CEU: ABA in Schools - Module 2: Must-Have Skills for BCBAs
You could be the first person to provide your opinion.
Purchase now & provide your feedback on this product and receive a $25 store credit!
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
IBAO CEUs: 2- General
The “coin of the realm” for schools is academic achievement. How can an ABA provider provide his/her services for challenging behaviors if the program does not “fit” in the academic achievement definition identified by school districts? What happens when academic achievement is defined differently for the General Education (Gen Ed) sector in comparison to the Special Education (SPED) sector and the culture of each of these sectors are vastly different? Behavior Analysts find themselves in a conundrum in providing services in the school setting with all of these different variables.
This 2-hour webinar addressed the misunderstanding of Behavior services in the school system, community tolerance of students with maladaptive behaviors, and the tools to appropriately provide ABA services in the school setting vs clinic-based services. During this webinar, there were case scenarios presented of effective behavior analysis in schools, and participants are encouraged to submit questions and receive real-time answers from the experts.
Presenter: Ronnie Detrich, Ph.D.; Shawn E. Kenyon, BCBA-D
Learning Objectives:
- Discriminate between General Education and Special Education definitions of academic achievement.
- Identify the culture, norms, and attitudes of General Education and Special Education.
- List the constraints in working with educators in the school system when providing ABA services
- Identify ethical considerations when providing ABA services for students with problematic behaviors (i.e. availability of fiscal resources, personnel, etc.)
- Describe the difference between behavioral interventions and environmental constraints when providing behavioral services in a clinic-based vs school-based setting
- Develop a systematic 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.
No reviews yet!
For adding a review for this product you need to purchase current product and be authorized.