Supervision: Specifying Staff Performance Responsibilities

 

This course tackles the problem of getting front line staff to do what you need them to do to produce the most efficient learning with our clients. We will break down the techniques that you can use to shape most of your staff into excellent Behavior Technicians. From hiring a Technician to ensuring their ongoing professional development, you will learn about proactive supervision, from a behavior analytic perspective. The intended audience members are Board Certified Behavior Analysts who supervise Behavior Technicians providing autism treatment. Prepare to interactively apply the concepts of performance management.

$30.00

Hours: 1.00
REL-ABA-0-SSPR

Certificates

Certificates provided by accrediting body (1 Match)

Behavior Analyst Certification Board

1.0 HOURS


This course is designed to meet Type 2 Supervision CE requirements as outlined by the BACB.

Course Details

Course Code: REL-ABA-0-SSPR
Hours: 1
Type: Online Course
Content Expiration Date: 4/30/2021
Learning Objectives:
Create an interview process that will better prepare new staff.
Pinpoint target behaviors for your staff that are based on desired outcomes for your learner.

Break down those behaviors into approximations that are likely to be reinforced on an appropriate schedule.
Provide effective reinforcers for the behaviors that youd like to see continuing.

Outline:
Section 1: Introduction A. About This Course B. Learning Objectives Section 2: Learners are Learners A. The New Technician Problem B. How Would You Start a Client? C. Review D. Summary Section 3: Clarifying Job Responsibilities in the Interview A. Are You Hiring Someone without Experience? B. But What if They Do Have Experience… C. Using Multiple Examples D. Taking Responsibility for Their Success E. Review F. Summary Section 4: Identifying Good Teaching Behaviors from the Giants Shoulders A. Free Science B. Teaching Early Mands C. Discrete Trial Training D. Chaining for Self-Help E. Precision Teaching F. Review G. Summary Section 5: Creating Your Own Pinpoints A. The Dead-Man’s Test B. Operational Definitions C. Assessing Validity of Pinpoints D. Review E. Summary Section 6: Taking Baseline and Setting the First Goals A. Pre-Teaching Pinpoints B. Taking Baseline C. Shaping D. Proactive Evaluation E. Review F. Summary Section 7: Reinforcers A. Contrived vs. Natural Reinforcers B. Positive vs. Negative Reinforcers C. Immediacy and Contingency D. Review E. Summary Section 8: When to Let Go A. How Much Time Do You Have? B. Timelines and Written Warnings C. Win-Win Spin D. Review E. Summary Section 9: Conclusion A. Summary B. Congratulations

Expert Reviewer: Anne Lau M.Ed., NCC, BCBA
Anne Lau is a Board Certified Behavior Analyst who has specialized in working with individuals with autism spectrum disorders (ASD) since 2004. She earned her Master's in Education (Counseling) from University of Hawaii in 2008 and shortly thereafter became a Nationally Certified Counselor (NCC). Annejoined the Autism Behavior Consulting Group in 2010, where she assisted in opening The ABC Clinic, a specialty school for children with autism, and other learning challenges, in Aiea, on the island of Oahu. She completed coursework in behavior analysis through the University of North Texas and became board certified in 2010. Anne is the current president of the Hawai'i Association of Behavior Analysis (HABA), and is on the Scientific Advisory Board of Autism Training Solutions (ATS) . She is also a member of the Association of Behavior Analysis International and the American Counseling Association.Anne’s interests include: the core social deficits of autism (as a lack of pairing with reinforcement), Skinner’s analysis of verbal behavior, feeding problems, parent group training, precision teaching, and organizational behavior management. Disclosure: Anne Lau M.Ed., NCC, BCBA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: entry and intermediate level Behavioral Analyst; in the following settings: Intellectual Developmental Disabilities.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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