The Institute for Behavioral Studies. Infusing the Science of Behavior into the Art of Teaching

Transcription

1 The Institute for Behavioral Studies Infusing the Science of Behavior into the Art of Teaching 1

2 Infusing the Science of Human Behavior into the Art of Teaching The Institute for Behavioral Studies 2

3 Mission Statement The Mission of the Institute for Behavioral Studies M.Ed. and Certificate Programs in Special Education, Autism, and Applied Behavior Analysis at Endicott College is to train teachers, scientist-practitioners and those who strive to contribute to the application of newly acquired knowledge toward solving socially significant problems in Special Education, Developmental Disabilities and Human Behavior. Infusing the Science of Behavior into the Art of Teaching 3

4 Programs in Applied Behavior Analysis Graduate Undergraduate Paraprofessional All programs offered both F2F and Online! 4

5 Graduate Degree Programs Ph.D. in Applied Behavior Analysis; M.Ed. in Special Education (License Moderate or Severe Special Needs); * M.Ed. in Special Education (Non-License) * M.Ed. in Autism and Applied Behavior Analysis. * Non-Degree Graduate Certificate course of study in Autism. Non-Degree Graduate Certificate in Applied Behavior Analysis. * * Meet the educational requirements to sit for the BCBA exam. 5

6 Undergraduate Undergraduate Concentration in Autism and Applied Behavior Analysis for traditional on-campus Undergraduate Students, leading to the BCaBA Certification and an Endicott College/IBS Certificate in Autism. 6

7 Registered Behavior Technician (RBT) * RBT is a 26 module self-paced skills-based training program, offered in a blended face-to-face and online model. Students progress through learning units, with the expectation that they pass both written exams administered on-line as well as demonstrate proficiency with each skill in both an analogue and in-vivo setting. * (c) Behavior Analysis Certification Board 7

8 The RBT is a paraprofessional who practices under the close, ongoing supervision of a BCBA or BCBA-D. The RBT is primarily responsible for the direct implementation of skill-acquisition and behaviorreduction 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 designated RBT supervisor is ultimately responsible for the work performed by the RBT. 8

9 Eligibility To apply for the RBT credential, the applicant must: Be at least 18 years of age; Possess a minimum of a high school diploma or national equivalent; Successfully complete a criminal background registry check at the time of application (within 45 days of submitting the application); Complete a 40-hour training program (conducted by a BACB certificant) based on the RBT Task List; Pass the RBT Competency Assessment administered by a BACB certificant; 9

10 RBT Learning ObjecOves After successfully completing this course students will be able to: 1. Discuss and demonstrate competency in the collection of standardized behavioral data collection systems; 2. Discuss and demonstrate competency in the application of Functional Assessment/Analysis 3. Describe and demonstrate competency in the application of standard ABA evidence-based skill acquisition techniques; 4. Describe and demonstrate competency in the application of standard ABA evidence-based behavior reduction techniques; 5. Describe and demonstrate competency in the use of educational documentation and reporting standards; 6. Describe and adhere to the Code of Conduct of the Behavior Analysis Certification Board (BACB); 10

11 Full- Time Faculty Michael F. Dorsey, Ph.D., BCBA- D, Professor of Educa:on, Director Ins:tute for Behavioral Studies Thomas Zane, Ph.D., BCBA- D, Professor of Educa:on, Director of OnLine Programs Mary Jane Weiss, Ph.D., BCBA- D., Professor of Educa:on, Director of Au:sm and Applied Behavior Analysis Programs 11

12 Partner Programs Melmark New England, Andover, MA; Nashoba Learning Group, Bedford, MA; Futures Behavior Therapy, Beverly, MA; Amego Inc., Attleboro, MA; Crossroads School, Natick, MA; Road to Responsibility, Hingham, MA; Hillcrest Educational Services, Pittsfield, MA Integrated Center for Child Development, Canton, MA River Street Autism Program, Hartford, CT The Center for Children with Special Needs, Glastonbury, CT 12

13 Annual Events August - The Na:onal Conference on Ethics in Behavior Analysis. Presented in conjuncoon with the Cambridge Center for Behavioral Studies. April - - Paren:ng a Child With Au:sm: PuKng the Pieces Together, A Parent Conference. CoSponsored by: AuOsm Speaks The FluOe FoundaOon NaOonal AuOsm Center UMass Medical Center FederaOon for Children With Special Needs All of our Partner Schools 13

14 By The Way We Own Three Private Beaches and were Voted the Second Best Beach College in the United States. 14

15 For More InformaOon of Call: Michael F. Dorsey, Ph.D., BCBA- D mdorsey@endico_.edu 15

16 Understanding the role of the Behavior Analysts in Special Education Due Process - What does "ABA Services" Really Mean? Michael F. Dorsey, Ph.D., BCBA-D Professor of Education Director, The Institute for Behavioral Studies The Van Loan School of Graduate and Professional Studies Endicott College

17 Michael F. Dorsey, Ph.D., BCBA-D Professor of Education Director, The Institute for Behavioral Studies The Van Loan School of Graduate and Professional Studies Endicott College Understanding the role of the Behavior Analysts in Special Education Due Process - What does "ABA Services" Really Mean?

18 Trust me, I m from the School District. I am an EXPERT in Education! It is not uncommon for parents to disagree with the results of a school district s evaluation of their child, recommendations related to service or placement, or to seek an evaluation independent of any conducted by the school district.

19 The Individuals with Disabilities Education Act (IDEA), first enacted in 1975, is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to age 18 or 21 in cases that involve 14 specified categories of disability. 19

20 One goal of Congress in passing the 1997 Amendments to the IDEA was to strengthen the role of parents in the educational decisionmaking process by including provisions for parents to request an Independant Educational Evaluation (IEE).

21 What is an Independent Educational Evaluation? Federal law defines an Independant Educational Evaluation (IEE) broadly as "an evaluation conducted by a qualified examiner who is NOT employed by the public agency responsible for the education of the child in question." 34 C.F.R

22 An IEE is not limited to evaluating only a child's academic or cognitive skills, but may include the evaluation of any skill related to the child's educational needs. Evaluations of neurological functioning, adapted physical education, social needs, even reading, are but a few examples of the types of IEEs covered under the IDEA. Parents may obtain an IEE, for virtually any purpose if it impacts the child's education. 22

23 Congressional Comments "The failure to receive and consider parental information, including evaluations they may obtain, directly denies parents the pivotal role they should enjoy in the development of their child's placement. This role includes not only providing evaluations or other information, but discussing such information. Consideration of such outside information also ensures that a program is individualized and provides a check on the judgments being made by school officials regarding the child." Community Consolidated Sch. Dist. No. 180, 27 IDELR 1004,

24 Federal regulations require that parents and school personnel are to be equal participants in the development of a child's IEP and that the parents' participation in the IEP process must be meaningful.

25 Independent evaluations often provide support for the parents' opinion. When a school district refuses to consider an independent evaluation, it not only denies equal and meaningful input from the parents, but it also prevents important information from the child's evaluation from being considered in the development of the IEP. We are only required to consider your recommendations, not to implement them...

26 Parents are not the only ones to find IEEs valuable. Sometimes, school districts request IEEs when they lack the personnel or expertise to conduct a particular type of evaluation. In other cases, a school district may seek an IEE to assuage parental concerns about the fairness or accuracy of an evaluation. Serving as an Objective Mediator can be a valuable contribution to both sides.

27 The Individuals with Disabilities Education Act (IDEA) makes an important provision for parents to seek an independent evaluation at the school district s expense whenever the parents disagree with the evaluation obtained by the district.

28 Who is Qualified to Provide an IEE? It is a school district s responsibility to help ensure, to the greatest extent possible, that parents access independent evaluators who are qualified to perform the required evaluation and who have the training and experience needed to collaborate with school staff in developing programs and interventions for students.

29 Federal IDEA regulations recognize the school district s role in safeguarding the standard of care afforded students in the evaluation process by stipulating that the independent evaluator must be qualified and that the independent evaluation must meet the district s criteria for such evaluations ( (e)(1)).

30 When is a District Required to Provide an IEE? The local education agency (LEA) or district is required by IDEA s regulations to obtain an independent evaluation without unnecessary delay when parents disagree with the district s own evaluation or hold a hearing to prove that the district evaluation is appropriate.

31 Thus the provision for an IEE can not be invoked by a parent who has refused to consent to a district evaluation, but only after disagreeing with a districtconducted evaluation. Parents who request reimbursement for privately obtained evaluations without first seeking an evaluation through the district are not likely to prevail unless they can prove that the district ignored or refused requests for evaluation.

32 Conducting an IEE Base the evaluation and recommendations on Best Practice and/or standards supported by recognized Professional entities.

33 Why Behavior Analysts? First, because of our commitment to the Seven Dimensions of Applied Behavior Analysis (Baer, Wolf and Risley, 1968). Especially: A focus on Socially Significant Behavior; A dependance on a demonstration of a Functional Relationship between manipulated events and the behavior of interest; That procedures are described technologically, both completely and precisely; And that interventions are effective and must empirically demonstrate the improvement in behavior under 33 investigation;

34 In Addition, A Scientific attitude that guides the work of all Applied Behavior Analysts, including: Determinism Empiricism Experimentation Replication Parsimony Philosophic Doubt 34

35 In Short, Applied Behavior Analysts Are Committed to The Science of Human Behavior 35

36 For Children with Autism Educating Children with Autism (2001), National Research Council (a program of the National Academy of Science commissioned by the U.S. Department of Education s Office of Special Education Programs (OSEP) ). Treatment of Autism (Mental Health: A Report of the U.S. Surgeon General, 1999). The New York State Department of Health Clinical Practice Guideline. No Child Left Behind Act of 2003; also see IDEA 2004 amendments, which require scientifically validated educational approaches. National Standards Project. National Autism Center.

37 Goal of an IEE To assess the needs of the individual child relative to the educational services provided to, or recommended for the child. NOT a critique of the school.

38 What to Include 1. Objective data relative to the provision of Appropriate Educational Services. 2. Observational data of the actual delivery of services (its not always what is on paper!). 3. The recommendations MUST be relative to SERVICES not Placement.

39 The Problem: Many professionals recommend ABA Services, or inclusion in an ABA Classroom. There has never been a generally accepted definition of these terms. The goal of this project is to objectively define what one should expect to find in an ABA Classroom. 39

40 General Characteristics of a Successful ABA Classroom Michael F. Dorsey, Ph.D., BCBA-D Mary Jane Weiss, Ph.D., BCBA-D Institute for Behavioral Studies Endicott College 40

41 Comprised of 61 Individual Items Within 8 Topic Areas Program Philosophy; Physical Structure; Assessments; IEPs; Program Evaluation; Teaching Practice; Staff Qualifications; Staff Supervision; 41

42 Example: Assessments Individual student educational goals are selected from a standardized developmentally based assessment that focuses on specific socially significant behaviors (e.g., The ABLLS, VB-Mapp, etc.). Staff conducts functional assessments (including functional analyses) of challenging behavior separately within each environment in which the identified behaviors are reported. The design and implementation of programs to reduce stereotypic, disruptive, and destructive behavior are based on systematic Functional Behavior Analysis/Assessment of the variables that cause and maintain the behavior and matching treatment to the determined function(s) of the behavior 42

43 Example: Teaching Practice The program employs an array of scientifically validated behavior analytic teaching practices; All educational/behavioral protocols are implemented by and demonstrated as effective by the consulting Behavior Analyst/ Special Education teacher prior to training or assigning responsibility for the implementation of the protocols to classroom staff and/or habilitative therapists (AKA, the I Do, We Do, You Do Method ). All behavior reduction plans incorporate differential reinforcement of appropriate functionally equivalent replacement behaviors and efforts to teach replacement skills, based on the best available research evidence. 43

44 Observational Data Based on the child s functioning level and educational needs, include: Opportunities, Prompts and Reinforcement of Social Language with Peers; Fidelity to Educational/Treatment Protocols; Teacher s collection of contemporaneous data; The application of appropriate teaching methodologies DTT, Naturalistic, etc.; Organization and structure of class; Safety issues in classroom. Qualifications of Teacher and staff (i.e., Paraprofessionals)

45 Mistakes Evaluators Make Robert Crabtree, Esq. Copyright 1998, 2006, Kotin, Crabtree and Strong, LLP 45

46 (1) Failing to assess the student's testing performance in the larger context of his/her educational history, family situation, school setting, psychological make-up and other factors. An evaluation can only provide a snapshot of a student. A report that only describes current test scores explains nothing and provides little foundation for the evaluator's recommendations.

47 (2) Not contacting the student's teacher(s), special education administrator, or other school personnel involved with the student as key sources of information in the evaluation. Evaluators should not simply assume that the parents' perceptions are more accurate than the school's; sometimes the evaluator's most important role is to reassure parents that their child's public school program is essentially sound.

48 (3) Writing reports that are poorly organized, full of jargon, carelessly proofread, or in which the recommendations do not connect logically to the testing results; using boilerplate recommendations that are obviously not specifically geared to the student and his/her particular circumstances. Examples - Not all children diagnosed with ASD: * Need DTT; * Need a 1:1; While Others Need: * Structured exposure to NeuroTypical Peers; * FBAs, Behavior Support Plans, etc.

49 (5) Limiting program and service recommendations only to those the evaluator knows are available in the student's particular school system and/or taking the potential cost of providing recommended services into account. Worse yet, failing to make any educational recommendations at all on the misguided premise that only school employees can decide how to meet identified needs. Special education law entitles the student to services that will enable him/her to progress educationally. The evaluator's job is to recommend appropriate services, not to limit recommendations to those that are convenient for school systems.

50 (6) Failing to consider and report on the likely risks for a student if recommendations are not implemented.

51 (7) Not clarifying for parents that there is often a real difference between recommendations that are clinically desirable and recommendations that are legally mandated (e.g., the best educational program for Johnny may be at a private school catering to his specific needs, but the public school program, which offers less intensive special education services in the "least restrictive" setting may be what the law entitles Johnny to).

52 (8) Refusing to leave the citadel: not following through after the report is written; e.g., not attending team meetings, observing programs, and/or testifying when those activities are necessary to ensure that the evaluator's recommendations will be understood, accepted, and implemented.

53 (9) Working exclusively as a parents' or as a school system's evaluator; this is a sure way to lose credibility as an evaluator over time.

54 (10) Trying to act as both an evaluator and legal counsel, and not referring parents to a competent special education attorney or advocate to evaluate and advocate for their legal rights.

55 See Also: Mistakes Schools Make and Mistakes Parents Make Robert Crabtree, Esq. Copyright 1998, 2006, Kotin, Crabtree and Strong, LLP 55

56 QUESTIONS? 50