Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

Search

38th Annual Convention; Seattle, WA; 2012

Workshop Details


Previous Page

 

Workshop #W78
CE Offered: PSY/BACB
Decreasing Staff to Student Ratios: Assessment Protocol and Instructional Strategies to Systematically Fade Staff Support and Promote Independent Futures for Students With Developmental Disabilities
Saturday, May 26, 2012
8:00 AM–11:00 AM
3B (Convention Center)
Area: EDC/AUT; Domain: Applied Research
CE Instructor: Jill E. McGrale Maher, M.S.
MICHELE D. BROCK (Crossroads School for Children), BRITANY WOJTYSIAK (Crossroads School for Children), BENJAMIN R. BRUNEAU (Crossroads School for Children), KEVIN HARDY (Crossroads School for Children), RACHEL ABRAHAM (Crossroads School for Children), MATTHEW SANKO (Crossroads School for Children), JILL E. MCGRALE MAHER (Crossroads School for Children)
Description: Current scientific literature indicates that children with autism and other developmental disabilities learn most efficiently using individualized teaching practices based on the principles of ABA. Current economic resources require that practitioners prepare students for learning formats commonly found within the community and less restrictive environments. Typically, these environments require students to function at a high level of independence and acquire skills in groups, often not in 1:1 instructional formats. To achieve these ends, practitioners need a systematic plan to transition students from these formats, to small groups, and, when appropriate, to inclusion settings, including vocational and community settings. The model utilized in the current workshop is based on an empirically validated assessment and teaching protocol to assess and fade levels of staff support. In this workshop, participants will develop a specific assessment protocol to identify the amount and types of support necessary for students to acquire new skills and demonstrate high rates of active engagement and low rates of interfering behaviors across instructional formats. Additionally, activities will include identification of criteria for student placement in classroom groupings that maximize learning potential. Attendees will also identify teaching strategies (e.g., empirically validated systems) designated to effectively fade staff support in a systematic and empirically based manner.
Learning Objectives: At the conclusion of this workshop, participants should be able to:

Demonstrate accurate implementation of the group working skills assessment(i.e., correctly complete the data sheet and understand three specific dimensions of the assessment—student learning profile, behavioral profile, andage)

Based on the results of each student's assessment, determine the appropriate tier within the six level system

Assign students with similar profiles across the three dimensions into classroom groupings

Determine classroom learning objectives (scope and sequence) for an academic year

Identify objective criteria for determining the amount and type of staff support that a student requires across curriculum content areas and settings (1:1 vs. small group formats) and group types (academic, classroom routine, nonacademic)

Develop, implement, and evaluate strategies to transition students through the levels of support

Write individualized educational program objectives based on levels of support

Promote the use of best practices and ethical standards in levels of support

Activities: In this workshop participants will complete the group working skills assessment (collect data using assessment, assess student working behaviors across dimensions); assign students to group levels using assessment results; identify target skills for each student; develop a schedule of support based on students' levels; evaluate data to determine a system for fading support; and create IEP objectives.
Audience: This workshop is appropriate for practitioners and administrators.
Content Area: Practice
Instruction Level: Intermediate

BACK TO THE TOP

 

Back to Top
ValidatorError
  
Modifed by Eddie Soh
| |
DONATE
{"isActive":false}