Below, you will find course descriptions for BehaviorLive courses offered about Event-Based Teaching, which is in-context instruction that begins with generalization, according to the Essential for Living Curriculum.
Several of the courses reference the Practical Functional Assessment and Skills Based Treatment, developed by Dr. Hanley, et al. For more information on that functional analysis and intervention, click here for FTF Behavioral Consulting's website.
This introductory session discusses how to match assessments and teaching methods with your learner’s repertoire and needs, what a shift to functional programming can look like, and why skills should be taught in-context for concrete learners with limited skill repertoires—as opposed to away from the contexts in which those skills will be needed.
We use Essential for Living as the guide to transition to meaningful programming and will provide a template for considering what skills learners truly need as their contextually appropriate behaviors, and how to plan for those skills to be reinforced outside of your sessions. We will define what event-based or in-context teaching is and how it differs from standardized, developmental ABA approaches.
This session will also begin to explore how to move away from 1:1 instruction to less restrictive ratios and more natural group activities, while progressing individual skill development.
1 Ethics CEU
After learning how to use Essential for Living to create learner profiles and decide what skills are the most meaningful and important to the learner, we will discuss how to get started in the process of creating events to progress those skills. We will discuss how to extend meaningful in-context instruction across the day. We will cover what events you may already have as a part of your instructional day, and how you can enrich those to stack more meaningful goals within those events.
Planning event-based teaching provides the opportunity to teach from joy and to use your own interests and hobbies as a basis for expanding reinforcing contexts for your learners. We will help participants brainstorm not only how to progress and widen the events already embedded in a therapeutic day, but also to dream about what possible events could also be added into a schedule that create a joy-filled, productive day.
We will also discuss how to incorporate all skill levels within events and how to keep problem behavior low while introducing events.
2 Ethics CEUs
After carefully detailing the process for event-selection and assessment of learner needs, we will discuss how to customize data collection methods to event-based teaching, how to balance collecting data with this more involved teaching methodology, and the analysis of the data to progress learner skills while honoring their preferences. Supervision and training of staff on data collection procedures and implementation will be discussed, as well as how to incorporate staff passions to increase their satisfaction and retention.
Participants will receive sample data sheets, preference assessments, assent/affect indicator data sheets, and other downloads for supervision.
1 Ethics CEU, 1 Supervision
Behavior Analysts know that cusp skills include those such as pointing, walking, and reading, but we often neglect to consider what cusp skills would be after early childhood. Bosch and Fuqua propose that cusp skills should provide access to “new reinforcers, contingencies, and environments, and have social validity, generativeness” (2001).
We have an ethical responsibility to program toward the most socially significant skills and contexts a learner will encounter. Therefore, cusp skills could include any skill that would be reinforced by a learner’s expanded network. Tolerating stadium lights and crowds becomes a cusp skill for some; sitting at restaurants for extended periods for most; and tolerating health routines and appointments is a cusp for all. The task of assessing and selecting targets with the goal of increasing the learner’s quality of life through increased exercise, access to community and social activities, and access to meaningful leisure activities requires careful thought and planning, and attention to the BACB’s Ethics Code for Behavior Analysts. The presenters will describe, in detail, how to accomplish this in a home-based, clinic and school setting.
1.5 Ethics CEUs
Register for this BehaviorLive offering to hear three distinct but related presentations on supporting learner tolerance of essential skills related to health and safety:
Emily Kearney presents: Ethics and the behavior cusp skills of tolerating routines related to health and safety
Emily Beal Wilkinson presents: School-wide Application of Essential for Living and Skills-Based Treatment to Teach Skills for Medical Procedures
and Dr. Dawn Bailey presents: Increasing Tolerance of Dental Visits with Exposure and FCT
Use this link to pay for all three workshops of the Event-Based Teaching Series, for a significant discount.
When you pay á la carte, the total for all three is $147.00
Register for all three for $120, and receive all of your Ethics CEUs, with 1 Supervision CEU!