Training hours: 33.5
This course focuses on Functional Behavior Assessment, and contains an introduction to Functional Behavioral Assessments. It focuses on the requirements specified in the 1997 Amendments to the IDEA that pertain to Functional Behavioral Assessments (FBAs) and positive behavioral intervention plans and supports as they relate to the responsibilities of the Individual Education Plan (IEP) team and to the IEP itself.
Training hours: 3.0
As a result of completion of this short course, you will be able to identify the key points of Behaviorism and where the causes of behavior are often found. You will also be able to identify what Applied Behavior Analysis often changes to affect future behavior.
Training hours: 3.5
At the end of this 2nd ABA concepts course, you will be able to identify how understanding antecedents will help us understand behavior. You will also be able to identify how a discriminative stimulus is learned over time; what a discriminative stimulus tells us about our environment and the availability of consequences; identify what Behavior Analysts see after watching and documenting the A-B-C’s that occur over time and define a functional analysis.
Training hours: 3.7
At the end of this 3rd ABA concepts course you will be able to identify the three main parts of a Functional Behavior Assessment; identify the two main processes included in Behavior Intervention Plans for changing behavior and identify why continuous and accurate data collection is important.
Training hours: 1.0
At the end of this 4th ABA concepts course you will be able to identify the focus of a Verbal Behavior approach; identify the criteria for mastery of a concept in the Verbal Behavior approach and identify how an analyst determines where to start in a Verbal Behavior Program.
Training hours: 3.0
At the end of this 5th ABA concepts course, you will be able to identify the concept of generalization and how we know it has been accomplished; identify some ways that improve the likelihood of generalization; identify the concept of maintenance and how we know it remains intact; identify the importance of consistent data collection of both generalization and maintenance of behavior and identify who is in the best position to collect data on generalization and maintenance of behavior over time.
Training hours: 11.0
Assisting with Medications for Support Staff provides a foundation for better ensuring staff understand the principles of key medication classes, their effects, actions and administration procedures while minimizing risk and maximizing safe practice
Training hours: 27.0
No classroom teacher or teacher aide can be expected to be an expert on autism. This course will help you understand some of what you see and some of the more recent information about autism. This will be especially useful to those who have not received autism specific training in their teacher education programs. This course will also provide guidance of positive behavioral supports aimed at helping children with autism develop in both the classroom and their wider community.