The BC develops and directs implementation of the behavioral plan which includes establishing goals and objectives which are realistic, measurable, obtainable, understandable to the family and operational so that data can be gathered and goals can be assessed for progress. The BC develops specific evidence-based behavioral interventions including a hierarchy of interventions, based on the child’s individualized needs, to address behaviors in each stage with resulting intensity using proactive to reactive strategies. Behavioral interventions commonly utilized by BC’s include the development of preventative strategies, the use of Applied Behavior Analysis programs such as Discrete Trial, Shaping, Chaining, Extinction, Interruption/Redirection, Reinforcement Schedules including Differential Reinforcement of Other (DRO)behaviors, Differential Reinforcement of Incompatible (DRI) behaviors, Differential Reinforcement of Alternative (DRA) behaviors, least-most prompting, most-least prompting, graduated guidance, Imitation, Token Economy, Response Cost, Consequences, providing direct instruction, role modeling, role playing, giving performance feedback, the use of situational, mirrored and video cuing, the development of alternative/replacement skills including more effective communication methods which may include the use of verbalizations, signs and visual cues, providing strategies to increase the family’s style of effective communication and to model effective communication techniques, to provide the family with the structure of how to engage the child in cognitive behavioral therapy so that they can support the child in learning more positive ways to express emotions and feelings and to problem solve, to provide visualizations the child can understand to assist them in being more independent and to cue them to use their behavioral interventions, developing and utilizing social stories, utilizing redirection, development of a crisis plan and other interventions as specified in the treatment plan.
Goals for each child are individually selected to address areas identified for behavioral change in various life domains. The role of the BC in this process is to provide consultation to the members of the treatment team regarding appropriate behavioral approaches for a child through the use of a functional behavioral assessment (FBA). A functional behavioral assessment incorporates a variety of techniques and strategies to identify biological, social, affective and environmental factors that initiate, sustain, or end the behavioral symptoms in question in the domains in which they are occurring. The BC may also complete other assessments, such as a social skill inventory, assessments of basic skills and language, to develop Applied Behavior Analysis programs.
BSC services will be provided based on the need for specific expertise. In these circumstances, a Mobile Therapist or Behavior Health Technician would be considered unable to provide services due to the lack of education, expertise, and/or experience.
Qualifications for BC
BC’s are: (1) a licensed doctoral level psychologist or a licensed clinical psychologist; or (2) a master’s level clinician with a LPC or a LBS (license behavioral specialist) and have documented training in the field of behavior modification. Additionally, if a BC is a licensed professional in the Commonwealth of Pennsylvania and/or a certified professional by an accredited organization, they will comply with all licensure and/or certification requirements including continuing education requirements.
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