Instructional Control

 

Key elements in this chapter include an overview of strategies and procedures proven to increase teaching effectiveness through gaining and maintaining instructional control. Variables impacting high levels of learner responding are presented that address interventions from both the antecedent and consequence sides of behavior. Video examples clearly demonstrate how teachers, caregivers and therapists can learn to establish themselves as conditioned reinforcers when first interacting with a learner through the pairing process. Strategies to identify and effectively use reinforcers are illustrated followed by multiple examples of procedures to alter the presentation of teaching demands and the environment to prolong learner engagement. This training program is based on the RBT Task List and is designed to meet the 40-hour training requirement for the RBT credential. This program is offered independent of the BACB. Current Link: https://bacb.com/rbt-task-list/

$60.00

Hours: 1.25
REL-ATS-0-VB2

Certificates

Certificates provided by accrediting body (1 Match)

Behavioral Intervention Certification Council

1.25 HOURS


Relias Learning, LLC is a BICC Approved CE Provider.

This course aligns with D-12;D-13 on the BCAT Task List.

Course Details

Course Code: REL-ATS-0-VB2
Hours: 1.25
Type: Online Course
Content Expiration Date: 11/30/2018
Learning Objectives:
Demonstrate an understanding of characteristics and variables of reinforcement as they relate to the motivation of the learner to respond.
Explain the importance of motivation when teaching language to children with developmental disabilities.
List and describe components of matching law using the mnemonic acronym VERMI: value, effort, rate, magnitude, and immediacy.
Describe the importance of pairing and establishing instructional control in the teaching process.
Identify how to use non-contingent reinforcement as part of the pairing process.
Describe the use of stimulus demand fading procedures for the maintenance of effective teaching.
Delineate guidelines for the effective use of reinforcement.
Demonstrate an understanding of how to identify reinforcers using inventories and preference assessments.
Identify considerations for errorless teaching.
Explain the importance of implementing mixed and varied presentation, fast paced instruction, and appropriate schedules of reinforcement in an intensive teaching circumstance.

Outline:
Key Terms and Concepts
•Motivating operations
•Value of reinforcement
•Response effort
•Rate of reinforcement
•Magnitude of reinforcement
•Immediacy
•Pairing
•Non-contingent reinforcement
•Demand fading
•Errorless Teaching
•Reinforcer Inventories

Staff Writer: Emaley McCulloch BA BCaBA
In 2008 Emaley McCulloch co-founded Autism Training Solutions, LLC and is currently the Director of Behavioral Products and Research at Relias Learning. She is a Board Certified Behavior Analysts and holds a Masters Degree in Special Education. She has 17 years experience in the field of autism and ABA and has provided and overseen services to individuals between the ages of 18 months to 24 years in homes, schools and clinical settings. For eight years she served as a consultant and supervisor at agencies based in Hawaii and Japan where she trained groups of professionals and parents. Emaley’s passion is staff training, dissemination of evidenced-based interventions, film and videography and using technology in the field of behavior analysis and special education. Disclosure: Emaley McCulloch BA BCaBA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Amy Wiech M. Ed. BCBA
Amy holds a Bachelor of Science in Early Childhood Special Education from the University of Maryland and a Masters of Education in Special Education with emphasis in Behavior Analysis from University of Hawaii. She co-founded Autism Training Solutions, LLC in 2008. She has over 16 years' experience and thousands of hours of training in the field of autism and ABA as well as experience in teaching autistic children in preschool and elementary settings. She has worked directly with over 50 individuals with autism spectrum disorders between the ages of 19 months to 21 years. Disclosure: Amy Wiech M. Ed. BCBA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Anne Collins-Castillo BA BCaBA
Anne Collins-Castillo is a Board Certified Assistant Behavior Analyst. Anne has been working in the field of autism since 1999. She started designing e-Learning curriculum is 2009 and currently serves as the ABA Content Manager for Relias Learning. Prior to designing online curriculum Anne worked in Hawaii and Japan training and supervising teams of ABA interventionists and worked 1:1 with individuals with autism aged 2-24, designing and implementing programs using behavior analytic interventions. Disclosure: Anne Collins-Castillo BA BCaBA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
BCAT Task List:
D-12 Treatment: Reduction of Problem Behavior, D-13 Treatment: Reduction of Problem Behavior
RBT:
C-03, C-07, D-03
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support by calling (800) 381-2321 or emailing support@relias.com