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| The AAMR Positive Behavior Support Training Curriculum: Overview and Practical Methods for Successful Implementation |
| Friday, May 26, 2006 |
| 6:00 PM–9:00 PM |
| Marietta |
| Area: PRA; Domain: Applied Research |
| CE Instructor: David A. Rotholz, Ph.D. |
| DAVID A. ROTHOLZ (University of South Carolina), DENNIS H. REID (Carolina Behavior Analysis and Support Center) |
| Description: This workshop will be provided by the senior editor and senior author of AAMR Positive Behavior Support Training Curriculum. The presenters will provide information from the source on the evidence base underlying the curriculum contents, the validation process for components of the curriculum, what the curriculum includes and how to prepare and plan for its successful implementation. Participants will have the opportunity to get answers to questions about implementing this best-selling training curriculum at their own agencies. The AAMR Positive Behavior Support Training Curriculum is a trainer-ready resource for providing competency-based training on positive behavior support to staff who supervise direct care professionals. Designed specifically for staff working with adults & adolescents who have developmental disabilities, this curriculum provides skill training for those who implement and supervise the implementation of supports. The curriculum is focused on implementation of positive behavioral supports, not the design of such supports. By including key skills such as teaching methods, providing appropriate social interactions, and observing and providing feedback to staff, in addition to the basics such as the effective use of reinforcement, appropriate data collection (see aamr.org for further information on the curriculum contents), this curriculum can help an agency train its staff in key areas that can directly benefit those to whom it provides support. A more comprehensive description and discussion of the curriculum and its statewide implementation can be found in a recent article in the Journal of Positive Behavior Interventions (2003, volume 5, pp. 35 46). A description of how this fits into a statewide systems change effort in positive behavior support can be found in Mental Retardation, (2003, 41,{5}, 354 364). This 3-hour workshop provides an overview of the curriculum content, a description of the competency-based aspect of the training, a detailed discussion on the role of the trainer and how best to use the modules, plus information on related practical issues associated with successful implementation of the training curriculum. Information will also be provided on the 800+ supervisors who have participated in this competency-based training (in small groups) in a 5-day format in one state over the past 6 years. A description of a model for training new trainers of the direct support edition of the curriculum will also be provided. Ample time for questions and answers from participants will be provided to enable proactive problem solving for implementation of the curriculum. |
| Learning Objectives: 1. Understand how the use of this training curriculum functions as a key component of improving quality of behavior supports provided to adults & adolescents with mental retardation/developmental disabilities. 2. Know the key content areas for training direct support staff supervisors that affect the quality of behavior supports provided. 3. Use strategies for successfully implementing competency-based training on key skill areas necessary for implementing effective positive behavior supports. 4. Use key strategies for organizing the training with this curriculum based on 6 years of statewide training experience. |
| Activities: 1. Provide information on development of the PBS training curriculum, why specific skills were included and how this relates to improving services. 2. Provide information on results of training on a statewide basis. 3. Provide information on content of curriculum, how it is organized, how it is "trainer-ready" to facilitate easy use. 4. Demonstration of how a training module would be presented (e.g., module 8 on choice; demonstration of providing a 2-item choice). 5. Participants practice giving choice (as per curriculum), then demonstration of an in-class skills check on giving a 2-item choice. 6. Review of how feedback was provided during the demonstration skills-check with elaboration on the feedback component. 7. Discussion of practical issues that effective use of the curriculum requires. 8. Discussion of trainer preparation issues. 9. Questions & answers with participants on curriculum content, process for training, related practical issues and whatever else they bring up related to use of the AAMR Curriculum on Positive Behavior Support. |
| Audience: Professionals interested or involved in staff training at programs serving adults and/or adolescents with mental retardation and other developmental disabilities. Professionals interested in providing training to staff that will increase skills in teaching, providing choices (including to those with severe disabilities & limited communication skills), preventing problem behavior, and addressing problem behavior. |
| Content Area: Practice |
| Instruction Level: Intermediate |