CEU: ABA in Schools - Module 3: Assessment & BIP Implementation
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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.
BCBA CEUs: 2 BACB General
QABA CEUs: 2 General
IBAO CEUs: 2- General
APA/CESA: 2 General (Home Study)
Description: Completing a Functional Behavior Assessment (FBA) in schools has its challenges- especially for behaviors that are multiply controlled. In clinical settings, such cases would strongly warrant a formal FA; however, in the school setting, can this method be safely implemented, or is it ethical to not perform an FA? This question plagues many behavior analysts who work with students who engage in severe problem behaviors in the school setting.
Special Learning, Inc, and Dr. Ronnie Detrich, the Problem Behavior in School Settings Expert have undertaken this conundrum and provided key successful elements and considerations when completing an FBA for students in the school setting. From there, continued the process of developing a BIP and creating a BIP that works within the school environment’s constraints so the BIP is implemented effectively and the student truly becomes successful.
Presenter: Ronnie Detrich, PhD
Learning Objectives:
- Identify the least intrusive and most effective Functional Behavior Assessment procedures in the school setting to assess problem behaviors and provide the least amount of disruption for the student and his/her peers.
- Assess classroom ecology and develop environmental modifications to support the student’s success in the classroom.
- List proactive approaches to collaborate with educators and others that interact with the student in the school setting from initial observation through the assessment period and Behavior Plan implementation.
- Design common antecedent and environmental strategies to reduce problem behaviors in the classroom based on functional assessment findings
- Discuss contextually appropriate replacement behaviors and methods of teaching/training school personnel on the implementation of replacement behaviors
- Develop a systematic collaborative-team approach when working in schools from the FBA to developing the Behavior Intervention Plan that will be successful for the student in the school setting.
TIMELINE: This course, on its own has a license for active use for 30 days unless it is purchased as part of a bundle/library.
MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
NOTE: CEs claimed on any training completed can only be claimed once. If you repeat training you’ve already claimed CEs on, you won’t be able to claim the CEs again. Please ensure you have not already completed and claimed the CEs for the training module before purchase. Want to customize your training? You can build your own CE library HERE. For cancellations and refunds, please see our return policy.
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