CEU Bundle: ABA in Schools Series - Addressing Challenging Behaviors (6 parts)
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Ronnie Detrich, Ph.D., has been providing behavior analytic services for over 50 years. His work can be characterized as thorough-going behavior analysis drawing from the conceptual, experimental, and applied branches of our discipline.
In recent years, Ronnie’s work has focused on the challenges of achieving adequate levels of treatment integrity in large systems, the role of the evidence-based practice movement in behavior analysis, and the large-scale implementation of effective practices in public schools. He is a trustee of the Cambridge Center for Behavioral Studies and is on the editorial boards of Perspectives in Behavior Science and Exceptional Children. He serves as an Associate Editor for the Journal of Positive Behavior Intervention. Ronnie has also served on the editorial board of Behavior Analysis in Practice and was the Coordinator of ABAI’s Practice Board.
Dr. Syed is currently with Lehigh University’s Special Education Department as Professor of Practice and Clinical Director for Lehigh University Autism Services. Previously, Dr. Syed was an Assistant Professor of Special Education at Manhattanville College.
Dr. Syed has over 10 years experience in the field of applied behavior analysis, general and special education, autism, and developmental disabilities as a classroom teacher, Special Education Itinerant Teacher, ABA home based therapist, and behavioral supervisor for center and home based services. Dr. Syed has worked in early intervention, preschool, and school aged settings, as well as with adults.
In 2018, Dr. Syed was selected as a Top Tier International Partnership Discovery Fellow in the Inaugural Fellowship Class of the Global Autism Project, a nonprofit organization that provides training for local international practitioners in the utilization of evidence-based practices when working with people with intellectual and developmental disabilities.
Her research interests lie in verbal behavior, ethical practices in behavior analysis, and the implementation of behavior analysis to curriculum and teaching.
Dr. Shawn Kenyon, BCBA-D has been in the fields of Applied Behavior Analysis and Special Education since 1995. Throughout his career he has been a Program and Clinical Director in private schools as well as public schools and non-public special education schools in Massachusetts and California while also working and consulting nationally across several states and internationally in Brazil. In his current position, he directs behavioral services in the special education department for a large public school district in southern California.?
Dr. Kenyon is the founder and owner of a small behavioral consulting company, also located in southern California. He has been an instructor in the graduate program in Applied Behavior Analysis at Northeastern University, located in Boston MA., since 2007. Dr. Kenyon has also held faculty positions at Simmons University and Endicott College, both also located in Massachusetts and he currently serves as a reviewer for the journal Behavior Analysis in Practice.
Jennifer is a dually credentialed professional, licensed and certified as a Speech-Language Pathologist and Behavior Analyst (BCBA). She possesses expertise and advanced skills in teaching language to children on the autism spectrum. She has helped clients across the life span from Early Intervention, Preschool through School in both home and center-based settings. Over the past 10 years, she has successfully integrated strategies and techniques from both disciplines to help individuals with autism and their educational teams generate better student outcomes.
CEU ELIGIBILITY:
BCBA CEUs: 12 BACB General
Schools have vastly different EOs, MOs, and AOs from their missions, objectives, success metrics, and methods of delivering services that are completely different than those found in the private sector. Major challenges that face behavior analysts while providing services in the school setting include (but are not limited to): resistance and pushback, lack of buy-in from administrators and other stakeholders, culture, objectives not aligned with successful student outcomes, and lack of resources. Managing severe problem behavior is one of the fundamental responsibilities of BCBAs, regardless of sitting. In schools, the consequences of failure are extremely high, both in terms of risk to schools and the lives of students.
We have partnered with Dr. Ronnie Detrich, Ph.D., to systematically backfill this knowledge gap of school-based BCBAs. He has recently been involved in education reform in order to continue to advance evidence-based practices in education to “assure high levels of treatment integrity at scales of social importance and the dissemination and actual implementation of effective programs”.
In our Webinar 5-part series, Addressing Challenging Behaviors Ethically in Schools, we will cover the following topics:
MODULE 1: How to Maximize the Value and Facilitate Collaboration Across Service Providers (Recorded)
MODULE 2: Must-have Skills (and Understanding) for School-based BCBAs and Other Service Providers (Recorded)
MODULE 3: Assessing Problem Behaviors in Schools and Developing a BIP Implementation Team (Recorded)
MODULE 4: Using ABA Programming in Schools in a Collaborative Model to Begin to Manage Problem Behaviors (Recorded)
MODULE 5: Maintaining Treatment Integrity and Thorough Data Analysis (Recorded)
BONUS: Addressing Challenging Behaviors in Schools: Q&A with Dr. Ronnie Detrich (Recorded)
Learning Objectives:
- Identify the current landscape of school systems and how ABA “fits” into the system
- Define and assess “Severe Problem Behaviors” in the school setting (including severity)
- List common terminology associated with the school setting, parents, and other therapeutic modalities.
- Identify the establishing operations of school systems in terms of the school culture and resources and how to ethically provide services with such constraints
- Define IDEA, FERPA, and IEP Processes used in school settings
- Develop behavioral goals that are incorporated and aligned with student’s academic goals for systematic implementation of behavioral programming
TIMELINE: This product has a 1-year timeline of expiration. All CEUs must be completed within 1 year.
MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
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