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| How to Teach ABA Visually for Parents, Paras, and RBTs to Implement and Maintain Home or School Programs |
| Thursday, May 25, 2017 |
| 4:00 PM–7:00 PM |
| Hyatt Regency, Capitol Ballroom 3 |
| Area: AUT/PRA; Domain: Service Delivery |
| CE Instructor: Laura Kenneally, Ed.D. |
| LAURA KENNEALLY (Advance Learning Center) |
| Description: Students with autism often have a caring team consisting of their parents, a one-to-one paraprofessional in school, and RBTs at home who want to help them learn. Unfortunately, even with an ABA trained team, treatment adherence fails when the BCBA is not on-site. Why is this? Even simple ABA programs require large amounts of training and support from a BCBA in order to implement programs correctly. BCBAs have limited time to train and provide behavioral support. This results in well-intentioned ABA programs being implemented incorrectly, continued or worsening challenging behaviors, limited treatment integrity and parental adherence, and frustration for all involved. This workshop is a step-by-step simple curriculum to help a BCBA create a simple effective program which all staff and parents can implement. This program teaches the staff how to implement basic ABA programs using a visual training program. In addition, the student will be able to perform a range of skills from simple directions to complex communication, and independent activities. The student will learn to increase his attention span, markedly improve his following directions skills, all while simultaneously decreasing self-stimulatory behavior and other disruptive behavior including aggression and self-injurious behaviors using positive behavioral supports. In short, this simple easy ABA curriculum will help BCBAs effectively train staff to implement and maintain home and school programs. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Determine and make environmental changes that reduce the need for behavior analysis services; (2)Identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly; (3)Determine and make environmental changes that reduce the need for behavior analysis services; (4)Use differential reinforcement; (5)Use discrimination training procedures; (6)Use prompt and prompt fading; (7)Use instructions and rules; (8)Use modeling and imitation; (9)Use shaping; (10)Use chaining; (11)Use incidental teaching techniques. |
| Activities: The format combines lecture, video examples, small group hands on activities and guided practice. |
| Audience: BCBAs, teachers, administrators, CST members |
| Content Area: Practice |
| Instruction Level: Intermediate |