One of the biggest barriers to intervention success, is the ability of all those involved to accurately and consistently follow the plan as written.
We all know that to learn a new behaviour it needs to be consistently reinforced, to change an old behaviour it needs to be consistently consequated, and to successfully have a positive impact on client outcomes we need everyone involved “on the same page”.
As a program supervisor you frequently field questions and queries from junior therapists around intervention procedures that “aren’t working”. How many times have you come to review these procedures to realise they are not being run as you originally intended? Personally I know the answer to this is regularly; people misinterpret the written instruction, procedures shift and slide as the intervention goes on.
With multiple professionals, care givers and family members involved in each child’s life and intervention it can become very difficult to manage the consistency and accuracy of procedures.
Woodbury Autism Education and Research has just completed a two year research project on the implementation of ABA within a classroom setting, focusing on the effective implementation of procedures by a general educator under the supervision of a Certified Behaviour Analyst.
With a limited number of Certified Behaviour Analysts here in Australia, there is a necessity for dissemination of knowledge and hands on training for the application of basic behaviour analytic tools.
This 3 hour course will provide attendees with an overview of our research project and findings. Attendees will leave the training with a staff performance management checklist which can be individualised/ adapted to assess the treatment integrity and procedural fidelity for behaviour analytic strategies implemented by general educators.
This course is aimed at early intervention providers, program supervisors and consultants. The course offers 1 type 2 CEU for Board Certified Behaviour Analysts who attend.