This coursework is designed to provide a comprehensive, in-depth understanding of how to use functional behavior assessment and positive behavioral intervention planning to decrease interfering behaviors and teach new skills. Evidence-based interventions are presented with videos of expert interviews, perspectives from people on the autism spectrum, and case examples in homes, schools, work sites, and the community.
Pick the 40-hour course that best suits the population you work with or support, whether Toddler and Preschool Age (for young children through kindergarten), School Age (for elementary and middle school students), or Transition Age (for high school students and young adults in transition).
This training program is based on the Registered Behavior Technician Task List and is designed to meet the 40-hour training requirement for the Registered Behavior Technician (RBT) credential. The program is offered independent of the Behavior Analyst Certification Board (BACB). To learn more about the credential, and ensure you are able to meet the timelines and other specifications of the BACB, visit the BACB website at https://www.bacb.com/rbt/.
| Module Title | Foundations of Evidence-Based Strategies | Behavior Assessment and Planning with Evidence-Based Interventions |
|---|---|---|
| Many Faces of Autism: An Introduction to Characteristics and Simple Strategies | Offered as prerequisite | |
| Essential Elements: Supporting Children, Students, and Young Adults on the Autism Spectrum | ||
| A Systematic Approach to Behavior: Introduction to Applied Behavior Analysis | ||
| Teaching New Skills with Applied Behavior Analysis: Skill Acquisition Programs | ||
| Assessing and Understanding Why Behaviors Occur: Functional Behavior Assessment | ||
| A Positive Approach to Interfering Behaviors: Developing Effective Behavior Intervention Plans | ||
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Tell Me, Show Me, Share with Me: Joint Attention Strategies Toddler and Preschool Age only |
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| Guiding Toward Independence: Prompting | ||
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Involved and Engaged: Shared Control Strategies Toddler and Preschool Age only |
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| Time to Respond: Time Delay Procedures | ||
| Systematic Approaches to Prompting: Prompting Procedures | ||
| What's Next? Preparing for Upcoming Activities: Priming | ||
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Write it Out, Draw it Out: Social Narratives School Age and Transition Age courses only |
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| Small Steps, Big Learning: Task Analysis | ||
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Let's Do It Again!: Reinforcement 1 Toddler and Preschool Age only |
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Keeping Motivation High and Increasing Learning: Reinforcement 2 Toddler and Preschool Age only |
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A Strategy to Help Skills and Behaviors Occur Again: Reinforcement 1 School Age and Transition Age only |
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Cashing it in and Putting it All Together: Reinforcement 2 School Age only - Included in Transition Age Reinforcement 1 |
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| Reinforcing Reinforcement: Reinforcement Review & Key Concepts | ||
| Which Comes First? Changing the Environment to Change Behavior: Antecedent-Based Intervention | ||
| Without Reinforcement, It Shall Cease: Extinction | ||
| To Reinforce or Not To Reinforce? (What to Reinforce is the Question!): Differential Reinforcement | ||
| Molding New Skills: Shaping | ||
| Systematic Teaching within Everyday Routines, Activities, and Interests: Naturalistic Intervention | ||
| A Structured Approach to Teaching Skills: Discrete Trial Training | ||
| Standards of Practice: Honesty, Integrity, Protection, and Safety: Ethics | ||
| Who, What, When, Where, Why?: Collecting Data and Measuring Outcomes | ||
| Recognizing and Managing Emotions: Emotional Regulation | ||
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Overcoming Obstacles to Learning: Modifying Tasks School Age and Transition Age only |
This course was developed by:
Laura L. Maddox, Ph.D., BCBA, COBA
laura_maddox@ocali.org
402-202-0187 (cell)