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ON-DEMAND CONTINUING EDUCATION COURSES

Our CE workshops are presented in partnership between the Florida Tech ABA Online program and ABA Technologies, Inc.

ABA Technologies, Inc. and Florida Tech provides hundreds of continuing education courses filmed by the field’s leading experts. These BACB® Type II approved offerings reach all areas of application and are of interest to clinicians and business executives alike.

CEs cover a range of topics within the purview of behavior analysts.

In addition, well designed and content-rich CE offerings are available for parents, educators, psychologists, counselors, business leaders. parents, teachers, psychologists, social workers, counselors, allied health providers (e.g., speech-language pathologists, occupational therapists, etc.), and students all around the world.

We have a variety of professional development products and services available for the professions, including our OBM Certificate, designed for those interested in understanding how behavior applies and affects work settings.

This event is approved for Type 2 BACB® CEUs by ABA Technologies, Inc., a BACB® approved provider of type 2 continuing education hours (provider number OP-02-0023).

CONTINUING EDUCATION COURSES

Time: 1 hour, 15 minutes
Credit: 1.5 type-2 BACB ethics CEs
Price: $19.50

Presenter: Nicole Postma, M.S., BCBA

Covers the components of positive behavior interventions and supports (PBIS) along with effective treatment and Individuals with Disabilities Education Act (IDEA) rules and regulations and reviews specific skill sets required of a clinician in order to effectively work in the school. Also ties in ethical considerations and BACB guidelines to ensure clinicians stay within the scope of practice and moral obligation.

Objectives:

  • Differentiate between each tier of the three-tier model of PBIS.
  • Identify the specific skills required to work effectively in schools.
  • List three school-based strategies to use when providing services within the classroom setting.

 

Time: 1 hour, 7 minutes
Credit: 1 type-2 BACB CE
Price: $13

Presenters: Nancy Champlin, M.S., BCBA and Melissa Schissler, M.S., BCBA

Course Description: Explores independent and sociodramatic play as a distinct domain because of the systematic relationships with other developmental domains. Examines how, through play, children acquire various skills critical to their development, including language and social skills. Explains how the long-term effects of an impoverished play repertoire are observed in social interactions later in life. Provides data and video examples on the independent and sociodramatic play and language skills of typically developing children ages 2-1/2 to 5 years old and an analysis of the number and types of play actions, frequency of vocalizations, the object, and agent utilized during play, frequency of advanced play skills and the essential skills to sociodramatic play.

Objectives:

  • Analyze the play actions and vocalizations of typically developing children, ages 2-1/2 to 5 during independent and sociodramatic play.
  • Identify five elements of pretend play including category, agent, object, advanced play and the essential skills for sociodramatic play.
  • Identify high-quality toys based on the data collected.
  • Identify preferred play schemes across age and gender during sociodramatic play.
  • Compare pretend play production across age and gender for independent and sociodramatic play.

Time: 1 hour, 18 minutes
Credit: 1.5 type-2 BACB CEs
Price: $19.50

Presenter: Richard Kubina, Ph.D., BCBA-D

Course Description: Describe the link between behavior analysis and precision teaching, a system for precisely defining, measuring, recording, analyzing and facilitating decision making. Also describes the steps for using PT, an intellectual descendant of behavior analysis borne out of Skinner’s standard measurement system (i.e., cumulative recorder and rate of response), how it supplements behavior analysis and the benefits geared toward accelerated positive behavioral outcomes.

Objectives:

  • State the four steps of precision teaching.
  • Compare different features of precision teaching and behavior analysis.

 

Play Skills Part II

Time: 1 hour, 7 minutes
Credit: 1 type-2 BACB CE
Price: $13

Presenters: Nancy Champlin, M.S., BCBA and Melissa Schissler, M.S., BCBA

Course Description: Explores independent and sociodramatic play as a distinct domain because of the systematic relationships with other developmental domains. Examines how, through play, children acquire various skills critical to their development, including language and social skills. Explains how the long-term effects of an impoverished play repertoire are observed in social interactions later in life. Provides data and video examples on the independent and sociodramatic play and language skills of typically developing children ages 2-1/2 to 5 years old and an analysis of the number and types of play actions, frequency of vocalizations, the object and agent utilized during play, frequency of advanced play skills and the essential skills to sociodramatic play.

Objectives:

  • Analyze the play actions and vocalizations of typically developing children, ages 2-1/2 to 5 during independent and sociodramatic play.
  • Identify five elements of pretend play including category, agent, object, advanced play, and the essential skills for sociodramatic play.
  • Identify high-quality toys based on the data collected.
  • Identify preferred play schemes across age and gender during sociodramatic play.
  • Compare pretend play production across age and gender for independent and sociodramatic play.

 

Time: 58 minutes
Credit: 1 type-2 BACB provider CEs
Price: $13.00

Presenter: Ronnie Detrich, Ph.D. (supervised by Jose Martinez-Diaz, Ph.D., BCBA-D)

Course Description: Describes the public health model of disease prevention, reviews the current status of behavior analysis in education and suggests ways in which behavior analysts can have a greater impact on general education. Explores the culture of education, its values, and norms, to further effective engagement between behavior analysts and general education.

Objectives:

  • Describe the relationship between a variety of socially important outcomes related to health, socioeconomic status and incarceration and levels of educational achievement.
  • Describe the U.S. public health model of prevention and suggest how it can be applied to public education.
  • Review how behavior analysts are currently allocating their activity in public education.
  • Suggest changes in behavior that may increase behavior analysts’ impact on public schools.

 

Improving Lives Through the Science of Behavior.

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