Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

RBT Modules 22, 23 & 24

No description
by

Michael Cameron

on 27 May 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of RBT Modules 22, 23 & 24

Overview
Hi!
Program Components
sector 2
sector 3
details
Why?
To Impact a Life
highest profit to date!
Separate elements
Clipboard prezi template includes a super
3D wooden table top as background!
The clipboard is for all your notes.
This prezi and many more available at:
http://www.prezzip.com
Registered Behavior
Technician
Modules 22, 23 & 24

Module Goals
Instructor:
Dr. Michael Cameron
Registered Behavior Technician Modules:
C-1, C-2, and C-4 (Skill Acquisition)
Titles:
Identify the essential components
of a skill acquisition plan, Prepare for the
session as required by the skill
acquisition plan. Implement discrete trial
teaching procedures
Duration:
90 Minutes
Assessment:
Competency based quiz
(5 questions)
Demonstration Recommendations:
At the conclusion of this training,
Ask
your BCBA supervisor to review the curriciular they use and thier format for skill acquisition programs,
Review
the actual programs you will be required to implement, and
Demonstrate
, with good procedual integrity, your ability to implement skill acquisition programs
To discuss the common elements of a good
skill acquisition program outline
To discuss how to prepare for an instructional
session
To discuss the development of skill acquisition programs and the importance of the programs and program curricula
To review the various instructional formats
you will encounter
To define and describe the Discrete Trial Training
(DTT) format
Review
Your skill acquisition prorams will be developed in accordance assessment results. Programs will be individualized
Your team will determine the order of priority of skill development. Emphasis will be placed on skills that will have the greatest impact on quality of life
What you focus on will depend on: (1) the age of the person; (2) the developmental level of the person; (3) assessment results;
(4) the context in which you will work with the person (e.g., school, home, community, hospital, or clinic); (5) the reason the person was referred for services; and (6) the curriculua selected for the person
What you focus on regarding skill acquisition will depend on assessment results, as previously indicated, but also the
curriculua
selected. Curriculum refers to the lessons and content (e.g., academic) taught in a school or a specific course or program (e.g., communication curriciulum, functional and life skills curriculum, reading, literacy and comprehension curriciulum, social skills curriculum, math curriculum)
You will be using evidence-based practices for instruction and you will be collecting data to verify progress
Seven Dimensions of Applied Behavior Analysis
Applied:
Interventions are focused on problems with demonstrated social relevance
Behavioral:
Our focus is on measurable behavior
Analytic:
We demonstrate the functional relationship between
our independent and dependent variables (i.e., we show cause and effect)
Technological:
Interventions are descibed in detail and can be implemented by anyone with the appropriate training
Conceptually Systematic:
The procedures we use are based (and can be explained by) the elemenrary principles of behavior analysis
Effective:
Our interventions produce meaningful and socially relevant effects
Generality:
The generalization of skills (to new people, environments, and materials) is programmed at the onset of treatment
12 Tips for Preparing for
a Session
1. Ensure you have
contact information
(names, current addresses, contact phone numbers, and an
understanding of preferred methods for communication).

2. Be
on time
.

3.
You are part of an overall ecology
, and everything about your presentation will impact the ecology,
including: the way you dress, your personal scent (e.g., perfume, cologne, and oders associated with
food intake, coffee consumption, and cigarette smoking), and the manner in which you interact with
others (e.g., whether you greet them or not)

4. Your
cell phone usage
during a session will certainly impact: the person or people you are serving,
other professionals working around you, and families (if you are providing service within a home).

5. Be sure you understand the
cultural expectations
related to the environement you will be working in
(e.g., homes, schools, hospitals)

6. Plan to
build rapport
with a person before you begin imposing demands. Specifically, establish yourself
as a reinforcer

7. Ensure that you understand how to
communicate
with the person or people you will be seving and
ensure that all communication supports are available (e.g., visual systems, assistive technology)

8. Ensure that you have received the requisite
competency-based training
to implement all programs
and use use all program materials

9. Ensure that you have received explicit instruction centered on the
instructional methodologies
you
will be using (e.g., Natural Environmental Teaching, Incidental Teaching, Discrete Trail Traning,
Community-based Instruction)

10. Flyimg is easy, it's the
transitions
that are difficult. Plan your transitions

11.
Prime
the person for exactly everything unless contra-indicated

12.
Organize
your environment, materials, and reinforcers
Full transcript