MAKING IT WORK AS AN ABA THERAPIST

Transcription

1 MAKING IT WORK AS AN ABA THERAPIST Training: Online Training only Total course duration: 27 hours (consisting of 20 modules) Includes: Course completion: Course achievement: Cost: Purchase: Activation: 0.25 hours of CEU credits available for BACB approved modules 60 days to complete Certificate of Completion $ (Inc GST) Account activation, receipt of user name & password can take up to 72hrs DESCRIPTION Making it work as an ABA Therapist is an online training program. It is designed for anyone who wants to gain the necessary knowledge and introductory skills to work as an ABA therapist. The content has been developed by Board Certified Behaviour Analysts (BCBA). This program is suitable for parents looking to start an ABA program and students who want to align their studies with the opportunity to gain valuable work experience. Allied professionals and educators who want to learn more about the application of behavioural principals, will also benefit from completing this online course. Upon completion you can add your details to the ABIA Therapist List. Submit your application for consideration to By doing so, you are putting yourself in front of ABA providers and parents looking to recruit newly trained ABA therapists to join their teams. ABA Therapists are in demand, so don t delay and start your online learning today! Upon course completion: Gain introductory skills and knowledge to work as an ABA therapist Work as an independent contractor and be employed directly by the family, or gain employment with an ABA service provider Skills can be transferrable to working in an ELC and Classroom education settings Apply to get on the ABIA therapist list 2 month complimentary ABIA membership Earn CEU credits for approved BACB modules only* Please Note: The above benefits are only applicable to Australian residents. *BACB credits available to qualified BCBA s both nationally and internationally.

2 TRAINING MODULES INTRODUCTION TO AUTISM SPECTRUM DISORDERS This introductory module provides an overview of the prevalence rates and diagnostic criteria for autism spectrum disorder as defined in the Diagnostic and Statistical Manual (DSM) current edition. An emphasis is placed on autistic disorder and Asperger s Syndrome. A chronological history of major contributors to the field of autism is reviewed. Multiple characteristics of autism are delineated and illustrated along with the early signs of autism. Next, various available treatments are provided with a caution regarding their proven effectiveness according to evidence-based research. *BACB Credit point PRINCIPLES OF BEHAVIOUR PART REINFORCEMENT Key elements in this module include the story of Levi who demonstrated multiple episodes of severe challenging behaviour including self-injury with the potential to cause permanent damage. Also included are discussions of behavioural laws, the definition of behaviour, and an introduction to the work of Dr. B.F. Skinner and applied behaviour analysis. Key elements in this module also include the presentation of basic terminology and concepts derived from the science of applied behaviour analysis. Video vignettes provide illustrations of terminology and examples of concepts in real life everyday situations and environments. HOURS.25 PRINCIPLES OF BEHAVIOUR PART 2 - BEHAVIOUR REDUCTION Key elements in this module include an overview of the variables that impact reinforcer effectiveness. A mnemonic device acronym (DISC) is incorporated to aid in retention of the illustrated variables of reinforcement. This module also includes an introduction to various schedules of reinforcement and provides a more in depth explanation of positive and negative punishment. Examples of the concepts of extinction and extinction bursts are offered along with examples of response cost and time out procedures. FUNCTIONS OF BEHAVIOUR: FBA Key elements in this module include a discussion of how to determine when a behaviour intervention plan is necessary and the purpose of developing behaviour intervention plans (also referred to as behaviour support plans or behaviour reduction plans). An overview of various functions of behaviour, and the components of functional behaviour assessment (FBA) is presented. Video vignettes of Joseph, Cameron and Levi illustrate and provide practice on taking A B C (sequence analysis) data. These data are used to develop a hypothesis of the function of these children s behaviour

3 ANTECEDENT INTERVENTIONS Key elements in this module include an in depth presentation of the fundamental components of a behaviour intervention plan. These components are considered to be proactive because they are designed for implementation on the antecedent side of behaviour. Discriminative stimuli and stimulus control are illustrated along with a variety of antecedent intervention procedures and strategies that are offered with corresponding video vignette examples. A review of setting events and motivational operations sets the stage for these intervention procedures. Procedures are delineated by the function of behaviour, i.e., escape, attention, obtaining tangibles and those reinforced automatically. Further, the strategies and procedures associated with desensitization, social stories, demand fading, pairing, effective teaching procedures, and programs teaching wait and transition are highlighted. CONSEQUENCE INTERVENTIONS Key elements in this module begin with a review of the components of behaviour intervention plans and the functions of behaviour. An in depth discussion of consequence interventions is presented including the uses of extinction and the variables that impact potential effectiveness. Procedures related to consequence interventions are delineated by the function of behaviour, i.e., escape, attention, obtaining tangibles and those reinforced automatically. Three types of differential reinforcement are included along with examples of extinction procedures. Punishment and the possible associated unwanted side effects are incorporated with a detailed review of different types of positive and negative punishment. TEACHING NEW BEHAVIOUR Key elements in this module include an introduction to various teaching procedures. The importance of making these teaching procedures most effective through the use of differential reinforcement is reiterated from the previous training series. The benefits of using task analyses, various modelling techniques, and shaping and chaining procedures are presented through multiple examples. Also highlighted are techniques for useful prompting and prompt fading to prevent dependency. Last, discrimination training is included to insure that the behaviour is learned within its appropriate context DISCRETE TRIAL INSTRUCTIONS PART Key elements in this module include the description of the history, research and present day application of discrete trial instruction. The discrete trial cycle is explained and requirements for each component of the cycle are reviewed and demonstrated. Prompting procedures and prompt hierarchies used in discrete trial instruction are discussed. Strategies to avoid common prompting problems are addressed. Steps of acquisition common to discrete trial are reviewed, with consideration for the variation in steps of acquisition that are common when teaching expressive and receptive language skills..25 3

4 DISCRETE TRIAL INSTRUCTIONS PART 2 Key elements in this module include the use of chaining and shaping in discrete trial instruction. Task analysis and chaining are described as they relate to discrete trial instruction. Reinforcement guidelines are reviewed, in addition to strategies to fade reinforcement in DTI. Generalization is defined and methods of facilitating generalization are discussed. Common complaints about DTI are reviewed along with strategies to address them. NATURALISTIC TEACHING STRATEGIES Key elements in this module include the description of naturalistic teaching strategies (NaTS) and associated history and research. Defining characteristics of NaTS are described along with the similarities and differences between discrete trial instruction and naturalistic strategies. The functional relationship between materials and reinforcement is presented. Different types of preferences assessments are described. Problems and solutions relating to generalization and maintenance of skills taught with naturalistic teaching strategies are discussed *BACB Credit.5 point RECORDING BEHAVIOUR This module provides an overview of indirect and direct data recording methods. A detail description and video illustration of the four basic techniques for recording data is provided along with the criteria for determining when each technique should be used. Multiple video vignette examples are provided for practicing the application of these data collection techniques. Last, a basic introduction to graphs is presented. INTENSIVE TRIAL TEACHING Key elements in this module are descriptions of the process for development and implementation of a program to teach verbal behaviour. Verbal operants are reviewed. Intensive trial teaching is described. The similarities and differences of ITT and DTI are reviewed. Prompting and prompt fading procedures for ITT are described. Reinforcement schedules and fading for ITT are reviewed. Transfer trials and transfer across operants are defined and examples of each are reviewed. Strategies to improve mastery and fluency are described. Methods of data collection for ITT are reviewed. *BACB Credit.5 point MOTOR IMITATION/ MIMETIC BEHAVIOUR Key elements in this module include identification and descriptions of the 4 types of motor imitation. The ABCs of motor imitation are also introduced and described. Strategies for teaching motor imitation, as well as promoting generalization provided. Multiple examples of skills that can be taught using imitation training were demonstrated. The steps to teach imitation skills are illustrated. *BACB Credit point

5 INTRODUCTION TO VERBAL BEHAVIOUR Key elements in this module include an introduction to Skinner s analysis of verbal behaviour and verbal operants. Discussions and video illustrations include an overview of interactions between the speaker and the listener and a portrayal of how speakers gain access to reinforcement and control over their environment through verbal behaviour. These interactions illustrate the importance of the function of behaviour in addition to its form. Each verbal operant is presented with its corresponding motivating variables (antecedents), type of discriminative stimuli evoking the behaviour, and resultant consequences highlighted. Multiple opportunities to practice identifying verbal operants are provided..25 INSTRUCTIONAL CONTROL Key elements in this module include an overview of strategies and procedures proven to increase teaching effectiveness through gaining and maintaining instructional control. Variables impacting high levels of learner responding are presented that address interventions from both the antecedent and consequence sides of behaviour. Video examples clearly demonstrate how teachers, caregivers and therapists can learn to establish themselves as conditioned reinforcers when first interacting with a learner through the pairing process. Strategies to identify and effectively use reinforcers are illustrated followed by multiple examples of procedures to alter the presentation of teaching demands and the environment to prolong learner engagement..25 TEACHING REQUESTS / MANDS TRAINING Key elements in this module include the importance of mand training and specific strategies for instruction. Various types of mands are described according to their function and examples are given of each. Motivation and modes of communication are included as important considerations when attempting to increase the success of mand training. The benefits of mand training are identified, as well as what to avoid during early mand training. Video vignettes include a brief review of Skinners verbal operants. *BACB Credit.75 point TEACHING VERBAL IMITATION/ ECHOICS Key elements in this module include an overview of imitation and its importance. The two topographies of imitation (motor and verbal) are reviewed. This module focuses on verbal imitation. The language development of the typically developing child is presented and contrasted with the language development of some children with ASD. The ABCs of teaching echoics are introduced and described. Strategies for selecting echoics, teaching and reinforcing echoics, and shaping echoics are delineated. Stimulus-stimulus pairing is defined and examples are given. Assessments and protocols that have been proven effective in promoting the development of echoics are introduced. *BACB Credit 0.75 point

6 RECEPTIVE LANGUAGE/ LISTENER RESPONDING Key elements in this module include an overview and explanation of receptive language as it applies to listener responding. A discussion of the how the learner (who is responding as a listener) develops skills is this area provided and comparisons are made between typical children and children with ASD. Three types of receptive language training programs for early learners are presented in detail. The ABCs of receptive language are reviewed and appropriate teaching and generalization strategies are described. LRFFC is defined and strategies to use LRFFC to increase the complexity of receptive language/listener responding skills are discussed. *BACB Credit 0.75 point TEACHING EXPRESSIVE LANGUAGE/ TACTS Key elements in this module include the importance of tacting and specific strategies for instruction. Various types of tacts are described. The benefits of tacts are identified. Video vignettes include a brief review of Skinners verbal operants. Assessment and choosing goals is addressed and data collection techniques are reviewed. *BACB Credit point 0.75 TEACHING EARLY SOCIAL SKILLS This module provides an introduction to the early social skills. Information provided includes specific teaching strategies in the areas of initiations, social referencing, and joint attention. Pairing techniques for use with peers and conditioning additional reinforcers are addressed. Video vignettes include step by step teaching techniques and examples of games that can be incorporated to teach social skills. 6