Skill Acquisition and Intervention Bundle

Behavior analysts frequently work in Early Intervention settings with populations birth to 3 years of age but do not receive behavior analytic training on typical child development and developmental research. This webinar discusses some of the key aspects of developmental research that all behavior analysts should be familiar with when working in EI settings. Additionally, participants will learn about different behaviorally based interventions and procedures to use with children birth to three that more closely emulate the natural environment and typical development. Participants receive access to supporting documents that provide examples of how to develop a routines based plan for families, a decision tree for determining how to structure intervention, and literature summaries relating to imitation and autism. Participants will be able to:

1. Provide a basic explanation of the Early Start Denver Model and how it is behavior analytic in nature
2. Explain the importance of focus on social interaction and development with the birth to three population
3. Identify the steps of the imitation procedure used within the Early Start Denver Model
4. Identify resources for working with EI populations and explain how those resources support implementation of behavior analytic interventions
5. Analyze whether or not skills being targeted for a birth to 3 client are being taught in the most appropriate fashion
6. Identify at least 3 strategies that can be used to promote engagement within the EI setting

Behavior analysts are required to implement procedures based in the science of behavior analysis and derived from the research. Current trends within our field seem to focus on implementing “evidence- based” procedures, usually taken from a list of procedures recognized by a secondary entity such as What Works Clearinghouse as opposed to using an analytical and problem solving approach. The purpose of this presentation is to highlight some common practices within behavior analytic intervention and discuss the evidence-base relating to these practices. The presentation concludes with discussion of evidence- based practice as a problem-solving model and an example of this application with a child diagnosed with autism. Learning Objectives:

1. Participants will be able to summarize the research for at least 3 commonly used behavior analytic interventions
2. Participants will be able to summarize the research for at least 2 less commonly used interventions
3. Participants will be able to explain considerations that should be made when determining if something is evidence-based
4. Participants will be able to explain the continuum of research from no research to well-established
5. Participants will be able to describe and provide examples of resources versus interventions
6. Participants will be able to describe the three prongs of the evidence-based practice model

This webinar provides a basic overview of critical features of Instructional Design and resources available to learn more about instructional design. Developing a basic understanding of instructional design is an important component to creating effective programming for skill acquisition. Participants will be able :

1. To define instructional design
2. To describe and provide an example of at least 1 type of learning
3. To provide at least 1 example of how to apply instructional design research to program development
4. To provide at least 1 example of feature analysis

A variety of assessment options exist for identifying skills to target for learners diagnosed with Autism and other developmental disabilities. Many practitioners are trained on a specific assessment with little regard to the appropriateness of that assessment for the learner. This presentation discusses how to individualize the assessment process to create the most effective intervention program for each learner. Additionally, video examples are provided that demonstrate how to observe a learner and assess skills without using a commercially available assessment. Participants will be able to:

• Describe at least 3 different commercially available assessments for learners with autism
• Identify at least 1 commercially available assessment for young learners with autism
• Define the term “core” assessment and explain how this can be used to develop intervention
• Describe the 4 different learner profiles and identify typical assessments/programs used for such profiles
• Conduct assessments with learners without using a commercially available assessment
• Identify at least 1 assessment that can be used to address barriers to learning

Many behavior analysts are trained on curricula instead of receiving training on how to use behavior analytic research to analyze learner behavior. This is a skill set that one must possess to be an effective behavior analyst. While no one checklist, training, or curriculum can teach this skill in its entirety, the purpose of this webinar is to provide behavior analysts training on identifying common barriers to learning and addressing them using the science of behavior analysis. Learning Objectives. Participants will be able to:

• Identify poor learner performance,
• Explain why it is important to address poor learner performance
• Determine if a faulty behavior chain exists and explain how to address it
• Teach learners to overcome common skill deficits that interfere with learner performance
• Address common challenging behaviors that interfere with learner performance

This presentation continues the discussion relating to analyzing barriers to learning in order to promote effective skill acquisition for learners. Discrepancy analysis is defined and the presenter provides examples of conducting a discrepancy analysis to pinpoint potential barriers and develop programming relating to the barriers. A checklist for conducting discrepancy analyses is provided for individuals to use with their own learners. The materials in this course also provide an excellent resource for training others on one example of ANALYZING learner performance instead of following a cookbook procedural approach. Learning Objectives. Participants will be able to:

• Define discrepancy analysis
• Explain why discrepancy analysis is a critical aspect in providing effective behavior analytic services
• Conduct a discrepancy analysis with their learners to improve progress in skill acquisition programs
• Describe considerations that need to be made between can’t do and won’t do skill performances
• Describe what observations should be conducted when planning for addressing barriers to learning
• Explain how to tie observations and data collection back to the science of behavior analysis to determine the root problem and develop intervention

The purpose of this webinar is to teach attendees how to identify goals and deficits relating to building reinforcers, play behavior, and leisure skills and use this information to develop effective interventions to improve the quality of life for the clients that we serve. Additionally, this webinar includes a discussion about the difference between play and leisure skills and provides recommendations on how to effectively program for these two drastically different skillsets. 

Learning Objectives:

1. Attendees will be able to state at least 2 reasons for lack of play skills
2. Attendees will be able to provide at least 1 example of how to build reinforcers
3. Attendees will be able to describe at least 2 differences between play and leisure skills
4. Attendees will be able to identify at least 1 resource for teaching play, leisure, and social skills
5. Attendees will be able to provide at least 1 example of how to teach social skills