Learning Objectives
Attendees can hope to:
-
Conceptualise OCD and anxiety in children and youth from a behaviour analytic perspective
-
Discuss the role of language (including problematic rule following and rule-deriving) in the development and maintenance of maladaptive patterns of behaviour associated with OCD
-
Identify and discuss the importance of comprehensive functional assessment for OCD and related issues in autistic youth
-
Discuss key developmental and other contextual factors to be considered when assessing, designing and implementing treatment with autistic individuals with OCD
-
Identify ways that BCBAs can work collaboratively with other professionals and families to foster flexibility and growth in autistic clients with OCD
-
Identify and navigate common ethical considerations that arise while working with autistic clients with complex needs and challenges
-
Training will include didactic instruction, video and other media, case examples, modeling, small group discussion and opportunities to apply newly acquired knowledge and skills
Abstract
Obsessive Compulsive Disorder (OCD) is a highly impairing, relatively common, psychiatric condition that disproportionately affects autistic individuals. Approximately 17-37% of autistic youth meet criteria for OCD (Van Steensel et al., 2011), but the condition is frequently misdiagnosed, unrecognized, or ignored by educators, behavior analysts and mental health practitioners. This course will explore specific considerations for behavior analysts working with autistic or neurodiverse clients presenting with OCD or related issues. Participants will learn how to conceptualize OCD and anxiety in children and youth from a behavior analytic perspective, including how to differentiate OCD from other topographically similar challenges (such as Restrictive Repetitive Behaviors associated with autism). Participants will learn about best practices in functional assessment and how to develop individualized, function-based treatments for their clients. The critical role of the family in determining symptom severity and treatment outcomes will also be emphasized. By supporting caregivers to reduce accommodation and collaborating with other providers, behaviour analysts can more effectively support clients with OCD and anxiety to achieve best outcomes. Finally, common ethical challenges and issues related to scope of competence and practice will be discussed.
FAQ
-
Will I earn Continuing Education Credits?
Yes, if you are a BCBA or BCaBA, you can receive learning (previously type-2) CEU credits.
-
How many Continuing Education Credits do I need for re-certification?
BCBAs need 32 CEUs (of which, 4 CEUs must cover ethics for all certificants; 3 CEUs in supervision for supervisors) every 2 years. See https://www.bacb.com/maintain/continuing-education/ for more details.
-
I completed a course and have not received my completion certificate yet. Why not?
Completion Certificates are available in your account immediately once you complete 100% of the course. You may have to download a document or answer a survey question. If you are not sure what you missed, send us an email at [email protected] and we will check for you on our end.
-
What happens if I cannot attend live?
Don't worry! We will record the session and it will be available for you to view within 72 hours after the live event has ended.
-
I have completed the course and received my CEU credit certificate, what now?
To manage your CEU credits on the BACB web site after completing any of our courses, please use our ACE Provider # OP-21-0034. Reach Childrens's Services is an authorized and approved Learning Continuing Education Provider.
.png)
