Videos and Resources

CBA Seminar Series 2017/18

Positive Behaviour Support: ABA in schools

Brian Fennell MScABA, Curry College, Boston, USA
There is an abundance of research data on Positive Behavior Supports (PBS) as an effective intervention for school-based behavioral concerns and students in receipt of special education services. Dr Fennell’s presentation gives an overview of the PBS process as it applies to school settings and generalized to other community settings. In considering PBS, a direct connection to applied behaviour analysis is made regarding the philosophical approach and discrete methods employed within the PBS system. Despite PBS being an application of the basic principles of behavior analysis, PBS often garners popular support not shared by ABA in the same communities. Reasons for this disparity also are explored in this seminar.

Link to video

Very Early Intervention with Infants and Toddlers at Risk of Autism Spectrum Disorder (ASD) 3 March 2017

‌Presenter: Amy Tanner, BCBA (PhD student at CBA, Queen’s University)‌

This workshop focused on identifying very early signs of ASD and the screening tools available for early detection of symptom; Naturalistic Developmental Behavioural Interventions (NDBIs): an overview of various NDBI models, common features and the state of the current research, and best practices for intervention with children two years of age or younger: Using Behaviour Skills Training as a framework for effective Parent, and Coaching. Research was presented and accompanied by various video clips on the efficacy of using parent-mediated intervention to treat autism symptoms in high-risk infants. The workshop will conclude with a discussion on limitations, ethical considerations and future directions for research and clinical applications. 

Amy Tanner Workshop Part 1

Amy Tanner Workshop Part 2


4th CBA/QUART Conference (2015)

Pro-Vice Chancellor of QUB Prof David Jones: Introduction to 4th CBA Conference on Multidisciplinary work in autism: How can behaviour analysis help?

Link to video

The role of psychiatrists. 4th CBA Conference (2015): Multidisciplinary work and autism

Presenter: Prof. Dr. Hanns-Rüdiger Röttgers; Psychiatrist; University of Applied Science, Münster, Germany

The role of psychiatrists in therapeutic interventions for autism is not clear. Only a minority of psychiatrists have autism specific expertise.  ASD are mostly covered as a diagnostic issue and behaviour analysis is rarely to be found as part of the curriculum of medical schools. Furthermore, the psychoanalytical and psychodynamic concepts are still quite popular among psychiatrists but cannot be successfully applied to ASD. Ideally, psychiatrists should cooperate closely with Board Certified Behavior Analysts (BCBA).

Link to video

‌‌The role of Clinical Psychologists. 4th CBA Conference (2015): Multidisciplinary work and autism

Presenter: Dr Javier Virues-Ortega; Clinical Psychologist, BCBA-D; Auckland University, New Zealand

Professional behaviour analysts use evidence-based teaching and training methods to promote the acquisition of socially important skills and reduce the occurrence of maladaptive and challenging behaviours in a range of clinical and non-clinical populations. The work of behaviour analysts is data-based, goal-oriented, scientifically-guided, individualized, and focused on maximizing the individual’s potential in everyday environment. Javier discusses his own background as a clinical psychologist and behaviour analyst. The presenter will compare the general approach to assessment and treatment in the fields of clinical psychology and behaviour analysis.

Link to video

The role of Speech and Language Therapists. 4th CBA Conference (2015): Multidisciplinary work and autism

Bethan Mair Williams; Speech and Language Therapist, BCBA; Wales

There is increasing pressure on S/LTs to use evidence-based practice, both by their professional body and by the HCPC as specified in their proficiency standards. However there has been little appreciable change since The Cochrane Review concluded that there was an insufficient evidence base for most speech and language therapy interventions used with children with language delays and/or disorders. In this presentation I will describe how my own training as a behaviour analyst and role as an honorary research fellow at Bangor University has enabled me to practice evidence-based speech and language therapy, with examples from my own practice. I will also examine the impact made by the small number of other international speech and language therapists who are also behaviour analysts. Finally, I will consider how the skills and knowledge of speech and language therapists in turn can greatly enhance the effectiveness of the work of behaviour analysts, and outline my vision for seamless collaborative practice.

Link to video

The role of Teachers. 4th CBA Conference (2015): Multidisciplinary work and autism

Pat McCormack, School principal/parent of child with autism; Ireland

This presentation examines the position of ABA within the Irish education system over the past 17 years. It draws on the presenter’s experiences as the parent of a child with ASD working to access appropriate supports and his experience as a school principal working to support students with ASD within the mainstream school system. Preliminary findings from the presenter’s doctoral research examine the experiences of teachers and principals catering for students with ASD through the ‘ASD unit’ model. Finally the presentation suggests how behaviour analysis might enhance the impact of a multi-disciplinary approach to working with students with ASD.

Link to video

The role of Nurses. 4th CBA Conference (2015): Multidisciplinary work and autism

Liam McDermot MScABA; Nurse; Challenging Behaviour Team; Western Health and Social care Trust, NI.

This talk centres on Liam’s experiences of using the principles of behaviour analysis in his role as a mental health nurse and behaviour analyst leading a Challenging Behaviour team in the Western Health and Social Care Trust, how learning about behaviour analysis has changed, influenced, and enhanced his practice and the difficulties encountered in applying the science in real world settings.

Link to video

Adults with Autism: Employment skills training. Workshop delivered at CBA, 2015

Angelika Anderson BCBA-D, Senior Lecturer at Monash University, Melbourne, Australia

Adults with autism spectrum disorder (ASD) have difficulty gaining and maintaining employment.  A recently completed systematic review located 15 studies meeting inclusion criteria trailing vocational interventions for adults with ASD. No intervention emerged as evidence-based for this population, although video-based interventions and simulated training may be considered emerging interventions. The range of skills investigated in these vocational studies was limited and inadequate in terms of addressing barriers to employment. This workshop explores the use of technology in training adults with autism to learn new skills and to manage themselves in a work environment. The project broadly consists of two parts: 
1. Creating a safe and predictable context to facilitate participation and engagement; 
2. Teaching job-specific skills to adults with ASD using modelling and self-prompting procedures. Results across four participants indicate that in vivo and video-modelling techniques can both be differentially effective in teaching a range of vocational (gardening, packaging, delivery and web management) and social communicative skills, while skill difficulty, task preference and participant heterogeneity all appear to play mediating roles in skill acquisition. This presentation describes the context of the project as a whole, including the vision of the not-for-profit social enterprise ‘EdAble’.

Link to video


Assistive technology and autism DOCTRID Conference. Hosted by the CBA, 2015

The 4th International DOCTRID conference took place at Queen’s University Belfast on April 27th and 28th. The aim of the conference was to create a better understanding between researchers, caregivers, healthcare providers and people with ID and ASD to bring practical changes to people's lives, in particular through the use of Assistive Technology. 

Link to videos (starts at 8:00) 


Science of Teaching

SCIENCE OF TEACHING offers a comprehensive guide for teachers, educators, and anyone else interested in human behaviour on how learning occurs at a biological and environmental level. What shapes our behaviour? How do our behaviours become reinforced? What are some useful techniques to help shape human behaviour towards acquiring new skills and behaviours? How do we measure human behaviour and what is the science behind teaching and learning? These are all questions which are addressed within this film. The film covers many sections ranging from the biological basis of learning, tools for educators, precision teaching and technology in the classroom. (Featuring Prof Karola Dillenburger, Director of Centre for Behaviour Analysis, QUB)

Link to video


Employment of Adults with Disabilities (CBA 2014)

Lynnae Ruttledge, National Council on Disability, USA

Lynnae serves as a President Obama appointee to the National Council on Disability, that advises the President, Congress and other federal agencies on disability policy. She serves as a disability policy advisor to DOCTRID (Daughters of Charity, Technology Research into Disability) and Michigan State University. In 2013, Lynnae also served as a Presidential appointee to the 15-member US Senate Commission on Long Term Care. She is past Commissioner of the Rehabilitation Services Administration with the US Department of Education (2010 - 2012). 

Link to Video


Video by young person with autism: My experience with ABA

Eli Allen is a 20-year-old student with autism from USA

Eli is talking about his autism, his experience with early ABA based interventions and his therapist, Dr Bobby Newman BCBA-D. (www.room2grow.org/). Eli recorded this video himself. He responded to questions drafted by Prof Dillenburger. The video is shown with his permission.

Link to video


Video by girl with autism: My experience with ABA

Kayla is an 11- year old girl with autism from Australia.

Kayla speaks about her experience with ABA at a conference in Melbourne. Her talk followed a keynote address by Prof Dillenburger (seen at the beginning of the video). Her talk was prepared by Kayla and her parents. The video was taken by Kayla’s parents and is available with her and their permission.

Link to video


Video by boy with autism: My experience with ABA

Cillian is a 13-year old boy diagnosed with autism from Northern Ireland

Cillian recorded this video as an introduction to an autism conference held in Belfast. He wrote the text he is reading himself. Cillian has given permission to show this video.

Link to video


Video animation by teenager with autism. “Aspergers Video”

Andrew is a teenager with Aspergers and lives in Northern Ireland

This short video was produced, recorded, and edited by Andrew together with his friend. Andrew gave permission to share his work here.

Link to video


Chief nourisher in life’s feast – A behavioural view of sleep through the lifespan. Workshop at CBA

Prof Neville Blampied (University of Canterbury, Christchurch, New Zealand)  "Chief nourisher in life’s feast – A behavioural view of sleep through the lifespan"

In this talk Prof Blampied outlines the importance of sleep and how chronic settling difficulties and nightwaking is common in infancy, sleep disruptions can occur in childhood and especially adolescence, and insomnia is a major issue for adults. Beginning with the work of Bootzin and his Stimulus Control Theory of Adult Insomnia, a behavioural perspective has contributed in important but under-appreciated ways to understanding and treating sleep disturbances across the lifespan. 

Listen to Part 1  
Listen to Part 2
Listen to Part 3


Behavioural Insights into Autism: Lost in Translation? Inaugural Lecture (2016)

In this talk Prof Dillenburger outlines the international behavioural insights that have lead to the endorsement of ABA-based interventions in North America and asks the question why such endorsement has not yet permeated in Europe. She argues that new ideas are first ridiculed, then opposed and finally accepted as self-evident. She uses this process to present arguments for each of these phases.

Link to video


3rd QUART Conference (2013): 

Event Flyer
Book of abstracts

Prog James McElnay (Vice Chancellor (acting) of Queen's University Belfast)
Welcome to QUB for 3rd QUART conference
Link to video

Minister Edwin Poots (Minister for Health, Social Services and Public Safety)
Opening address for 3rd QUART conference
Link to video

Let me hear your voice: Autism and Politics. 3rd CBA conference 2013

Prof Lorri Unumb Esq (Vice-President for State affairs, Autism Speaks)

Vice President for State Government Affairs, Autism Speaks keynote address at 3rd QUART conference (20 Sept 2013) 'Let me hear YOUR voice: Autism and Politics.  Lorri Unumb is a lawyer and the mother of three children, the oldest of whom has autism. In 2005, while working as a law professor, she wrote autism insurance legislation for South Carolina ("Ryan's Law") that passed in 2007 and served as a catalyst for the national movement toward autism insurance reform. In 2008, Unumb became employed by the New York-based non-profit Autism Speaks, where she advocates full-time on behalf of individuals with autism. As head of state government affairs, she has testified 80+ times on health insurance issues in state legislatures around the country.  Her keynote address focus: Since 2007, more than 34 states have enacted legislation requiring coverage for autism spectrum disorders, including benefits for Applied Behavior Analysis. In this session, we will explore how targeted advocacy and the use of evidence led to legal endorsement of ABA in the USA.  

Link to video
Autism Speaks blog here


STAMPPP Project Launch. 3rd CBA conference 2013

The STAMPPP project (Science and the Treatment of Autism: Multimedia Package for Parents and Professionals, cf. www.stamppp.com) was funded through two generous EU Leonardo da Vinci grants from 2008-2013. The goal was to update the original Simple Steps package. The first grant (2008-2010) provided cultural adaptations in German, Norwegian, and Spanish; 1000 free copies were distributed in each partner country. The 2nd grant, STAMPPP II (2011-2013), included partners from Italy, Iceland, Sweden and Netherlands; 500 free licenses were distributed in each partner country. The project was recognised as an example of excellence by the European Commission and was included as a case study highlighting best practice in Inclusion.

Introduction to STAMPPP

Prof Mickey Keenan BCBA-D (University of Ulster; Principle investigator STAMPPP)

Link to video

 

Professional endorsement of Simple Steps training resource

Dr Neil Martin BCBA-D (European Association for Behaviour Analysis, EABA; Behavior Analyst Certification Board BACB)

Link to video

 

Development of Simple Steps and Parent view

Prof Tony Byrne (Chairperson, Parents Education as Autism Therapists, PEAT) 

Link to video

 

Iceland: Simple Steps as first resource for every family of a child diagnosed with autism

Dr Sigridur Loa Jonsdottir (The State Diagnostic and Counselling Centre Iceland) 
Link to video


Netherlands: Using Simple Steps in research

Dr Jacqueline Schenk (Erasmus University Rotterdam, Netherland) 
Explains how Simple Steps training resource is used in Netherlands.

Link to video


Sweden: The impact of Simple Steps

Dr Lise Roll-Pettersson BCBA-D (University of Stockholm, Sweden) 

Link to videoItaly: Simple Steps training

 

Dr Nanni Presti (The European Institute for the Study of Human Behavior, Italy) 
Link to video 


Northern Ireland: Using Simple Steps to train parents

Dr Stephen Gallagher BCBA-D (Ulster University) 

Link to video 


SIMPLE STEPS Multimedia training resource

SIMPLE STEPS is the multi-media resource for Applied Behaviour Analysis and Autism. SIMPLE STEPS was developed by parents and Board Certified Behaviour Analysts in Northern Ireland in collaboration with Ulster University and Queen’s University. It is available in 9 languages (English, German, Norwegian, Spanish, Italian, Icelandic, Swedish, Dutch, Portuguese, Czech). SIMPLE STEPS is owned and distributed by the Northern Ireland based charity Parents’ Education as Autism Therapists (www.peatni.com). Any proceeds are used to benefit families affected by autism.

You can find SIMPLE STEPS here www.simplestepsautism.com


Helping school-aged pupils with autism succeed in mainstream classrooms.

Prof Bill Heward (Ohio State University; co-author of Cooper, Heron and Heward, Applied Behavior Analysis)

This workshop addresses issues related to the question: What behavior changes produced by what techniques will accrue maximal success for students with autism spectrum disorders (ASD) in mainstream classrooms? This workshop will examine research-based interventions that help students with ASD learn a number of skill sets that are considered critical for success in inclusive classrooms.

Handout Part 1 and Handout Part 2.

Link to video


A new look at a theory of autism

Professor Karola Dillenburger BCBA-D (QUB)

Link to article


Early intervention for Autism Spectrum Disorder: Comparing international policies with developments in Northern Ireland. KESS, 2014

Prof Karola Dillenburger (QUB)

Autism Spectrum Disorder (ASD) affects about 2% of school children (approximately 5000 in Northern Ireland; Megaw, 2013). ASD is a pervasive neurodevelopmental condition with problems in building social relationships and very restricted interests When these children enter the labour market, only 15% of them find employment; a great loss to them and to society (Rosenblatt, 2008). The cost of autism per lifetime is estimated £2.7 billion per each year in the United Kingdom, and can rise to £1.23million per lifetime (Knapp et al 2009). There is strong, statistically significant evidence that early intensive behavioural-analytically based interventions can save fiscally, enhance the quality of life considerably and enable adults with autism to participate fully in an inclusive society (Orinstein et al., 2014). Internationally, the USA and Canada enact laws and policies to ensure that these scientifically validated, individually tailored, person-focussed interventions are offered to all those who need them, i.e., these interventions now are considered ‘medically as well as educationally necessary’ in most of North America. This presentation outlines the evidence on which international decisions are based and outline the implications of adopting similar policies for Northern Ireland.
Policy Briefing; Presentation; Video


Preventing poverty and social exclusion for those affected by autism and their families. BASE Project. KESS, 2017

Prof Karola Dillenburger (QUB)

Autism rates in Northern Ireland are rising by 0.2 annually and now stand at 2.3% in the school population. The cost to society for autism is £34billion in the UK, more than cancer, strokes, and heart disease combined; 36% of this cost is for adult services. The NI government has invested heavily in autism diagnosis and autism services.  However, services are still not meeting the needs of those directly affected by autism and their families; and there is a feeling that the money is not always spent wisely. A major study was funded by OFMDFM (2012-2016) to explore poverty and social exclusion of children and adults affected by autism and their families, and to make policy and practice recommendations. In this presentation we will present data from all 4 phases of this study: (1) A thorough literature review exposed gaps in service provision; (2) An adult population survey (NILTS autism module) identified levels of autism awareness and attitudes; (3) A comprehensive secondary data analysis of existing data banks exposed levels of poverty and deprivation; and, (4) Detailed qualitative data analysis looked at staff training and gave voice to those on the autism spectrum and their families. Data from the research will be reported and recommendations outlined, including making cost-savings.
Policy Briefing; Presentation; Video


Evidence and Policy: How to help families of children diagnosed with autism in Northern Ireland, KESS, 2017

Prof Mickey Keenan BCBA-D (Ulster University) 

Currently in the USA, 44 States have introduced legislation to ensure that parents have access to Applied Behaviour Analysis (ABA) for the treatment of autism; hundreds of major companies have also made ABA available under their health insurance policies for workers. The supporting evidence to introduce this legislation will be outlined as well as the training standards for professionals trained in ABA. This information will provide a basis for contrasting how ABA is viewed in Northern Ireland and in the UK in general. I will show how misinformation by professionals with no training in ABA has resulted in misinformation influencing politicians charged with developing policy for helping families of children diagnosed with autism (http://theconversation.com/science-that-could-improve-the-lives-of-people-with-autism-is-being-ignored-39951).   

[Policy Briefing]  [Presentation]  [Video]


Behavioural Gerontology in Dementia Care.

Prof Mark Mathews (Emeritus Professor, Australia)

Prof Mathews outlines innovative ABA-based methods to support older adults with dementia in residential care. He describes how to reduce aggressive behaviours in resident with dementia, how to get her off medication, and how to prevent staff burn-out.

Link to video


Addressing Challenged Behaviour. Workshop at CBA, 2012

Dr Bobby Newman BCBA-D

Bobby Newman (room2grow.com) is Past President of both, the Association for Science in Autism Treatment and the New York Association for Behavior Analysis. He is a renowned author of numerous books on ASD and in his hand-on approach to challenged behaviours he shows how to best address every-day issues.

Children diagnosed on the autism spectrum often are challenged by specific daily living tasks, such as eating and sleeping. These behaviors can be particularly tricky to address, as they often include both environmental and physiological components. A methodology for exploring these kinds of challenges as well as ways of addressing them will be provided.

Link to video


'Behavioural Detectives': Practical case studies in dealing with challenging behaviours. Workshop at CBA

Dr Bobby Newman BCBA-D

Appropriate functional analysis can lead to a well-designed treatment plan that is effectively and consistently implemented. Practice in analyzing where and how challenges may arise and descriptions of how to address common errors in implementation are provided.

Link to video


Sensory Issues. Workshop at CBA 2012

Dr Dana Reinecke BCBA-D

Dana is an award-winning trainer and teacher in ASD at the Sage Centre for Behaviour Analysis, New York. She addresses sensory issue and shows how to overcome barriers to learning. Dr Dana Reinecke BCBA-D is an award-winning trainer and teacher in ASD at the Sage Centre for Behaviour Analysis, New York.

Dana addresses sensory issue and shows how to overcome barriers to learning. Sensory issues commonly challenge individuals with autism spectrum disorders (ASD). She explores sensory-based coping strategies according to their functions. While some of these strategies may be described as sensory-seeking, others

may be described as sensory-avoidance. In both cases, individuals with ASD may experience physical discomfort and distress. We will explore ways to increase the individual’s success in coping with sensory issues and how to provide alternative sensory experiences that are more helpful to the individual with ASD.

Link to video


Evidence based practice: Behaviour Analytic interventions in ASD

Prof Karola Dillenburger BCBA-D

This presentation outlines the evidence base for ABA-based interventions.

Link to video


Launch of the Centre for Behaviour Analysis. 2nd CBA conference 2012

The launch of Centre for Behaviour Analysis at 2nd QUART/CBA Conference 2012.

Link to video


Effective Inclusion in Mainstream Classrooms

Carl's keynote address focused on teaching academic curriculum: Effective inclusion in mainstream classrooms. He discussed some of the key findings of behaviour analytic teaching methods, including Precision Teaching, in mainstream schools.

Link to video


Building adaptive skills: Practice applications. 2nd CBA conference 2012

Prof Mickey Keenan’s (BACB-D, University of Ulster)

Mickey's keynote presentation outlined the importance of the scientific method when designing teaching and learning experiences and illustrated this with a number of practical participatory exercises.

Link to video


International best practice: Examples from early intervention in Spain, Germany, France, and Greece. 2nd CBA conference 2012

Katerina Dounavi (BCBA, QUB; University of Madrid)

Katerina illustrated how behaviour analytic early intervention has been progressed in these countries and showed a number of videos from her own international practice.

Link to video


Evidence-based Interventions and Professional Certification. 1st CBA conference 2011

Dr Neil Martin (BCBA-D)

Neil has many years of experience in working directly with individuals and families affected by autism and consulting with Education and HSC agencies. He was on Board of Directors of Behavior Analyst Certification Board and describes requirements for professional certification. Note that these requirements evolve and are reviewed and adjusted every 5 years. While much of the information presented here still applies, some details will change over time.

Link to video


Video Modelling

Dr Angelika Anderson and Prof Dennis Moore, Faculty of Education and Krongold Centre, Monash University, Australia.

Link to video


Verbal Behaviour Analysis

Smita Awasthi (BCBA) Director of Behavior Momentum, Bangalore, India

Smita is an internationally recognised autism expert, therapist and staff trainer.

Link to video


Autism in The Air

In collaboration with The Centre for Behaviour Analysis/Queen's University Belfast, George Best Belfast City Airport, Aer Lingus, and PEAET, we are helping children with autism go on holidays.  Going on an airplane can be a difficult and scary time for children with autism. Families of children with Autism Spectrum Disorder (ASD), like anyone else, would like to go on holidays, but often don’t because their child cannot tolerate airports or airplanes. Given that recent estimates show a prevalence of ASD in 1:50 children, not only do the families miss out, airports and the holiday industry in general miss out too.

A video and booklet to help families prepare for going to the airport, on the plane, and generally have a positive experience of the airport, has been produced and are available for download.

Arriving at the Airport

Going through Security

The Departure Lounge

On the Plane

Leaving the Plane


Registered Behaviour Technician (RBT) training curriculum offered by CBA.

The BACB’s RBT Task List includes the core tasks that are likely to be performed by behaviour technicians, organized in the following areas: Measurement, Assessment, Skill Acquisition, Behaviour Reduction, Documentation and Reporting, and Professional Conduct and Scope of Practice. The task list covers tasks that a behaviour technician will perform with some, but probably not all, clients. We acknowledge that the task list might not include some tasks that a behaviour technician would be expected to perform by a supervisor. It is the responsibility of the supervisor to determine which additional tasks behaviour technicians may perform as a function of their competence.

The RBT is a paraprofessional who practices under the close, ongoing supervision of a BCBA or BCaBA (“Designated RBT supervisor”). The RBT is primarily responsible for the direct implementation of skill-acquisition and behaviour-reduction plans developed by the supervisor. The RBT may also collect data and conduct certain types of assessments (e.g., stimulus preference assessments). The RBT does not design intervention or assessment plans. It is the responsibility of the Designated RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The RBT’s supervisor is ultimately responsible for the work performed by the RBT. For details of registration requirements visit the BACB website.

At QUB we offer 2 options for students aiming to achieve the RBT training requirements.

  1. The RBT curriculum (40 Hours) is covered in the module "Fundamental Elements of Behaviour Change".   This module is part of the MScASD and the MScABA and can be taken as stand-along module (20CATS);
  2. A stand-alone RBT course (40 Hours) is available online via Education at Open Learning.


Registered Behaviour Technician (RBT) training curriculum offered by CBA.

The RBT curriculum (40 Hours) is covered in the module "Fundamental Elements of Behaviour Change".   This module is part of the MScASD and the MScABA and can be taken as stand-along module (20CATS).  The BACB’s RBT Task List includes the core tasks that are likely to be performed by behaviour technicians, organized in the following areas: Measurement, Assessment, Skill Acquisition, Behaviour Reduction, Documentation and Reporting, and Professional Conduct and Scope of Practice. The task list covers tasks that a behaviour technician will perform with some, but probably not all, clients. We acknowledge that the task list might not include some tasks that a behaviour technician would be expected to perform by a supervisor. It is the responsibility of the supervisor to determine which additional tasks behaviour technicians may perform as a function of their competence.

The RBT is a paraprofessional who practices under the close, ongoing supervision of a BCBA or BCaBA (“Designated RBT supervisor”). The RBT is primarily responsible for the direct implementation of skill-acquisition and behaviour-reduction plans developed by the supervisor. The RBT may also collect data and conduct certain types of assessments (e.g., stimulus preference assessments). The RBT does not design intervention or assessment plans. It is the responsibility of the Designated RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The RBT’s supervisor is ultimately responsible for the work performed by the RBT.

Get in touch for more information, link to BACB here


 

We have been involved in the production of a range of resources. We continue to work on new resources and will keep you updated here when they become available.