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Like any problem of social significance, a solution requires at least a two-pronged approach: (1) confront/treat the existing problem itself (i.e., improve the behavior of the student) and (2) educate relevant stakeholders in order to effectively manage the current problem and/or prevent the problem from maintaining or recurring. The Intensive Behavior Treatment Services program at CCCD recognizes the importance (and inter-dependence) of both prongs, and therefore is set up to address both. A significant body of research in the fields of applied behavior analysis as well as behavioral psychology have demonstrated that the majority of problem behaviors displayed by persons with ASD and other intellectual and developmental disabilities are sensitive to variables and conditions of the environment. And to a lesser degree these behaviors are sensitive to only internal (nonsocial and non-environmental) variables. This holds true for self-injurious behaviors as well. With this understanding, clinicians with expertise in this area have the skills and technology to assess these behaviors and determine which social and environmental variables are evoking and maintaining these behaviors. The assessment process, often referred to as functional behavior assessment, is a tiered set of procedures that incorporates interviews, direct observation as well as experimental analysis of the targeted behaviors. When done correctly, this process yields concrete information about why a given behavior is occurring. This information is then used to develop an individualized treatment plan. Behavioral treatments focus on teaching alternative appropriate behaviors that produce the same desired outcome as the problem behavior, while discontinuing the desired consequence following the problem behavior. For example, if it is learned through assessment that a child engages in self-injurious behaviors in order to get attention from caregivers, this child can be taught to appropriately request attention using a communication response that is easy for them to emit (e.g., vocal, sign, picture exchange, or using a voice-output device). The leadership and staff at the IBTS program have the expertise and resources to perform these assessments, and to develop and evaluate these treatments. The potential benefits to the child (and family) are numerous and extend beyond simply decreasing problem behavior and increasing appropriate/adaptive behavior. For example, children who are no longer displaying these behaviors can more easily go into the community and participate in community activities. This affords them the opportunity to socialize with peers and be exposed the opportunities associated with social interactions. This may also increase the likelihood that these children can be more active participants in their own education. With less time “managing” problem behavior, teachers can use this time to teach.