Functional Behavior Intervention

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is basically a conjoint parent and child psychotherapy approach for kids and teenagers who are undergoing significant behavioral and emotional difficulties pertaining to traumatic life events (Jensen et al., 2014). In essence, it is a components-based treatment model incorporating trauma-sensitive interventions with family, cognitive behavioral, as well as humanistic techniques and principles. Parents and

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events. This online TF-CBT course shows step by step instruction in ten modules for each component of therapy. According to the introduction on the Trauma-Focused Cognitive Behavioral Therapy website it states that, “There is strong scientific evidence that TF-CBT helps children, adolescents, and their parents overcome many of the difficulties associated with abuse and trauma.” This is a very detailed online course that gives live video examples on how each process is done.

CBITS is the most appropriate intervention program due to its focus on symptom reduction, improved functioning, improved grades and attendance, peer and parent support, and increased coping skills. The program reports use with students from 5th grade through 12th grade who have witnessed or experienced traumatic life events such as community and school violence, accidents and injuries, physical abuse and domestic violence, and natural and man-made disasters (CBITS, 2016). As compared to the other programs CBITS appeared to be all encompassing and showed better outcomes at 3-month follow-up. Additionally, CBITS is specifically designed to be administered by mental health clinicians in an actual school setting.

The National Child Traumatic Stress Network (NCTSN) was stablished by Congress in 2000 and brings a comprehensive focus to childhood trauma. This network raises the average standard of care and improves access to services for traumatized children, their families and communities throughout the United States. The NCTSN defines trauma‑focused cognitive behavioral therapy (TF‑CBT) as an evidence‑based treatment approach that is shown to help children, adolescents, and their caregivers overcome trauma‑related difficulties. It is designed to reduce negative emotional and behavioral responses following a traumatic event. The treatment addresses distorted beliefs related to the abuse and provides a supportive environment so the individual can talk about their traumatic experience. TF‑CBT also helps parents cope with their own emotional issues and develop skills to support their children.

This discussion is a review of the Cognitive Behavior Intervention for Trauma in Schools program also known as CBITS. This discussion will include an overview of the program and descriptions of components that are included within the program. The program has been introduced into two other programs that are specifically for children that have experienced trauma and how the program effected children who have been diagnosed with post-traumatic stress disorder. The implementation and effectiveness of this program and its transportability will be discussed. Cost Effectiveness and the quality of care that is received by the clients will also be evaluated. The program will also be reviewed for factors that will influence a provider’s decision to utilize the program and possible institutional obstacles and possible future opportunities will also be discussed.

“With effective treatment, children can recover from sexual abuse and other traumas. In TF-CBT, one key to recovery is encouraging children to open up and talk freely about their trauma (Getz, 2012).” First trauma-Focused cognitive-Behavioral Therapy is an evidence based treatment is a model designed to assist children and their families in overcoming the negative effects of traumatic experience. There are many types of trauma events such as child abuse, domestic violence, rape violent and community violence and etc. I will be discussing three main section which are: Facing trauma, Evidence based treatment and what differentiates TF-CBT.

In an intervention to decrease disruptive behavior during a third-grade math lecture, Armendariz and Umbreit (1999) introduced active responding in the form of response cards to a classroom of 11 girls and 11 boys from ages 8-9. The intervention followed a reversal A-B-A design alternating between a conventional lecture with hand raising (baseline) and response cards. During the conventional hand raising lecture (baseline) students raised their hands to answer a question the teacher asked; if they answered correctly they were verbally praised. During the active responding using response cards all students had to respond by the writing answer down on a card and simultaneously revealing them when told to. If a student got a response incorrect they would meet with the teacher privately later on.

Cognitive coping teaches the cognitive triangle and teaches skills on how to challenge unhelpful or inaccurate cognitions. Trauma narrative and processing involves both emotional and cognitive processing of the trauma as the child creates a detailed account of the trauma including thoughts, feelings, and sensory cues. In vivo mastery is engaged by the use of a fear hierarchy and use of approach activities to reduce anxiety and avoidance. Conjoint session is when the child shares with the caregiver the trauma narrative in order to increase communication between the child and caregiver. The role of the caregiver is to provide support, praise, and encouragement to the child. Enhancing safety is the final component where teaching strategies are utilized to reduce risk of re-victimization by creating a plan for the future with the use of assertiveness skills, development of a safety plan, and body ownership (Child Welfare Information Gateway, 2012).

Although there is no cure for Tourette’s, there are treatments to help manage the tics. Some people with Tourette’s have tic’s that do not get in the way of their daily routines and do not need any treatment. Regardless, there are medications and behavioral treatments that are available if there is any stress, pain or injury caused by the tics. There is a new behavioral treatment called Comprehensive Behavioral Intervention (CBIT). CBIT is an evidence-based type of behavioral therapy for Tourette’s and tic disorders. CBIT is effective at reducing symptoms and tic-related impairments. Treatment includes habit reversal in addition to other strategies that includes education about tics and relaxation techniques. During this therapy, a therapist

I found a book called, “cognitive behavioral therapy for child trauma and abuse: a step-by-step approach”, and it went through the phases of the cognitive behavioral therapy for children who are abused or traumatized. The first phase is Psychosocial Strengthening which is to “provide an orientation to therapy, build rapport, elicit hope and active participation, gain information about the child’s world and view of himself, explore family relationships and identify social supports; to begin to identify the child’s history of trauma and current trauma symptoms, normalise reactions by providing psychoeducation about the effects of trauma on children, and introduce a coping model (25).” The second phase is coping skills “which encourage children to cope directly with their anxiety and trauma symptoms, rather than relying on avoidance behaviours to reduce personal distress(45).” The third phase is Trauma Processing which is that if, “associations that continue to exist between anxiety and fear and the situations or thoughts which produce these sensations need to be processed. This is accomplished by gradually exposing the child to the upsetting situations until anxiety decreases (habituation)(71).” The fourth and final phase is special issues and completion of therapy which includes discussing accomplishments the child has made and

Trauma Focused Cognitive Behavioral Therapy (TF-CBT) was developed by psychologists J.A. Cohen and, Mannarino, Knudset and Sharon. TF-CBT has been developed for those who have experienced psychological trauma, often on a great scale of magnitude. It is important to define trauma; “There are two types of trauma — physical and mental........A response could be fear. It could be fear that a loved one will be hurt or killed. It is believed that more direct exposures to traumatic events causes greater harm. For instance, in a school

I work as a behavioral interventionist. The child I am working with is learning how to regulate her emotions. She tends to screams, elope, or engage in self-harm when she is frustrated. These episodes can be the results of placing a demand, wanting an item, or been told no by a peer or adult. To prevent these behavior she is being taught to mand for access, termination, and attention properly. The strategies that are being taught to her will help her “understand that [she] directs [her] own action and [is] autonomous being”. It is important for her to learn how to ease emotional discomfort because self-regulation may affect her school achievement and popularity with peers.

The basic principle of the behavior therapy states that most unhealthy, mal-adaptive patterns represent the responses from the prior experience, which had been implemented as a conditional reflexes. Therefore, the treatment consists of re-learning, and the conditioned response is replaced by a healthy adaptive pattern. The therapy techniques commonly include flooding and desensitization.

Mr. White, the principal at New Light School requested for an intervention plan. He has an 18yr old student, Tom who has mental retardation of which teachers have become concern and described the situation as inappropriate. These aberrant actions may be the reason why the student is provided with special education services as in the case of students labeled as “having emotional disturbance”