Archived Webinars

Webinars previously broadcast from members of the IAS clinic.

Setting problem behaviour in the correct context (or… why we don’t just “fix” kids)


Archived Webinar (Original Date: February 28, 2018)

Presented by Dr. Craig Ross

Though the question of how to address problem behaviour seems simple enough, the reality is that any behaviour, whether desirable or not, has developed through interactions between the individual and the environment. This webinar will help attendees to appreciate the multiple areas that need to be considered in order to truly address problem behaviour. A combination of formal discussion and composite case examples will be utilized. The emphasis will be on factors relevant for a developmental population, but the concepts and style of inquiry modelled is appropriate for all clinical populations.

When Problem Behaviour Happens for Children & Youth with Special Needs: The Role of the BCBA


Archived Webinar: (Original Date: January 25, 2017)

Presented by: Patty Petersen, BCBA & Monique Nagtegaal, BCBA

This archived webinar begins by describing what a Board Certified Behaviour Analyst (BCBA) does then explores basic principles of human behaviour, including the nature of reinforcement, behaviour function, and how behaviour is strengthened to increase the likelihood that it will happen again. This is followed by an examination of how some of the symptoms associated with special needs diagnoses can contribute to problem behaviour then, finally, a five-step plan for behaviour change is offered.

[ {"term":"Commensurate","description":"To be Equal"},{"term":"emotional disorder","description":"There are several different emotional disorders, and people can have more than one. Someone with an anxiety disorder has a lot more than the usual amount of fears and nervousness. Someone with a depressive disorder often feels sad, irritable, hopeless, or moody. A person with an obsessive-compulsive disorder or trauma-related disorder may have thoughts or reactions that impact their thinking, feeling, and behaviour, causing major problems in their day-to-day life."},{"term":"evidence based practice","description":"Evidence based practice means applying the best available research results when making decisions."},{"term":"informed consent","description":"Informed consent means our workers will explain to you and your child:\r\n\r\nWhy the service is being proposed; \r\nThe nature of the service; \r\nWho will be providing the service; \r\nWhat are the expected benefits; \r\nWhat are the alternatives to having the service; \r\nWhat are the risks and side effects; \r\nWhat are the likely consequences of not having the service; \r\nWhat are the limits of confidentiality; \r\nbefore asking you to agree to the service."},{"term":"intellectual disability","description":"Someone with an intellectual disability has limitations in thinking and problem-solving skills (also called intellectual functioning) and day-to-day life and social skills (also called adaptive functioning). The problems begin in childhood and last for the person’s whole life. Each person with an intellectual disability is different and might need a different kind of support."},{"term":"Psychoeducation","description":"Information and teaching to empower a person with a mental health condition to cope with the condition effectively"},{"term":"Reactive attachment disorder ","description":"Reactive attachment disorder (RAD) is a very specific diagnosis that can only be made by a qualified psychiatrist, psychologist, or physician. RAD refers to a very limited set of circumstances in which children are thought to not have the opportunity to develop any specific attachment to a caregiver. Onset of the problems must begin before age five and cannot be due to another mental health or developmental problem, and the child must have reached a developmental age of at least 9 months old. Children with RAD cannot or do not seek or respond to any comfort, even when very distressed or hurt. Extremely insufficient care, such as neglect or repeated changes of primary caregivers, without meaningful contact with adults, is thought to “cause” the disorder."},{"term":"resilience","description":"An individual\\'s ability to adapt to stress and adversity"},{"term":"Trauma informed","description":"Trauma-informed care recognizes trauma symptoms in clients and the role that trauma has played in their lives."} ]