Managing, decreasing, extinguishing, and replacing challenging behavior demands much of our educational focus and is a complicated process. Issues with pairing, R+, motivation, extinction bursts, behavioral contrast, and other by-products of behavior intervention can further complicate and prolong progress. If a student is not "available" to learn, the quality of the intervention and professional will not make a difference. At the PAAL Program, very often, we don't approach skill acquisition programming for sometimes as long as up to a year or more permitting exclusive and intense attention to eradicating challenging behavior. Why and what are the benefits of waiting to approach skill acquisition programming?

Severe autism is often marked by challenging behavior. The intensity of behavior and the commensurate supports and services that are necessary to keep the individual and others safe can be difficult to find, implement, and maintain. We will learn more of the growing debate and conflict that fractures the autism community across the spectrum of abilities and needs. What is severe autism and what does it mean to families to set a baseline for the severe end?