Dr. Ronnie Detrich, PhD
Expert Name: Dr. Ronnie Detrich, PhD
Expert Title: World's Leading Expert in ABA in Schools
Company Name:  Detrich and Associates
Company URL: Contact kchung@special-learning.com
Short Bio: Dr. Ronnie Detrich, Ph.D has been a student of ABA for over 50 years. As an ABA practitioner with over 50 years of direct hands-on clinical experience, his body of work and contribution to the field of ABA has resulted in transforming how ABA is perceived in schools --- through demonstrating systems-level success.

Questions and Scenarios for Q&A with Dr. Ronnie Detrich: Challenging Behaviors in Schools... and Home

CASE SCENARIOS:

SCENARIO #1

BIP that had just gained some success in school is now falling apart at home.  Sam was working on completing a 15 minute academic assignment in his area and asking for a break when needed.  Now Dad reports that he gets him to the table by “bribing” him with candy.  Sam only stays for about 5 minutes then he screams and hits Dad, at which point he lets him go. Sam then gets on his swing with a bag of chips and indicates for Dad to turn the TV on. If Dad tries to get him back to the table he hits him until he gives in and turns on the TV.

SCENARIO #2

A student who gets intensive ABA programming at school under your supervision is now home and has not received home based services in the past.  His cousin is an ABA therapist at a local agency and was recently laid off.  The student’s mom offers to pay her niece to work with him during the stay at home time period and asks if you can still remotely supervise his programming.­­­­

SCENARIO #3

While a school SLP is providing services virtually the RBT, who is present in the home during the session, says “Oh yeah he can do that here with no problem, I don’t think we need to work on that anymore.”

SCENARIO #4

Teachers are needed to deliver grade level content but it is difficult for them to modify their delivery, curriculum, length, etc to sometimes meet the needs of students. For example, the most difficult scenario I run into frequently are students who are very intelligent and on the autism spectrum. Academically they are on grade level but find much of the gen ed setting aversive (perspective taking, following a schedule that is not based on their interests, group work, non-preferred topics, etc).

 

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