Get .1 ASHA CEU hereWho hasn’t had a client / patient / student crawl under the therapy table and refuse to come out? Or hit, yell, and pinch instead of using functional communication? We are willing to bet that most SLPs (especially those who work in pediatrics) have come across behavioral challenges at some point in their careers. That’s no surprise - the comorbidity of communication disorders and behavior challenges is high and is documented in the literature across different ages and disorders. ASHA acknowledges this, and suggests that SLPs may find behavior management strategies and components of applied behavior analysis “effective compliments to their own communication interventions” (ASHA, n.d. https://www.asha.org/njc/applied-behavior-analysis-and-communication-services).We all have a solid bag of tricks to use when a client / student won’t come out from under the table - star charts, prize boxes, etc. But what happens when it doesn’t work? What if the unwanted behavior is having a significant negative impact on your client’s ability to make effective and meaningful progress? Having a deeper understanding of the science behind behavior management can make a huge difference in therapy. Not only can it help reduce unwanted behavior during your session, but it can make your client / student more available for learning, which will make your intervention that much more effective.In this episode we provide a cursory overview of some basic behavior management principles related reinforcement. Our goal is that our listeners can apply these basic principles to their current behavior management strategies and tweak them as needed to be more effective. We feel pretty strongly about this topic and couldn’t fit it all into one episode. Stay tuned for Part 2 where we discuss antecedent management strategies and review common behavior management techniques.ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.Learning Outcomes:1. Identify at least two distinguishing factors between reinforcement and punishment2. Identify at least two different types of reinforcement3. Describe at least 1 method for choosing reinforcement and describe at least two schedules of reinforcementStay tuned for Part 2 where we will cover:3. Understand how both antecedent-based interventions and consequence-based interventions can help improve client behavior during SLP sessions4. Review commonly used behavior management strategies and the science behind themReferencesCooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: PearsonDuerden, E. G., Oatley, H. K., Mak-Fan, K. M., McGrath, P. A., Taylor, M. J., Szatmari, P., &Roberts, S. W. (2012). Risk Factors Associated with Self-Injurious Behaviors in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(11), 2460-2470. doi:10.1007/s10803-012-1497-9Dunlap, G. (2005). Clinical Issues: Positive Behavior Support: An Overview. Perspectives on Language Learning and Education, 12(1), 3-6. doi:doi:10.1044/lle12.1.3Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior analyst, 29(1), 51-74. doi:10.1007/bf03392117Karasinski, C. (2013). Behavior Problems and Social Functioning in Adolescents With Language Impairment. Perspectives on Language Learning and Education, 20(2), 36-43. doi:doi:10.1044/lle20.2.36Keller-Bell, Y., & Short, M. (2019). Positive Behavioral Interventions and Supports in Schools: A Tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1-15. doi:doi:10.1044/2018_LSHSS-17-0037Online ResourcesASHA resources on ABA:https://www.asha.org/njc/applied-behavior-analysis-and-communication-services/Building rapporthttps://pro.psychcentral.com/child-therapist/2019/12/building-rapport-a-way-of-look