“Our BCBA’s work closely with the classroom teaching teams to design individually tailored supports for each student.”
The Behaviour Analysis Certification Board (BACB) oversees the certification process for individuals wishing to be recognised as a behaviour analyst.
To become a Board-Certified Behaviour Analyst (BCBA) an individual must undertake a relevant undergraduate or postgraduate course, complete a required number of supervised hours or practical experience, and pass an exam.
The purpose of this certification is to ensure individuals who are providing behaviour analytic services are suitably qualified and have the relevant experience and knowledge to undertake the role.
For many students with a diagnosis of Autism participation in a classroom setting is a challenge. Engagement in problem behaviours, unique learning needs and deficits in communication and social interaction all combine to hinder the individual’s ability to participate in a less restrictive school placement. Here at Woodbury we employ multiple BCBA’s who oversee and implement our specially designed teaching curriculum aimed at decreasing these challenges and promoting successful inclusion.
Our BCBA’s work closely with the classroom teaching teams to design individually tailored supports for each student. Our intensive in-house training program includes theoretical training, hands-on coaching and support within the classroom, ongoing assessment, feedback and collaboration from our team of BCBA’s. This training program is specifically designed to give our staff the support they need to be fully competent in the application of ABA within the classroom and ensures that each of our students are provided a high quality and effective educational experience.
Woodbury has the capacity to support students through behavioural challenges that may otherwise result in them being excluded from a school setting. All behaviour happens for a reason and by looking at each student individually we are able to determine that reason and then select and by applying appropriate teaching strategies, derived from the principles of behaviour analysis, to guide and support our students.
Our curriculum ensures that each students’ individual learning style is identified and utilised to maximise their success; we work on teaching the skills required to successfully participate and learn in a group setting, therefore decreasing the need for future intensive supports.