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FEATURING:Dr. Nasiah Crincione-Ulezi, EdD, BCBA-D, LBA and Dr. danyelle beal, PsyD, BCBA

 CONTACT US about group and customized options for organizations.AbstractThis course explores the how and why of each step in the Behavior-Based Safety process, from conducting your initial safety assessment to producing an effective safety plan ready to implement.

CONTACT US about group and customized options for organizations.

 CONTACT US about group and customized options for organizations.

$40 OFF IF YOU ADD ALL 5 TO YOUR CART

Accidents and injuries are a serious issue for some job settings and situations. While unsafe behaviors rarely lead to injuries, these behaviors have the potential to cost a company large sums of money and can lead to lifelong consequences for the victim

Effective training is essential when taking on a supervisee. Training on client interactions, data collection, running preference, and prompting procedures are some examples of the necessary skills to teach your supervisees.

To train or not to train, what should you do? This lecture takes a behavior analytic perspective of instructional design. Dr. Bucklin overviews the common assumptions of instructional designs and which ones are true or false. Upon review of the assumptions, Dr. Bucklin describes Skinner’s contribution to instructional design. Dr. Bucklin then describes the identification of whether training is appropriate and the important principles to use for effective instructional design. She ends the lecture on how to ensure maintenance of training.

So, you are a behavior analyst, and you want to start your own business, but you have limited repertoire. No worries! In this course, join Craig Onstott as he guides you through what it means to be a successful entrepreneur through effective management, marketing strategies, financial assessments, and most importantly, understanding your options on the kinds of corporations out there.

“It doesn’t matter—dementia etiology . . . because all of them are going to show this core clinical symptom of challenging behavior” “Nearly all individuals diagnosed [with dementia] will exhibit a behavioral symptom of dementia.”  Maranda Trahan, PhD, BCBA-D

“Our overarching goal, as behavior analysts, is to teach people how to get the things they want, the things they value, more effectively while living fuller, more enriched lives—and to do so without ever having to hurt themselves or other people.” Thomas Freeman, MS, BCBA

As laws change and technology progresses, the behaviors we engage in becoming more difficult to classify as either ethical or unethical. What may be legal in some states and not in others makes it difficult to follow certain ethical guidelines.

Stereotypy, repetitive behavior, and anxiety often pose a difficult puzzle for clinicians, especially with clinical research and evidence-based procedures updating at a rapid pace. In an update to his 2013 CE Course, Stereotypy: There Are No Easy Answers, Dr. Bill Ahearn reviews the significant amount of research for treating repetitive and stereotypic behaviors in a clinical, home, or school setting that has furthered our understanding of how and when to treat repetitive and stereotypic behaviors.

Sex and sexuality has always been a sensitive topic for people and especially so for those who work with individuals on the spectrum. The uncomfortable nature of the matter is what makes behavior analysts both inexperienced as well as in a crucial role to teach sexuality. Influenced by culture that made it a topic that shouldn’t be discussed in polite company, sexuality is far more than just sex but also focuses on the social and relationship aspect and must be taught as such.

Pretend play skills start to develop around 2½ to 5 years old, but how are these skills taught if they are not naturally occurring? How can pretend play impact other areas of learning? Nancy Champlin and Melissa Schissler overview their research on independent and sociodramatic play in relation to other developmental domains.