Achievement Behavior Services & Behavioral Treatment
For people who are on the autism spectrum disorder, staying on task can be more than a challenge; it can be a struggle that may leave an individual feeling defeated, worthless and disengaged from the development process. Aba therapy agencies consider the importance of this so that unintentional bias towards this population in treatment is avoided. Behavioral modification techniques can foster positive feelings in a patient while increasing or decreasing a targeted behavior. The need for positive reinforcement when working with this population is a vital component in behavior modification and avoids the negative consequences of punishment as well.
To accomplish behavior modification in treatment, the care professional may differentiate goals by introducing individualized instruction to a plan while group experiences continue to be incorporated. To support this strategy, a reinforcement method may be employed by the professional to increase the occurrence of low rate behavior, such as completing a task without a disturbance or interruption in the individual’s work. This method can be a type of monitor, and with frequent, unpredictable monitoring, along with the provision of feedback to patients, it increases on-task behavior for those in treatment, including low performers.
Characteristics of Behavioral Disorders
Behavioral disorders can be characterized by inattention, impulsivity, and hyperactivity, which interferes with learning and makes the challenge to stay on task a struggle for these patients. In addition, behavioral disorders are associated with psychosocial challenges such as poor student achievement and interpersonal difficulties that may continue into adulthood. Behavioral disorders are considered the most common neurobehavioral disorder of childhood, making it the most chronic health condition affecting school-age children. This warrants a positive intervention from a supportive program that consistently praises the effort of patients with behavioral disorders.
In addition, it is important for care providers to help patients with behavioral disorders by teaching them a variety of strategies to become self-regulated learners. Such skills would include learning and organizational techniques, self-management skills, retention strategies, and social skills. These become educational goals for patients with behavioral disorders to meet for continuing growth and maturation and can be incorporated into the Achievement therapy services plan.
Risk Factors for Behavioral Disorders
There can be three main domains of socialization that have critical relevance to children that may or may not put them at risk for behavioral disorders. These include the family, peer relationships and school. For students with emotional behavioral disorders, these domains are especially critical for professionals to address in the intervention. Behaviors can present important implications for care providers in how to best assist this population. In addition, research has determined that risk factors for behavioral disorders may develop from an economically disadvantaged home, which is an important risk factor to be considered in a treatment plan. This may mean how to best support the family in crisis.
This can happen because dysfunctional family management can put a child at risk for exhibiting problem behavior. A caretakers failure to set clear rules, inconsistent discipline or stressed family bonds should be considered risk factors for an individual. Care providers may mishandle early problem behavior, which puts the person at additional risk. This is because the mismanagement of early oppositional behavior shapes future behavior through a process that increasingly involves destructive interactions between family members. To avoid these interactions, parenting may become increasingly inconsistent, which more firmly establishes the child’s aggression. This means the person has now developed a pattern of non-compliant behavior that will be taken into other environments.
Peer relationships are often significant in patients with behavioral disorders. Whether they are unable to form relationships or are displaying socialized aggression towards their peers, the issue manifests itself. Involvement with antisocial peers may be a consistent predictor of later discord for a range of ages. Additionally, socializing with deviant peers increases a child’s risk for developing a range of psychosocial problems that interfere with social and academic learning and can lead to students dropping out of school.
The third domain that presents an additional risk factor to youth is poor school functioning. Anti-social behavior is often correlated with a lack of academic achievement, and low academic achievement is a consistent predictor of later delinquency. To support this, research indicates adolescents with criminal behavior reported more negative feelings towards school than adolescents with no criminal behavior.
These considerations have critical implications for treatment plans. Prevention programs that implement a multifaceted approach to reducing problem behaviors should be emphasized in the evaluation. The goal of a multifaceted program would be to replace problem behaviors with behaviors that can meet the same need.
Additional components that are vital to potential success in the treatment of behavioral disorders are the use of effective teaching procedures. This includes the implementation of rules and procedures as well as the use of positive behavior supports. Functional behavioral assessments can be a vital tool in determining appropriate intervention strategies to use with this population.
The framework of the behavioral model is based on the origin of disruptive behavior in the classroom. The behavioral theory holds that the essence of a problem is the behavior itself and that the behavior can be a result of a patient’s environment. Therefore, treatment may consider that a noisy, disorganized and chaotic environment might produce the same characteristics in a child. According to behaviorists, the cause of inappropriate behavior could be external, existing outside the individual in their surroundings.
A Scientific Approach
As behavioral theory is based on a scientific approach, it relies on empirical evidence from observable behavior. This entails a process that requires targeting behavior and assessing environmental aspects, as well as the program’s flexibility in restructuring schedules until there is a positive change in target behaviors of the person in treatment. In addition, the professional must designate influential reinforcers to implement at the correct time while monitoring and measuring how well the intervention is working. Furthermore, the program must design the intervention with principles of reinforcement and consistency in mind for an effective change to take place in the behavior of those in treatment.
Behavioral therapy can support the most efficient treatment methods through evidence-based programs and care plans. Evidence-based programs have been shown to have consistently positive outcomes because they have structured their programs around proven research. For many, the most effective behavioral health approach involves a combination of techniques, including counseling and medication. And with any diagnosis, early treatment will have the most effective results. For this to happen, trained professionals will conduct a full evaluation before making a diagnosis. It is important to remember that not one treatment works best. Individual plans must address each person’s needs and symptoms to design appropriate and effective goals to correlate with their action plans.
Achievement therapy services design programs to help individuals successfully process their social environments and provides tools to ensure success in this endeavor. Interventions address behavior through methods of positive reinforcement and a process of extinction. To support this and enable concrete change, social groups can be incorporated to model positive behaviors. There are many resources that provide support to parents and family members. Information and help are available at an Aba therapy agency. Contact Achievement therapy services for more information.