QBS, Inc.

The procedures in Safety-Care are supported by decades of applied research on behavior support interventions, published in established peer-reviewed journals.

No course is more thoroughly grounded in evidence-based practice. Safety-Care is based on relevant scientific studies−primarily in the field of applied behavior analysis (ABA). The course curriculum avoids vague theories in favor of teaching and practicing specific, valuable skills.

Applied Behavior Analysis

Why is Safety-Care based primarily on ABA? Because most of the relevant scientific research on prevention and treatment of problematic behavior has been done using ABA methods. This research has provided powerful, non-coercive ways to teach positive alternatives to violence. Relevant ABA procedures are embedded into every Safety-Care procedure, even when crisis management or physical interventions are required.

If you are a behavior analyst, then Safety-Care is designed to support your use of behavior support interventions.  Safety-Care procedures are easy to integrate into treatment plans. Never again will you have to tell staff to ignore parts of your behavioral safety course!

If you are not a behavior analyst, Safety-Care is designed for you, too. The course can provide a set of interventions that are complementary to what you already know how to do. Safety-Care avoids jargon and is taught in a manner that makes sense to anyone. We can help you provide a humane, positive, caring, strength-based environment for the people you serve.

Here's a brief bibliography of some of the ABA procedures built into the course.

Differential Reinforcement

Ayllon, T., & Roberts, M. D. (1972). Eliminating discipline problems by strengthening academic performance. Journal of Applied Behavior Analysis, 7, 71–76.

Boren, John J. and Arthur D. Colman (1970). Some experiments on reinforcement principles within a psychiatric ward for delinquent soldiers. Journal of Applied Behavior Analysis, 3 (1), 29–37.

Corrigan, P.W., Yudofsky, S.C., Silver, J.M. (1993). Pharmacological and behavioral treatment for aggressive psychiatric inpatients. Hospital Community Psychiatric, 44, 125–133.

Donat, D.C. (2002). Employing behavior methods to improve the context of care in a public psychiatric hospital: Reducing hospital reliance on seclusion/restraint and psychotropic PRN medication. Cognitive and Behavioral Practice, 9, 28–37.

Fernandez, M.A., Storch, E.A., Lewin, A.B., Murphy, T.K., Geffken, G.R. (2006). The Principles of extinction and differential reinforcement of Other Behaviors in the intensive cognitive-behavioral treatment of primarily obsessional pediatric OCD. Clinical Case Studies, 5, 511–521.

Wong, S.E. Woolsey, J.E. Innocent, A.J., Liberman, R.P. (1988). Behavioral treatment of violent psychiatric patients. Psychiatric Clinics of North America, 11, 569–580.

Functional Communication Training

Carr, E.G., & Carlson, J.I. (1993).  Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26, 157–172.

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.

Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication-based intervention for problem behavior: A user’s guide for producing positive change. Baltimore, MD: Paul H. Brookes.

Day, H.M., Horner, R.H., & O’Neill, R.E. (1994) Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279–289.

Derby, K. M., Wacker, D. P., Berg, W., DeRaad, A., Ulrich, S., Asmus, J., Harding, J., Prouty, A., Laffey, P., & Stoner, E. A. (1997). The long-term effects of functional communication training in home settings. Journal of Applied Behavior Analysis, 30, 507–531.

Durand, V.M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.

Durand, V. M., Berotti, & Weiner, J. S. (1993). Functional communication training: Factors affecting effectiveness, generalization, and maintenance. In J. Reichle & D. P. Wacker (Eds.), Communicative alternatives to challenging behavior (pp. 317–340). Baltimore: Paul H. Brookes.

Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251–264.

Reid, D. H., & Hurlbut, B. (1977). Teaching nonvocal communication skills to multihandicapped retarded adults. Journal of Applied Behavior Analysis, 10, 591–603.

Behavioral Momentum

Belfiore, P. J., Lee, D. L., Scheeler, C., & Klein, D. (2002). Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice. Psychology in the Schools, 39, 171–179.

Cohen, S. L. (1996). Behavioral momentum of typing behavior in college students. Journal of Behavior Analysis and Therapy, 1, 36-51.

Mace, F. C., Lalli, J. S., Shea, M. C., Lalli, E. P., West, B. J., Roberts, M., & Nevin, J. A. (1990). The momentum of human behavior in a natural setting. Journal of the Experimental Analysis of Behavior, 54, 163-172.

Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E. and Brown, O. K. (1988). Behavioral Momentum in the Treatment of Noncompliance. Journal of Applied Behavior Analysis, 21, 123-41

(Back to Main Safety-Care page)