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Description:

In light of the return to in-person instruction in many schools, you may receive more requests/referrals regarding students with presenting problem behaviors. Problem behaviors of such students often occur during instructional conditions, i.e., lecture presentation, seat work, etc. Why do some students respond to instructional conditions with significant oppositional and disruptive behaviors? Before considering a special education evaluation, or adding another disorder to their IEP’s, a “diagnosis” of putative classroom instructional factors should be fundamental.

Becoming disruptive and non-compliant during instructional tasks is often sustained (over time) when instructional conditions become aversive conditions/events. Unfortunately, this aversive property thereby sets up escape from instruction as a functional outcome for these students. Why do instructional conditions become aversive for these students? Either (or both) of the following factors often make such a condition aversive for a particular student: task difficulty and instructional task duration.

This one-hour webinar will focus on the function-based diagnosis of the following two factors (using the Cipani Behavioral Classification System) that often prevail with such students during instructional conditions: (a) the instructional material is too hard (i.e., instructional mis-match) or (b) it is way too lengthy for them. Two direct in-vivo classroom measures will be presented and depicted.

This live webinar is scheduled for 1-2PM EST on Monday, March 14th, 2022. Presented by Ennio Cipani, Ph.D. The content in this webinar is intertwined with Domains 1 and 2 of the NASP Practice Model. Attendees who complete this 1-hour webinar will receive 1.0 NASP-Approved CPD credit. Please be aware that registered attendees will not receive a free recorded version of this webinar after the live presentation, so please try to attend the live presentation. 

Learning Objectives:

• Attendee will be able to delineate the two escape functions involved in maintaining problem behavior during instructional conditions
• Attendee will be able to use two methods for determining if instructional material difficulty is the pervading function of problem behavior during instructional conditions
• Attendee will be able to use two methods for determining if instructional session length (i.e., wacky contingency) is the pervading function of problem behavior during instructional conditions

Presenter Bio:

Ennio Cipani, PhD, is the author of a popular text, Functional Behavioral Assessment, Diagnosis, and Treatment (3^rd edition) which was ranked #1 in the 10 best behavioral psychology textbooks by wiki.ezvid.com (May, 2020).  He is a co-author of the pioneering Cipani Behavioral Classification System for Children and Adolescents (Cipani & Cipani, 2019; free pdf for attendees) and has also authored a series of articles in Communiqué on functional behavioral assessment. Since 1983, Ennio has been a California licensed psychologist “who made house calls”; he and his behavioral staff provided on-the-spot training of parents and teachers on specifically designed contingency interventions for the individual referral problems. Many of his real-life cases in homes and schools are chronicled in the above text and a free online parent-guide to behavioral consequences (Cipani, 2004).

Course Information

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