more prepared the next time I enter a similar setting. For many of us, the mental or medical hospital is a new frontier. What can we behavior analysts can do to help in this type of setting?

I think about my role this way: As a behavior analyst, I am not the person’s medical doctor. But we often need to collaborate- and yet most medical professionals are not extremely familiar with collaborating with us. What can I do to support our mutual clients, making their healers’ work more effective?

Here are some ideas that have helped me to integrate into these settings more effectively. In some cases they are lessons I learned when I failed to do something up front that could have made a marked difference later on. In all cases, we have an ethical imperative as behavior analysts to get a medical perspective (or to rule out medical concerns) when there might be a medical component to behaviors that are challenging… but most home and clinic based behavior analysts don’t typically work in the hospital settings.

Continue reading →

Part 8 in Trauma-Informed Behavior Analysis: When a label masks needs

12 Tuesday Sep 2017

Posted by in Behavior Analysis, behavior cusp, Behavioral Cusp, children, Community, Education, trauma, Uncategorized

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Buzzing underneath: Wisteria, the bees, and the fly

When you look at this picture, what do you see? wisteria.jpg

When I look into this painting I see pieces of my family’s home.

I see my mother and how she loves wisteria; how she tends it so carefully; how she protects it every year from the freeze. In Texas the freezes may come far between and at strange times. If we can we protect what we love.

When I see this painting I also see through my father’s eye, for he took the photograph on which my painting is based. I look through his eyes and notice how he sees a story in everything.

Some people see other things.

To some it looks beautiful and calm on the surface. Soon, this tree will be getting ready for its annual sleep, when it will look – for months—like a dead thing. But at a certain time of spring, its glory may return (if my mother saves it). And it will become alive with something you don’t see:

At a certain time of year, if you wandered nearby and stared closely, then underneath and within and all around the blossoms that seem like you could just touch them, this tree would again be swarming with bees.

So there are those of us who wouldn’t be able to lean in, to breathe deeply of its fragrance.

There are those of us with life threatening allergies to bees!

And some of us derive our fear not from specific allergies – and to us the stimulus is not exactly the same as poisoning us – but is still just as scary. Perhaps this can be overcome. Perhaps I can use my behavioral skills to get you closer and closer to a bee. Perhaps you’ll hold one in your hand, someday.

But for a moment I just appreciate the reasons some people are scared to approach what others find beautiful, and can love without abandon.

Some troubles are only seen underneath layers of other showy blossoms.

Some are not seen at all.

I think “showy” is such a descriptive word. During certain childhood years of mine, mom studied botany and carefully “keyed out” plants on the dining table, painstakingly identifying each tiny part, comparing each to a photo in her book, making her own drawings and descriptions. And this was just fascinating to childhood me.

Truly, it did not reduce my wonder at their beauty—to discover all the names and parts and the inner workings.

If anything, it heightened it.

Today sometimes I think about that when I appreciate the wonderful complexity that is a person.

Sometimes “behavior analysts” are thought to be incapable of appreciating the emergent wonder that is behavior! But naming all the functions, carefully looking at how the environment exquisitely shapes the behavior of a little child growing up, this only increases my fascination with people and the beauty in each person.

Each child’s history includes millions of moments, genetics, their surroundings, and more… all the things that made up their world.

Buzzing underneath: But why?

Something erratic and buzzing intruded on my thoughts this morning, startling me out of my contemplation while driving to see my client.

No longer focused on the road (and the flowers I’m painting this week), I looked around frantically to isolate the buzzing sound.

It was just a fly.

But for a few moments I was pretty distracted!

I was undaunted to get him out, whatever I did. It took a little while. I noticed a slight elevation in my heart rate, a lapse in my concentration.

And it was just a fly.

What if it was a bee and I was allergic? I imagined myself allergic to something, in that closed space with me, and me, driving, unable to get myself away.

Recently I watched a boy in a 2nd grade class who had been labeled with “ADHD”.

He moves a lot.

He can’t sit still.

He’s pretty “oppositional” and “defiant” too.

He gets distracted. He argues. He picks fights. And he never ever brings completed homework to school.

But I know a secret.

He moves a lot… between family members.

Some of them yell and hit each other.

Sometimes they sleep in their car.

Sometimes it gets impounded. I don’t know where they sleep then.

Sometimes they don’t eat much at night.

And like the flowers I love, which is my luxury to do because of my happy childhood, many of his “behaviors” are showy.

And you know what? They mask what’s underneath.

This series of trauma-informed behavior support continues with a few more “masks” in upcoming articles – such as when physical aggression masks a medical challenge, or verbal aggression masks brain injury. We’ll talk more about what we can do, and discuss the important ideas behind “differential diagnosis” and differentiating local function from historical function.

The past few years have seen an increase in child psychiatrists and pediatricians who discuss the possibility of mistaking the symptoms of serious childhood adversity for ADHD. Do we teach to sit still and medicate? Do we provide more recess? Or do we look deeper and see how we can help families, educators and teams?

A related “cusp” for educators and behavior analysts might be conducting an appropriately rigorous or well rounded functional behavior assessment before jumping into treatment. Even if we must be brief, we can ask important questions and include important people. This could make possible many next steps that would not have otherwise occurred.

See you soon, friends.

 

 

 

Flooded with support when a steady stream is required

08 Friday Sep 2017

Posted by in adults, children, Community, flood, hurricane, resources, safety skills, Uncategorized

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From Oregon to Florida, and Texas to India, people face terrible disasters.

There is trauma born of unpredictable and uncontrollable loss, and unwanted dependency on others for homes or meals after floods or tornadoes or fires devastate their neighborhoods. These events force capable people to rely on others, living out of hospitals or shelters.

And more people, including friends, families and people you don’t know, will suffer medical tragedies and unexpected losses.

There are similarities between these experiences and those of a foster kid moving into her 5th home in as many months. There are similarities between the needs of her foster parent, and those of the natural disaster victims who received initial support and are forgotten, alone, and still in a shelter.

While we were still thinking about Harvey and cleaning up homes, another round of disasters struck all around the world. Today Mexico’s most powerful earthquake in a century was devastating. And it will keep happening, although in between there will be periods of silence.

At the end of this article you can download some resources including visuals for caregivers of people with special needs facing disasters. But first, thoughts about the strange, sustained, nonlinear nature of recovery after tragedy or life after disruption.

A few months ago I attended a series of permanency roundtables. (Permanency… this is something those in flood zones or fire-ripe mountains – or foster homes – might never have.)

These roundtables were events to listen to hundreds of family members attempting permanent adoptions with children who had tragic stories of abuse, neglect, and repeated failed placements.

At these meetings, I heard a repeated chorus:

“We need long-lasting, repeated support.”

“We are grateful for what we’ve been given and still we work hard every day and night with no rest.”

“Our adoption workers mean well and yet are often quick to remove the supports that were so helpful for the 6 weeks of “honeymoon” after the paperwork was finalized.”

“It’s been months (or years) and the struggles are still there.”

“The kids seem to be really impacted by what they went through, and it’s showing up in difficult educational challenges which are hard to address.”

“The behavior challenges are still just as dire.”

“The wounds to our adult family members who tried to restrain the child in the middle of a furious display of emotion and behavior (whether these “come out of the blue” or after he spotted his biological aunt in Wal-Mart) are still healing and there are more coming.”

“The police are getting tired of the calls and the hospital we reached out to for help has started to blame us.”

“We look more normal now. But we actually have less support than ever before- and we still need help.”

Today, as we watch another storm about to hit, I think of a story I read last week, in which former flood victims shared their thoughts on how to help others.

When we want to help someone who will need help long-term, it suggested, we embrace the regular pace of helping a little at a time.

We say what we are doing and ask if there’s anything else. We mention when we’ll be back and we put it on our calendars, or set a reminder on our phone. We come back soon.

This approach reminds us a little of the preventative schedule… of using repeated orienting statements and offers of help and kindness… on a regular schedule, even when someone looks like they don’t need it. We have written about how it can be helpful for adult and child survivors of sexual abuse and dementia, Alzheimers, and those in mental health facilities. It’s helpful in schools. But it’s also important, useful, and do-able—to provide small, regular doses of whatever is helpful, to victims of disasters, and to keep doing this for a while after the visible evidence goes away.

Maybe the hard part is not what to give. Sure, we can give money. And at first, cash is more helpful than supplies because transportation is expensive and slow. But people rebuilding their lives need someone to show up after the show is over.

It might be as simple as dropping off fast food, working a shift piling up ruined household items, bringing hot coffee, or washing clothes and bringing them back clean. The hard part is to keep doing it regularly as long as it is needed.

What if I ask and they don’t tell me how to help?

If you leave near someone affected, but you were not, maybe you are thinking of asking them if they need something.

When someone has been through something very hard, they don’t respond well to questions.

“What do you need?” may produce a blank stare (from new moms with colicky babies after long hospital stays, or foster children or parents who clearly need support but can’t request it, to disaster victims who could really benefit from someone dropping by.

So should we shrug when we get that blank stare? After all, we asked and they said no, right?

Again, sometimes the most supportive thing to do is say how you’re addressing a need and when you’ll be back. “Hello. I’m here with food and next week I’ll be back with diapers. Let me know if there’s anything else you need.”

After the storm is gone but evidence is still there underneath brave faces, people won’t need a flood of support. Instead, try contributing in a steady stream… or even a slow trickle.

Resources and links

Boardmaker downloads for hurricanes and emergencies, including core words

http://boardmakeronline.com/hurricaneharvey

Social stories about hurricanes and tragedies

http://fhautism.com/hurricane-harvey-helpful-social-stories-for-children-and-people-with-autism-and-special-needs-by-carol-gray.html

Emergency preparedness for special needs, and Florida resources:

http://www.coj.net/departments/parks-and-recreation/disabled-services/resources/emergency-preparedness-for-special-needs

Oregon fire victims

https://www.bizjournals.com/portland/news/2017/09/07/how-oregons-businesses-are-helping-fire-and.html

Examples of special needs groups helping each other after Harvey

https://www.facebook.com/HarveySNH/?ref=br_rs

http://www.littlelobbyists.org/harvey/

https://www.facebook.com/Hurricane-Harvey-Autism-Relief-Group-832143870293854/

Do trials always make us stronger?

18 Friday Aug 2017

Posted by in adults, Behavior Analysis, Community, dementia, resources, teaching behavior analysis, teaching ethics, trauma, Uncategorized

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Sometimes I write of success; of hope; of happy endings.

These are notable in part because so much of the time, the families with whom I collaborate are those whose children probably won’t learn to talk or bathe themselves, or whose middle aged children might die in the mental hospital, or whose children might never overcome their meth addiction—or women who, like me, wonder if their infertility might be lifelong.

And by itself, merely “facing a challenge” doesn’t do anything.

In a cruel twist, those facing stressful and often life-long battles also encounter the most unhelpful and banal clichés that range from “not comforting” to insulting or humiliating. They often come from well-meaning people who haven’t walked a mile in the moccasins of those they are trying to help. I’m sure I’ve been guilty of this and that we all will be again.

But who cares about words. The interaction between a speaker and listener, and the actions of people, matter much more. It’s not what I say in a challenge that matters, compared to what I do. I’m reminded of Ogden Lindsley’s quip that “if a dead man can do it, it ain’t behavior”: I guess a dead person can face a problem. But can he solve it?

Maybe I don’t get stronger merely by facing challenges.

In fact, perhaps I become softer, more tender.

I cry more easily.

I empathize more, and longer, with the parents who struggled for 15 years to have a child often to learn that their expensive and long-prayed-for baby has life-threatening and life-long diagnoses.

If I’m not stronger, at least I’m listening more.

And I notice something else a dead person can’t do:

Whatever skills I practice become more fluent.

I listen and get better at listening.

I empathize and gain fluency at showing empathy.

I help, and gain skills in doing helpful things.

I care, and continue to care.

And I share and feel uncomfortable, and become more comfortable at being uncomfortable.

(Sorry, behavior analysts, I’m not sure if that last one was an actual “behavior”. Similarly, I’m sure a dead man could do this one too, but it took me lots of practice to finally become quite skilled at staying calm while having my blood drawn. I would like to stop practicing now, I’m fluent, thank you very much.)

Many parents of my clients with low functioning autism, or the grandparent clients who are raising their great-grandchildren while multiple generations in between are in jail or recovery, tell me that they are tired of being called heroes. That they are simply doing the best they can, all the time, like you or me.

That often they still wish they could do more or do it better.

As I help clients – such as those whose loved ones have dementia – I discover more and more that our trials are universal, although many of them seem so foreign to young people (and to inexperienced behavior analysts in the helping profession).  Lately I have been developing tools that seem so simple, yet also seem helpful to so many different clients, like this Resource_Orienting statement tool for a loved one who is distressed and disoriented.

Whatever tools we use, what matters seems to be to keep going—and to keep holding someone’s hand when it matters.  Granny and PaPa walking.jpg

Part 5 of Trauma-informed behavior analysis: 6 ways to improve your supervision of trauma-related cases

10 Thursday Aug 2017

Posted by in Behavior Analysis, Community, Education, resources, risk assessment, supervision, teaching behavior analysis, teaching ethics, trauma, Uncategorized

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This post is Part 5 in the Trauma-informed Behavior Analysis series by Dr. Teresa Camille Kolu, Ph.D., BCBA-D.

Supervising trauma-related cases? Here are a few tips to help you nurture your team.

  1. Model how to reach out when needed, by reaching out when needed.

Does this seem obvious? Maybe. Do we do it sufficiently? Maybe not. If you want your team to do this with you, show them how you are doing it as well, with your own mentors. Read, obtain consultation, and seek mentorship. I meet rather regularly with a mentor whose experience outweighs mine in some areas (like brain injury) and donate regular time as a mentor for others who need support on issues such as supervision of clients who have been through adverse childhood experiences. It’s easier for me to say to supervisees, “don’t forget to seek ongoing supervision and mentorship when you reach the boundaries of your competence” (e.g., see Professional and Ethical Compliance Code items 1.02-1.03) when they see me doing this at the same time.

  1. Update your team’s FBA practice.

For example, are you documenting the client’s history with respect to aversive experiences, development, and the risks (see Code items 2.09c and 4.05) involved based on their history and behaviors? Are you documenting and fostering robust communication with other professionals involved (see Code items 2.03a-b)? Treating trauma is not the kind of case one does alone (and needs more than a team whose members are all behavior analysts). Cusp Emergence is doing trainings this month for teams who treat cases affected by trauma and we’d love to hear from others on how your FBAs meet the complex needs of this population. The SAFE-T model includes training for supervisors on several components of an ethical and comprehensive trauma-informed behavior assessment.

  1. Understand that clients affected by adverse childhood, medical, feeding or other aversive experiences may differ from your other clients– and that your resulting individualized treatment strategies and recommendations necessarily will differ.

In the next weeks, the “Trauma-informed behavior analysis” series is sharing a couple of articles related to this topic, including “When praise doesn’t work” and “Different types of adverse experiences that change us”. Behavior analysts can document how the trajectories for alternative skill acquisition, or reduction of challenging behaviors, differ depending on their clients’ histories. It can be off-putting to realize that the go-to strategies that worked for most previous clients on your caseload are simply not effective here, but it’s important to know this before you start, because what you don’t know may actually hurt someone! If you think this feels awkward to you as a behavior analyst or teacher, just imagine what this must feel like to a new foster parent of a child with a “reactive attachment” history, when the everyday parenting strategies just make things worse. (For more on this, see #6 in this list.)

  1. Teach your team how to document barriers and risks.

When your staff shares something they overheard a child say, or when your registered behavior technician walks in the house and something fishy is going on, don’t just have her leave with a disturbed feeling… you should already have documented your process for the conditions under which the staff will be required to write it down and discuss it with supervisor and team in a planned way. Over time these documented paths are more important than anyone in the middle of the problem could ever know. For those of us already tasked with reporting MANE (mistreatment, abuse, neglect or exploitation) and honoring our ethics code, it’s important to train staff on what to do with the “not necessarily abuse but definitely inappropriate and risky” situations they see and hear in their line  of work. Don’t leave them to figure out the answers on their own.

  1. Create role maps for key roles on the “trauma triage” team.

This is a tool you can create (an upcoming Resource Wednesday post shares one of ours) that documents the role of each relevant team member. Even if you begin only with the behavior analyst, teacher, and family members on the team, it’s a great start. If the behavior analyst you are supervising is new to trauma, it may be tempting for them to take on too much, to give advice when they should still be collecting data, or to initiate a behavior strategy before you have finished communicating with the social worker about the history of abuse. We can help by using role maps listing roles and responsibilities, making explicit how people can do things within their role that are helpful versus not helpful. Yes, I explicitly spell these out (e.g., if a family is divorced and I work with both sides, I share documents that say how they can help us benefit the child, who remains at the center of the family). “Makes positive statements about mom in front of child” or “writes down concerns with co-parent instead of says them out loud in front of child” are two examples from the recent role map I made for a broken family who was working together for the first time in several years. Grandparents, teachers and anyone who asks “I want to help, but what can do?” also benefit from these role maps. It gives you something to reinforce while you wait, and trust us on this: when there’s nothing specified, people fill in the gaps, often by doing other things that they hope, but that are not necessarily, helpful.

  1. Before you try to help a client affected by trauma, find ways to hear from listen to families who have been there.

There is more on this in an upcoming story, but you can start now by start now researching ways to hear from families in your neighborhood. I learned so much—about what is helpful, and what is simply hurtful and devastating—from volunteering time in various parent support groups, going to county events for adoptive parents, and hearing what foster parents or teachers of children with emotional and behavior disorders are going through. I don’t mean that at that point I was providing any parent support at all, or giving any behavior analytic input: I was just listening to the stories as adoptive or foster parents went round the room sharing from their hearts, their own pasts, and their children’s experiences. The behaviors you hear about will break your heart, and the complex needs of their families may overwhelm you. If you can listen quietly and then you still want to help and not run away, this is a start. Please don’t do this work without this important step. People don’t want to hear from behavior analysts who cannot listen.

I’m listening. Contact me any time.

 

Trauma-Informed Behavior Analysis, Part 3: Is It Ethical For Behavior Analysts to Treat “Trauma”?

05 Saturday Aug 2017

Posted by in adults, Behavior Analysis, behavior cusp, Behavioral Cusp, Community, Education, ethics, risk assessment, supervision, teaching behavior analysis, teaching ethics, trauma, Uncategorized

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This is Part 3 in a series of how behavior analysts approach “trauma”, by Teresa Camille Kolu, Ph.D., BCBA-D.

Is It Ethical For Behavior Analysts to Treat “Trauma”?

Meaningful answers often depend on asking an appropriate question.

Since this “yes-or-no” question is not the least bit appropriate for many of us to answer “yes” to without more information, let’s start by refining our question.

Under what conditions would it be appropriate for a behavior analyst to treat someone whose behaviors relate to their adverse childhood experiences?

The question above is one way of asking the question, and your team might think of others. It also may help to check out Tuesday’s upcoming article on Behavioral Terminology Related to “Trauma”.

I’ve certainly seen some inappropriate, well-meaning, and harmful treatment of behavior when the children and people involved have been through adverse childhood (or other) experiences.

Part of my concern is that young behavior analysts may have come from a program that did not cover adequately the experimental basis of our field, including schedule effects or concepts like the molecular or molar view of behavior.

I think young behavior analysts who are smart and curious can get these things; they need to have better exposure in their classes (and online course sequences toward certification paths aren’t likely to bring this exposure) or groups (so ask your friendly local or skype article CEU club if you’d like to read an article like this one on the paradigm shift from the molecular to molar view in behavior analysis). This is why a supportive verbal community of reinforcement is so critical for developing behavior analysts (more on that later elsewhere on this site).

(Not sure how to look up pdf’s of articles? An easy way is to first look at the online journal list (for example, for JABA or JEAB) and first enter your search terms, then when you find the article, go to the journal’s archive and click on the issue where the article was published, and download the pdf. This works for all archived JABA and archived JEAB issues through 2012.)

That was fun; let’s get back to the scary stuff: inappropriate, well-meaning, and harmful treatment of behavior.

Sometimes an inexperienced behavior analyst treats only the “local function”, such as treating a behavior in your classroom that seems like it’s related to attention with pure extinction (e.g., without conducting a complete and appropriate functional assessment). This might seem appropriate without more information, but in clients with “trauma backgrounds” or exposure to serious past (or hidden and ongoing) childhood adverse experiences (such as disruptions in primary caregiving and exposure to abuse and neglect), this course of treatment may lead to further harmful escalation, or serious risks and side effects. There are other possibly more appropriate options such as differential reinforcement without extinction, or the preventative schedule approach I mentioned in a previous article. At the least we need to base decisions on better information.

In a classroom where I observed a child who had been through a series of terrible and neglectful situations, when his behavior was placed on attention extinction, he virtually lost all advocacy skills (e.g., stopped manding for help or showing his distress), was being abused by others and never reported it, and started hiding his self-injury which became more and more severe. These were some of the risks involved of using a procedure without evaluating the possible side effects given the child’s repertoire and the reinforcement available for his appropriate skills, and without collaborating with others who had access to the child’s history and current home situation (Compliance Code 2.03b).

The teacher was using the procedure recommended by a behavior analyst, but the BCBA did not know about the child’s history or home life (and did not ask). As I’ve said before, I am NOT asking anyone to stop a function-based approach!- but to demand the information you need to understand the larger context for behavior.

So what’s a behavior analyst to do?

I typically try to think first of ethics (asking, “should I be doing this?”) before diving into strategies (“what should I be doing?”). Here are some ethical considerations:

  1. Is this in my boundary of competence and based on my education, training, and supervised experience?

See Compliance Code 1.02a). If not, it’s a good idea to first seek continuing study, training, supervision and consultation (see Compliance Code 1.02b). I think the skill of reaching out to obtain supervision and mentorship when appropriate (e.g., accepting clients appropriately) may be an important behavior cusp critical to the future repertoires of behavior analysts trying to practice ethically.

  1. I think of ethical behavior analysis as practicing within my boundaries, yet at the same time as growing my boundaries of competence so that next year I will have expanded them and will be able to take a client I said no to this year.

Dr. LeBlanc and colleagues have an article on expanding the consumer base for behavior analytic services that is available for a CEU.

  1. Consider ethics and your own experience and resources carefully, before you begin treating trauma or accepting any kind of trauma-related client.

See 1 and 2 above, and remember not to give advice that stands in for services (e.g., 1.05a). Our responsibility is always to do no harm, and at times the side effects of inappropriate treatment may be riskier than doing nothing (2.09c). It is important to develop a relationship with a mentor who has been there and can assist you to apply new information to an exquisitely sensitive set of problems and clients. If not, arrange for appropriate consultation and referrals (2.03).

  1. All this goes for supervisors too:

Just like we should be careful before we accept a client for treatment, we accept a supervisee who is treating in a sensitive area only after considering our own defined area of competence (5.01). How will we communicate about and report risks (7.02) if we are not experienced enough to recognize and communicate about the risks of our own treatment (2.09)? Agencies may be under particular pressure to accept clients when there is funding, but there are serious risks of doing this too early or without appropriate in-house supervision.

  1. Be prepared for extensive collaboration:

I’ve talked to supervisors who have taken on trauma cases without completing assessments of risks and side effects (2.09c) or collaborating with other therapists the child is concurrently seeing, and this means they are already in danger of not being able to review and appraise effects of other treatments that might impact the goals of the program (2.09d).

Why do you need mentorship, education and experience under supervision first?

This is partly because after you accept a client (e.g., 2.01) whose service needs are consistent with your education and training, experience, resources and policies, your responsibilities are to everyone effected by your behavior analytic services. For example, once I started treating clients affected by trauma, I also found myself treating foster families’ other children to deal with the abuse the affected child talked about, the primary caregiver who used to be on drugs and was trying to demonstrate she could follow a plan and get her children back, and the social workers and other team members who didn’t understand schedule effects and were making placement decisions without data on behavior.

In an upcoming article we discuss some treatment approaches and how we can improve our supervision of BCBA’s treating these serious concerns. But first, next Tuesday covers some behavioral ways of talking about “trauma”. Stay tuned!

And as ever, this information is not a substitute for mentorship or supervision. This is intended for use in supporting behavior analysts to reach out to their own networks and supervisors and mentors, growing their boundaries of competence in an ethical and responsible way.

May we all keep expanding our repertoires.

 

Ethical Friday presents: The power of a Worst Case Scenario

04 Friday Aug 2017

Posted by in adults, Behavior Analysis, Community, ethics, job aids, risk assessment, safety skills, supervision, teaching behavior analysis, teaching ethics, Uncategorized

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Picture the worst that could happen.

Can you even imagine it?

And if you’re a seasoned therapist or behavior analyst, how do you communicate about this with your students and supervisees, who almost certainly can’t really go there?

If you’re like many of us, you don’t know what you don’t know. Suppose a client wants to gift your staff a gourmet coffee gift card, or a mother wants to step out quickly to get her dry cleaning. “It’s a five minute drive, I’ll just be a second”, she calls, as you work with her child in an upstairs therapy room. “No problem”, you start to call… but your ethics bone starts to tingle. Surely you’re over-reacting. What, if  anything, could go wrong?

When the worst case scenario relates to our vulnerable clients affected by trauma, the consequences may be even more dire– and yet, those who haven’t faced the possibilities may not recognize the dangers.

Should I accept this client in foster care with severe challenging behavior and a history of abuse although I have never treated similar cases? Should my agency supervise our new BCBA to take on a new trauma case (we have funding, after all) when we haven’t experienced this situation?Danger sign

For those of us tasked with supervising and teaching others, or working with families, we can help students, supervisors or parents picture the worst case scenarios so they can better prepare for, predict, and prevent dangerous outcomes. The Compliance code helps give guidance and rules that we follow, but for those of us who have NOT encountered situations that make us keenly aware of the reasons for these, some of the code items may seem “nit-picky” or unreasonable, and may be disregarded in a dangerous way.

To support our own cases and our supervisees where it counts, we must have a wealth of experience, stellar training that exposed us to a variety of worst case outcomes and possibilities and some solutions, or a great imagination- and a few good teaching and documentation tools.

I get a new wake up call every semester I teach ethics students about the origins of Behavior Analysis’ Ethics Code, which was spurred in part by atrocious, life changing and widespread abuses by those doing “behavior modification” in recent decades.

When I ask “what do you think? Could those things ever happen here?”, Continue reading →

Resource Wednesday: How do you document risks?

02 Wednesday Aug 2017

Posted by in adults, Behavior Analysis, Community, Education, ethics, job aids, risk assessment, supervision, teaching behavior analysis, teaching ethics, Uncategorized

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Many behavior analysis supervisees, students, and even young Board Certified Behavior Analysts (BCBA’s) have not yet obtained proficiency communicating with their clients and agencies about risk assessments, and may even lack the experience or training to use or document them in their own practice. Yet, a risk assessment is required by our Compliance Code (for example, see related items 2.09 c and d, or items 4.06-4.07), and the need for this skill is evident in the Task List (see C-01, C-02, and C-03).

As a consultant and an instructor for a university’s course sequence toward certification in Behavior Analysis, I use the Bailey and Burch text on ethics as a resource both for my students and for my practice. Several editions of this text mention and describe a Risk Assessment Tool which is not only necessary and required, but can also be a powerful decision making tool for teams, supervisors, agencies, and even families. When services are discontinued after barriers to service have been repeatedly encountered, supervisors and the court systems value evidence that the behavior analyst documented and discussed the risks and barriers with a family or team. Also, lives might be saved by considering the short and long-term risks before moving forward with an intervention that is at best, inappropriate, and at worst, dangerous. Risk assessments can facilitate otherwise difficult conversations about risks (or benefits) to a client, family, team, agency, system, or even a consultant’s reputation and credentials.

So what tools do YOU use, and what are those used by your team? Kolu and Winn (2017) presented tools for our work, based on something developed in our consulting practices. First a Risk versus benefit flowchart helps walk a supervisor, team, agency or family through a sequence of questions. Then the Risk Assessment Tool helps keep track of the answers, and can be used to facilitate a discussion with families and teams. When making a tough decision, it helps to ask about the short- and long-term risks of doing “the current option” or doing “something else”, and weigh these against the potential benefits. Should my family pull our child out of a school where he is not really benefiting from education but has immense social interaction opportunities? Should I stay with this employer billing in a confusing and possibly unethical way, or start my own practice? What should I consider when approached by a long-distance supervision client whose client caseload doesn’t really match my skillset?

And as the Compliance Code makes clear, we should be continuously asking, what is the best treatment recommendation, given the possible options, the current environment, resources, and the risks and benefits?

With these questions and more, a risk versus benefit assessment can be extremely informative, helpful, and may even be required. Know the requirements, and then assess, document and communicate about the risks. It might just save your credibility one day when you are called to testify. (We all think it won’t happen to us, until it happens to us.)

Need a tool to document your risk versus benefit results? Download this Risk Assessment Tool and let us know your suggestions or what kinds of decisions you use it for.

Email us if you’d like a word version of the form that you can use to fill in with your team or agency. And if you’d like to share, let us know what YOU use to document risks.

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