Videos and Resources
Employing people with disabilities: From obligation to recognition
Presenter: Dr Helena Vad’urová (Masaryk University, Brno, Czech Republic)
The Special Education Needs Employment Links (SENEL) project is funded by the European Union’s Erasmus+ Key Action 2 programme. This co-operation for innovation and the exchange of good practices aims to help young people with SEND move successfully from vocational training (VET)and further education (FE) into employment.International educational institutions taking part in this project will produce and evaluate tools to support students with SEND as they move into employment. This collaborative project consortium is formed through the partnership working of eight different members. Stakeholders from England, Finland, the Czech Republic and Germany including one institution of higher education from each participating country, in conjunction with one national partner of differing organisational structures including VET/FE institutions, employers, NGOs and disability organisations.
WAAD 2019 Event
Evidence and Policy: How to help families of children diagnosed with autism in Northern Ireland
Presenter: 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. Prof Mickey Keenan FBPsS BACB-D is a Fellow of the British Psychological Society and multi-ward winning Board Certified Behaviour Analyst-Doctoral; Award for Promoting Equality of Opportunity (British Psychological Society), Distinguished Community Fellowship (Ulster University), Personal Achievement Award (New York State Association for Behavior Analysis), Award for Public Service in Behavior Analysis (Society for Advancement of Behavior Analysis), Michael Hemmingway Award (Behavior Analysts Certification Board), Award for International Dissemination of Behavior Analysis (Society for the Advancement of Behavior Analysis), and first International Advocacy Award from Autism Speaks. He is the founder of the registered charity Parent’s Education as Autism Therapists (PEAT). He led the development of www.simplestepsautism.com
Discrete Trial Teaching: An Opportunity for Multimedia (CBA Seminar 22/01/2019)
Presenter: Dr. Nichola Booth BCBA-D; Lecturer in Behaviour Analysis QUB
Discrete trial teaching (DTT), as a teaching method, has been used to teach a variety of skills in many early intervention programmes for children with a diagnosis of autism spectrum disorder. Often, parents, in home-based ABA programmes implement them in the absence of supervision by a behaviour analyst. This can cause problems in maintaining the integrity of the programmes. DTT has been proven to significantly help with both developmental and educational attainments for children with ASD as well as other developmental delays and has been referred to by Smith as “…one of the most important instructional methods for children with autism” (p. 86). DTT is an educational tool that is used to help individuals move from the acquisition of new targets through to maintenance and generalisation (Simpson, 2005). As more families are undertaking home-based ABA programmes it would therefore be judicious that the need for effective and efficient methods are found that help teach how to successfully implement a DTT programme. We will discuss a research study that examined three procedures to determine which was the most effective at helping parents of children identify errors within simulated mock discrete trial sessions. The procedures were a written Text, a PowerPoint presentation, and an Animated lesson. Preliminary findings suggest that traditional text-based methods for teaching need to be updated to take advantage of opportunities provided by new technology.
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.
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.
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?
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).
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.
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.
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.
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.
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’.
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)
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).
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.
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.
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.
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.
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.
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.
3rd QUART Conference (2013):
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.
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 video
Italy: 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.
A new look at a theory of autism
Professor Karola Dillenburger BCBA-D (QUB)
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).
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.
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.
'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.
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.
Evidence based practice: Behaviour Analytic interventions in ASD
Prof Karola Dillenburger BCBA-D
This presentation outlines the evidence base for ABA-based interventions.
Launch of the Centre for Behaviour Analysis. 2nd CBA conference 2012
The launch of Centre for Behaviour Analysis at 2nd QUART/CBA Conference 2012.
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.
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.
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.
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.
Dr Angelika Anderson and Prof Dennis Moore, Faculty of Education and Krongold Centre, Monash University, Australia.
Verbal Behaviour Analysis
Smita Awasthi (BCBA) Director of Behavior Momentum, Bangalore, India
Smita is an internationally recognised autism expert, therapist and staff trainer.
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.
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.
- 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);
- 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