CEU: ABA in Schools - Module 2: Must-Have Skills for BCBAs

BCBA CEUs:2 BACB General

QBA, QASP-S CEUs: 2 General

IBAO CEUs: 2- General

APA/CESA: 2 General (Home Study)

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:

1. Discriminate between General Education and Special Education definitions of academic achievement.
2. Identify the culture, norms, and attitudes of General Education and Special Education.
3. List the constraints in working with educators in the school system when providing ABA services
4. Identify ethical considerations when providing ABA services for students with problematic behaviors (i.e. availability of fiscal resources, personnel, etc.)
5. Describe the difference between behavioral interventions and environmental constraints when providing behavioral services in a clinic-based vs school-based setting
6. 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.

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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.

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