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| Improving Classroom Behavior Support Practices Through Applied Behavior Analysis for Students With Autism Spectrum Disorder |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W183b (McCormick Place Convention Center) |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Robert F. Putnam, Ph.D. |
| ROBERT F. PUTNAM (May Institute), MEGAN R. JOY (May Institute) |
| Description: This workshop will provide behavior analysts with an evidence-based approach to designing effective classroom interventions for students with ASD. It includes the use of functional assessment as a method to systematically evaluate the classroom environment in order to design, implement, and evaluate effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision making process in order to establish more effective practices, procedures, and interactions with students. Data will be presented supporting the need for a comprehensive training method that includes both indirect and direct instruction for teachers to adequately implement classroom-wide behavior support practices. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices with students with ASD; (2) use evidence-based methods used to train teachers in classroom-wide behavior support practices; (3) use a data-based decision process used with teachers to modify classroom behavior support practices; and (4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
| Activities: Participants will have an opportunity to engage in discussions with other behavior analysts, analyze sample data, draw conclusions about relevant classroom-wide interventions, and role-play providing effective performance feedback to educational staff. |
| Audience: BACB certificants and licensed psychologists, as well as behavior analysts who provide training and consultation to schoolteachers or paraprofessionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Classroom, General Education, Inclusion |