CEU: ABA in Schools - Deep Dive: Developing a BIP Team
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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. 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.
BCBA CEUs: 2 BACB General
QBA, QASP-S CEUs: 2 General
While developing Module 3, Dr. Detrich and our development team determined that this topic required far more attention than the original 2 hours allotted. In keeping with Special Learning's mission to provide the highest quality, timely, relevant, and actionable professional development opportunities, we determined that the best course of action would be to devote an additional 2-hours to give us an opportunity to take a much deeper dive into this complex topic.
There are countless challenges involved in developing quality FBAs that can realistically be implemented given vastly different constraints inherent in school settings. In this session, Dr. Detrich leveraged his deep knowledge, expertise, and history of success to provide BCBAs with a blueprint for BIP implementation. He shared his framework, models, materials, and other tools that he and his team have developed and used successfully over the years to achieve positive outcomes - in spite of environmental constraints.
Presenters: Ronnie Detrich, Ph.D., Shawn E. Kenyon, BCBA-D
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 of 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 unlimited training? Get All Access training HERE. For cancellations and refunds, please see our return policy.
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