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Formats:
Live Online
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Duration:
33 hours
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Registration Fee:
$570
Start Date
Overview
Applied Behavioral Analysis (ABA) is a system of autism treatment based on behaviourist theories which states that desired behaviours can be taught through a system of rewards and consequences. ABA can be thought of as applying behavioural principles to behavioural goals and carefully measuring the results.
Students will learn about the neurodevelopmental and behavioural aspects of people with autism spectrum disorder. Students will learn about the causes, symptoms, diagnostics tools, research-based interventions, and will cover autism spectrum disorder from birth to adulthood.
Topics Covered/Learning Objectives
Upon completion of Autism and ABA Therapy course, the successful student will have reliably demonstrated the ability to:
- Explain the DSM-V criteria for ASD
- Discuss the range of deficits seen in people with ASD
- Apply evidence-based practices to assist students
- Apply Discrete Trial Training procedures
- Explain what sensory impairments are and their characteristics
- Develop social stories and a picture exchange communication binder
- Explain the role of autism centres in Canada
- Describe the basic theory behind applied behaviour analysis
- Identify a target behaviour for modification
- List and describe behavioural assessments, graphing and data analysis
- Describe the options to increase or decrease the frequency of behaviours
| Program Organization | # of Hours* |
|---|---|
| 1. Autism Characteristics and the DSM-V | 3 |
| 2. Sensory Processing Impairments | 3 |
| 3. Communication and Social Stories | 3 |
| 4. Responsible Use of ABA | 3 |
| 5. Data Collection | 3 |
| 6. The Function of Behaviour and Behavioural Objectives | 3 |
| 7. Tool Box Building: Increasing Appropriate Behaviours | 3 |
| 8. Tool Box Cleanup: Decreasing Challenging Behaviours | 3 |
| 9. Generalization and Maintenance | 3 |
| 10. Teaching Students to Manage Their Own Behaviour | 3 |
| 11. Putting it All Together | 3 |
Instructors*
Charlyn Collins
Charlyn began her career on her family farm in Southern Alberta and transitioned into social services and community support while completing her degree in Psychology. She has almost 15 years of experience in a wide variety of positions in the public and private sector. Charlyn worked with a team of Board Certified Psychologists completing forensic psychological assessments for mental health, school functioning, job suitability, crisis assessment and legal proceedings, among others. She has also worked as a Child Protection Caseworker, Youth Counsellor, Behaviour Interventionist, Crisis Intervention Worker, Child and Youth Care Instructor, Faculty Facilitator for Child, Family & Community studies and as a Campus Director. Charlyn has always had a firm commitment to education and sees it as the catalyst for positive change. As such, she saw working in adult education as a way to further her reach into creating positive community change by training the next generation of community support staff. She prides herself on connecting theoretical frameworks to concrete job-related examples, and finding creative and engaging ways to enhance learning. Charlyn enjoys tackling challenges with dynamism, positivity and insight regardless of their nature, while working collaboratively and with purpose. Communication is a critical skill in the human services field, and arguably all others. Charlyn seeks to enhance these skills in her students by drawing on her thoughtful, tactful, and refined communication competencies. When she’s not in the office, she enjoys backpacking, travelling, reading and ballet. In the future, Charlyn would like to find the perfect chocolate chip cookie recipe, complete her private pilot’s license and advance her education.
Suzanne Adams
Suzanne Adams has had the honour of working in the human services field in different capacities for over 30 years, from assisting adults with developmental disabilities to live their lives more fully to working within classroom environments. Teaching has been a natural progression from her passion for helping people reach their potential. In 2001, she began working with private post-secondary schools, developing programs and instructing students. Her career has been centred in the field of special needs. Her roles in this field have provided her with experience and insight into the BC school system and the needs of students. She is a lifelong learner and continues to take courses, attend conventions and workshops to continue her professional development so that students always receive the best of her. She believes that an instructor is morally obligated to enter the classroom with only the highest expectations for each and every one of her students.
Michelle Hildebrandt
Michelle Hildebrandt has been working in the field of Applied Behaviour Analysis since 2016 and has been a Registered Behaviour Technician since 2018. She is currently pursuing her Master’s Degree at Western University in Professional Education with a specialization in Applied Behaviour Analysis. Michelle has worked with both children and adults diagnosed with developmental disabilities. She currently works at a day centre providing behaviour-analytic services to adults diagnosed with ASD. Her teaching methodology is to inspire her students through her passion for ABA and its efficacy in fostering meaningful independence and improving lives.
*Subject to change without notice
Dates
Live Online
Part Time:
- September 07, 2021 – November 16, 2021
- Students must devote at least 3 hours per week to attend live webinars
- Webinars will be held on Tuesdays from 5:00 to 8:00 pm PST
- Outside of live instructional periods, students will be expected to take part in various independent and/or group activities
Required Materials
No books are required. Some specific readings will be suggested for students and will be made available online.
Fees
The registration fee for this course is $570.
Technical Requirements
Live Online Students
Ashton College uses web conferencing tools for conducting online classes and online learning management systems for managing resources, assignments, and grades. These tools help instructors and students connect live online as well as asynchronously. The basic requirements for online learning include a computer, webcam, speakers, and a microphone or a headset and headphones, along with a reliable internet connection. Though online learning can be pursued using smartphones and tablets, the use of laptops or desktop computers is encouraged for an enhanced learning experience.
This course does not require approval by the Private Training Institutions Branch of the Ministry of Advanced Education and Skills Training. As such, it was not reviewed.
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