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Interventions for Challenging Behavior for Pediatric Therapists

presented by Renee Watling

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Disclosure Statement:

Financial: Renee Watling receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Renee Watling has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
This course will discuss a range of intervention strategies that can be used to address challenging behaviors. Strategies include three primary approaches to intervention: preventing problem behavior, promoting positive behavior, and intervening when challenging behavior already exists. Specific intervention ideas in each of these areas will be discussed.

Meet Your Instructor

Renee Watling, PhD, OTR/L, FAOTA

Dr. Watling has been a pediatric occupational therapist in Washington State since 1992. She has worked in clinic, school, and private practice settings; has lectured extensively at state, regional, and national conferences; and has published extensively on the topics of sensory processing, sensory-based occupational therapy intervention, and issues related to services for children with autism.…

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Chapters & Learning Objectives

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1. Introduction to Intervention Concepts

This chapter lays the foundation for the rest of the course and highlights important considerations about changing behavior that must be addressed before beginning an intervention program.

2. Preventing Challenging Behaviors

This chapter describes the importance of establishing a context that prevents challenging behaviors from emerging. Strategies to accomplish this aim are identified and described, enabling participants to customize and implement them in their own practice settings.

3. Promoting Positive Behavior

This chapter describes the importance of intentionally establishing a context that supports positive behaviors. Strategies to accomplish this aim are identified and described, enabling participants to customize and implement them in their own practice settings.

4. Intervening for Persistent Challenging Behavior

Existing and persistent challenging behaviors can be particularly difficult to modify. This chapter addresses strategies for approaching more extreme behaviors and those that are well-established. Strategies are identified and described, as are the principles of behavior management that must be considered when designing and implementing programs to modify behavior.

More Courses in this Series

Understanding Challenging Behavior for Pediatric Therapists

Presented by Renee Watling, PhD, OTR/L, FAOTA

Understanding Challenging Behavior for Pediatric Therapists

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
This course will examine the challenging behaviors that occur in pediatric clients, give current statistics of challenging behavior in children and discuss the social implications of these behaviors. Challenging behavior will be defined and described as a foundation for further information including functional analysis of behavior. Behavior theory will be presented with detailed discussion of antecedents and consequences to the behavior. The content of this course will assist pediatric therapy practitioners in better defining and describing the challenging behaviors their clients demonstrate, the function of the behavior and the factors that maintain the behavior. These elements lay the foundation for the next course in this series that examines the clinical reasoning process that therapists use when planning intervention for challenging behaviors.

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Applying the Clinical Reasoning Process to Challenging Behaviors in Pediatric Therapy

Presented by Renee Watling, PhD, OTR/L, FAOTA

Applying the Clinical Reasoning Process to Challenging Behaviors in Pediatric Therapy

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Clinical reasoning is an integral part of effective occupational therapy intervention, but can be difficult to identify and define. By explicitly considering all aspects of clinical reasoning and their application when working with clients who have challenging behaviors, practitioners can enhance their services and help to identify effective interventions to address the behaviors. This course will review seven types of clinical reasoning and discuss how each type of reasoning is used when addressing client challenging behaviors. A case example is used to illustrate application of key concepts and provide a foundation for translating information to the individual clients on practitioner caseloads.

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Managing Challenging Behaviors in Pediatric Therapy: Answers to Common Questions

Presented by Renee Watling, PhD, OTR/L, FAOTA

Managing Challenging Behaviors in Pediatric Therapy: Answers to Common Questions

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Despite having knowledge in behavior theory and skill in intervention approaches, therapists can have difficulty managing challenging behaviors in the context of pediatric therapy sessions. This course uses a question and answer format to apply the theoretical and practical content from preceding courses to specific questions around challenging behaviors that commonly arise in pediatric therapy. In addition, a novice therapist joins Dr. Watling to discuss management of challenging behaviors in a case example.

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