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by Gregory Hanley, Ph.D., BCBA, LBA
Owner / Founder / CEO of FTF Behavioral Consulting
A contemporary and trauma-assumed version of applied behavior analysis for consideration when working with autistic persons or those with intellectual disabilities, especially when problem behavior is probable, will be described. The values at the forefront of this compassionate ABA approach will be explained along with their implications for how to respond to both mild and severe forms of problem behavior.
About the Presenter
Bio: Dr. Hanley has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities just over 30 years. He worked and trained at the Kennedy Krieger Institute, was degreed at the University of Florida, was tenured at the University of Kansas, and directed the Behavior Analysis Doctoral Program and Life Skills Clinic at Western New England University (WNEU).
Dr. Hanley has published over 100 book chapters and articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Fellow of the American Psychological Association (Div. 25), past Associate Editor of The Behavior Analyst, and past Editor of the Journal of Applied Behavior Analysis and of Behavior Analysis in Practice.
He currently serves as a Research Professor at WNEU and CEO of FTF Behavioral, an international training and consulting group based in Worcester Massachusetts. This group of researcher-practitioners supports professionals attempting to create meaningful outcomes with practical functional assessment processes and skill-based treatments for addressing emerging and severe problem behavior, intractable stereotypy, food selectivity and mealtime problem behavior, and sleep problems.
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Learning Objectives
Learning Objectives:
Participants will be able to:
- Describe the three values that have implications for how to respond to mild and severe forms of problem behavior.
- Describe the most important knowledge for staff who provide direct support to children, adolescents, or adults with autism.
- Articulate how to respond to mild and severe forms of problem behavior were they to resurge during skill-based treatment.
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