Incorporating Positive Behavior Supports in ABA Practice
Non-aversive behavioral intervention has been the charge for human services and education professionals for several decades. The application of positive behavior support, or PBS, has been widespread and adopted as a standard practice for preventing and managing behavior. PBS is an approach that provides a proactive structure to prevent and manage problem behavior. However, the utility of PBS has not been fully explored for its use in ABA clinical intervention settings for individuals with autism.
This training is offered independent of the Behavior Analysis Certification Board®
Non-aversive behavioral intervention has been the charge for human services and education professionals for several decades. The application of positive behavior support, or PBS, has been widespread and adopted as a standard practice for preventing and managing behavior. PBS is an approach that provides a proactive structure to prevent and manage problem behavior. However, the utility of PBS has not been fully explored for its use in ABA clinical intervention settings for individuals with autism. This training is offered independent of the Behavior Analysis Certification Board®
Behavioral Intervention Certification Council
Relias Learning, LLC is a BICC Approved CE Provider.
This course aligns with B-1, B-3, C-26, C-28, C-33, D-1 on the BCAT Task List.
Behavior Analyst Certification Board
This course is designed to meet CE requirements as outlined by the BACB.
CEU Type: Learning
Identify major components of positive behavior support that relate to ABA practice.
Describe methods for implementing positive behavior supports in various situations.
Recognize strategies to train staff on how to incorporate positive behavior supports.
Outline:
Section 1: Components of PBS
Can You Do More?
Positive Behavior Support
Review
Key Takeaways
Section 2: Implementation of PBS
PBS and Quality of Life
PBS and Systems in ABA Practice
Review
Key Takeaways
Section 3: An ABA Organization Example
PBS In Action
Review
Key Takeaways
Section 4: Conclusion
Course Summary
Course Contributors
References
Dr. Rhonda Davin is a Board-Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant, and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large-scale organizational change efforts in the area of Positive Behavior Supports.Subject Matter Expert: Rachel Cagliani, Ph.D., BCBA-D
Rachel Cagliani is an Assistant Professor at the University of Georgia in the department of Communication Sciences and Special Education. Before completing her PhD, she was a public-school teacher. Dr. Cagliani is a Board Certified Behavior Analyst. She teaches at the undergraduate and graduate level. Her research addresses the educational needs and life skills of individuals with profound autism and intellectual and developmental disabilities. Dr. Cagliani regularly leads teams of researchers with conducting toilet training research in classrooms, summer camps, and clinics.Writer: Kimberly Workman, MA
Ms. Workman is an Instructional Designer at Relias. She has a Master of Arts in Technology and Communication, as well as graduate certificates in Public Health, Epidemiology, and Digital Communications. Ms. Workman has a background in writing and designing online continuing medical education for physicians and other health professionals on multiple educational platforms, including web-based, game-based, and immersive learning environments. She has also used simulation training extensively to connect learning to real-world environments.
The target audience for this course is: Behavioral Analyst; in the following settings: Intellectual Developmental Disabilities.
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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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.
If you require special accommodations to complete this module, please contact Relias Customer Support here.
