Supervising Language Acquisition Programs for Children with Autism

 

In 2018, the Centers for Disease Control and Prevention (CDC) found that the prevalence of autism spectrum disorder (ASD) in the United States is approximately 1 in 59 children. Impairment in communication abilities is one common presentation in children with autism, but the range of communication impairment varies a great deal. This course will address how to establish a framework for setting up and supervising robust language acquisition programs for early language learners in schools. 

$15.00

Hours: 1.00
REL-ABA-0-BACBCE2

Certificates

Certificates provided by accrediting body (3 Match)

Behavior Analyst Certification Board

1.0 HOURS


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

American Speech-Language-Hearing Association

1.0 HOURS



This course is offered for 0.10 ASHA CEUs (Introductory Level; Professional Area).

Kansas Health Department of Aging and Disability Services (Speech)

1.0 HOURS


Approved for 1.00 continuing education clock hours for Kansas Speech Pathologists and Audiologists by the Kansas Department of Aging and Disability. Long Term Sponsorship number LTS-S1057. This activity is approved for 1.00 contact hours.

Course Details

Course Code: REL-ABA-0-BACBCE2
Hours: 1
Type: Online Course
Content Expiration Date: 6/30/2021
Learning Objectives:
Identify specific targets for training personnel to implement language acquisition programs.
Utilize supervision techniques to ensure treatment fidelity.
Utilize intervention data as a means for ensuring supervision effectiveness.

Outline:

Section 1: Introduction



A. About This Course



B. Learning Objectives



Section 2: ABA-Based Language Intervention



A. Improving Communication



B. Verbal Operants



C. Assessment



D. Informal Observation



E. Target Selection



F. Target Areas



G. Team Approach



H. Review



I. Summary



Section 3: Areas of Need/Intervention



A. Meet Hank



B. Manding



C. Listener Behavior



D. Echoic Training



E. Matching to Sample



F. Tacting



G. Generalization



H. Group Behavior



I. Review



J. Summary



Section 4: Collaborative Services



A. A Team Approach



B. Shared Data Sheet



C. Modeling



D. Collaborative Meetings



E. Target Updates



F. Staff Training



G. Data Collection



H. Shared Data Sheet



I. Data Binder



J. Collaboration at Work



K. Review



L. Summary



Section 5: Conclusion



A. Summary



B. Course Contributor



C. References



D. Congratulations!


Instructor: Rosemarie Griffin
Rosemarie Griffin, MA, CCC/SLP BCBA, is an ASHA certified Speech-Language Pathologist and a Board Certified Behavior Analyst. She divides her time between a public school and a private school for students with autism in Ohio. She's presented at the national, state, and local level about systematic and collaborative language instruction for students with autism. Mrs. Griffin is also an adjunct professor here in Ohio, teaching a graduate level course about behavior analysis and ethics. In addition to these interests, she is the creator of the action builder cards. This nationally distributed therapy product provides professionals with a means of delivering evidenced based language therapy. They can be purchased at www.differentroadstolearning.com. Her professional mission is to help all students expand their communication step by step. She can be reached at www.abaspeech.org, Facebook @abaspeech, Instagram @abaspeechbyrose. 
 
  Disclosure: Rosemarie Griffin discloses the following potential conflict of interests/commercial interests: Relevant Financial Relationship with Creator Action Builder Cards as Product Developer Relevant Financial Relationship with Creator ABA Speech as Creator Relevant Non-Financial Relationship with No Entities Exists as (N/A)
Target Audience:
The target audience for this course is: Behavioral Analyst; entry level Speech and Language Pathologists; 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 here.