Saturday, 26 July 20251:00 - 2:15PMTorrens |
From Stereotypy to Successful Learning using Skill-Based Treatment
Super Kids Behavioural Consulting
Abstract: Stereotypy, characterised by repetitive behaviours, is common among Autistic individuals and individuals with developmental disabilities and can often interfere with learning, socialisation and daily functioning. While traditional interventions often focus on suppressing these behaviours, Skill-Based Treatment offers a more compassionate approach by addressing the underlying functions of stereotypy and teaching alternative adaptive skills. This case study examines the application of Skill-Based Treatment to reduce stereotypy with a 10 year old autistic boy. X’s stereotypy was a barrier to being able to attend to instructions and learn. An analysis consisting of an initial alone baseline then alternating between two conditions: control condition where reinforcement is provided with the adult present, and test condition, where work is presented. The results indicated that stereotypy functioned as a form of escape and access, as it occurred at higher rates compared to the play context. As such, Skill-Based Treatment was implemented with this learner. Initially, X would engage in stereotypy up to 16 times per 2 hours. He is now able to complete up to 7 minutes of learning in the absence of interfering stereotypy. Overall, this case study underscores the effectiveness of Skill-Based Treatment as a compassionate, evidence-based approach to managing stereotypy, enhancing overall quality of life and X’s opportunities for learning.
Target Audience: Clinicians working with individuals who engage in interfering stereotypy
Learning Objectives: At the conclusion of this presentation, participants will be able to:
1. Conduct baseline for stereotypy to identify the function.
2. Implement Skill-Based Treatment to reduce interfering stereotypy.
Using a Behaviour Plan During Reinforcement Context of Skill Based Treatment to Ensure Safe Happy Relaxed and EngagedMary Katherine Allen Super Kids Behavioural Consulting Abstract: This case study reports on the positive results of a customised intervention to address a participant’s pervasive throwing behaviour. The participant is a 4 year old boy diagnosed with Autism Spectrum Disorder, who presented with limited vocal communication and limited cooperation with adult-led activities. The throwing behaviour occurred at extremely high rates, both during independent leisure time and when expected to engage in adult-led activities, and presented significant safety concerns to the participant and others. The customised intervention aimed to establish a safe means of creating happy, relaxed and engaged (HRE) conditions for the participant, in order to begin Skill Based Treatment (SBT) and teach must-have communication, cooperation and leisure skills. The intervention utilised a combination of environmental sterilisation and Differential Reinforcement of Other behaviour (DRO), prior to and throughout SBT. To target this behaviour, we sanitised the environment by removing any objects that could be unsafe to throw, implemented universal protocols but allowing the learner to lead play and minimising demands, and implemented a DRO where we socially reinforced appropriate play while not socially reinforcing the behaviour of concern. Sanitising the environment and socially reinforcing appropriate play while not socially reinforcing throwing allowed the learner to safely participate in SBT, and resulted in a significant reduction in throwing behaviour during leisure time and adult-led activities. Following this intervention, the participant was reliably and safely able to achieve and sustain HRE conditions across sessions, and has continued to progress meaningfully through SBT. This case study provides support for tailored interventions, utilising environmental sanitisation and DRO, to establish safe HRE conditions and reduce barriers to skill-building. Target Audience: Clinicians wanting to learn more about how to tailor SBT to meet their learners' needs. Learning Objectives: At the conclusion of this presentation, participants will be able to summarise how tailoring Skill Based Treatment (SBT) to fit their learners’ needs can provide a safe and effective way of reducing behaviour of concern within the reinforcement context. |
Breaking Barriers: ABA-Based Strategies for Successful Transitions from Clinical and Institutional Settings
Kimberley Whakatau (Skinner)
Multicap Abstract: In Queensland, nearly 900 individuals remain in public hospital beds despite being medically fit for discharge, primarily due to a lack of disability support for those with challenging behaviours (Queensland Government, 2023). This issue extends across mental health facilities, corrections, child safety services, and hospitals, where inadequate behavioural support prevents effective community transitions. Over 36 individuals were successfully transitioned within 12 months using a function-based ABA approach. A Functional Behaviour Assessment (FBA) was conducted using direct and indirect methods (O’Neill et al., 2015) to identify maintaining contingencies. Interventions were reviewed and adapted throughout the transition process to ensure their effectiveness across multiple environments. ABA-based staff training reinforced implementation fidelity, enhancing success rates (Reed, Azulay, & Osborne, 2018). As a result, individuals with complex behaviours successfully transitioned into the community, reducing reliance on restrictive settings. With only 16.6% reoffending/readmission, this study highlights the long-term effectiveness of evidence-based ABA practices in disability and forensic settings. This presentation will demonstrate how applied behaviour analysis (ABA) and positive behaviour support (PBS) can be ethically and effectively tailored to high-risk populations, promoting sustainable, data-driven transitions into less restrictive environments. Target Audience: Professionals implementing behavior analytic strategies in clinical, forensic, and disability support settings Learning Objective: At the conclusion of this presentation, participants will:
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