Strategies for Supporting Positive Behaviors in Students with Autism Spectrum Disorder

Strategies for Supporting Positive Behaviors in Students with Autism Spectrum Disorder

Syllabus

Course Title: Strategies for Supporting Positive Behaviors in Students with ASD

Prerequisites:

We recommend that participants complete the Foundations of Autism Spectrum Disorders course offered by VCU-ACE prior to taking this online course. If this class has not been completed, then knowledge of the primary and secondary characteristics of Autism Spectrum Disorders (ASD) is required.

Course Facilitator: Taryn Goodwin Traylor

Email:

Phone: 804-827-0756

Fax: 804-828-2193

Mailing Address: 1314 West Main Street

P.O. Box 842011

Richmond, Virginia 23284

The Course Facilitator provides oversight to the entire course by implementing course activities and communicating with participants regarding course requirements and expectations. The Course Facilitator is also available to answer questions regarding course content.

In addition, each participant will be assigned to a group with a Course Instructor. This instructor will be there to assist the participants through the course content by sending reminders as you complete the course modules. The course instructors are there to answer your questions! If you have any questions about the course content, or expectations of the course for successful completion of the course, then please contact your Course Instructor. At the beginning of the course you will receive an email with your main contact person. You will also be able to access this information on the Blackboard course site (www.blackboard.vcu.edu).

Technology Support:

All technology support questions should be directed to Andy Grizzard. You may reach him by email or phone Monday through Friday from 9:00 am to 4:30 pm. Requests for accommodations should also be sent to Andy.

Email:

Phone: (804) 827-1434

Course Overview:

This course is an online offering through the Virginia Commonwealth University Autism Center for Excellence (VCU-ACE). The course is designed to provide educators, family members, and other community members with skills needed to support students with Autism Spectrum Disorders in the educational setting.

Students with Autism Spectrum Disorders often present behaviors that interfere with learning in the educational setting. It is necessary to understand how and why interfering behaviors develop and to have knowledge of evidence-based interventions designed to support positive behavior change. Participants will learn information regarding the impact core deficits of ASD have on the person and how they may lead to interfering behavior. The course will help the participant understand behavior and identify how behavior develops over time and the purpose it serves for the student. A focus will also be placed on addressing interfering behavior using a positive approach. The positive approach focuses on ensuring student dignity and enhancing quality of life through the development of new skills and reduction of problem behaviors. The course will include the process of conducting a Functional Behavior Assessment, developing and implementing a Behavior Intervention Plan, and strategies for intervening when interfering behavior occurs.

Please note: Virginia Code Section 54.1-2957.16 requires that individuals practicing as Board Certified Behavior Analysts (BCBAs) obtain a license through the Virginia Board of Medicine. Virginia Code Section 54.1-2957.17 provides exceptions to these licensure requirements for specified individuals. Individuals employed by a school board or by a school for students with disabilities licensed by the Board of Education are able to utilize the principles and strategies of behavior analysis in accordance with the assigned duties of their position. The content of this course is for informational and training purposes and encourages school personnel to deliver instruction and behavioral supports in educational settings while practicing within the parameters of their knowledge and skills

*This coursedoes notprovide Type II Continuing Education credits if you are a Board Certified Behavior Analyst® or Assistant Behavior Analyst®.

**This course does not meet requirements of the Behavior Analyst Certification Board (BACB) and does not qualify for coursework required to become a Board Certified Behavior Analyst® or Assistant Behavior Analyst®.

Pace of Course:

You may access the course at any time of the day, seven days a week. Participants will have access to the course for five weeks. Please see the dates listed in Blackboard for the exact dates of the course. The content is divided into four modules that must be completed. Please note that this is not a self-paced course. You will have assignments and due dates that must be met! You will work your way through one module at a time. When pacing yourself, please keep in mind there is a quiz and discussion board requirement for EACH module. Participants will have access to Module 1 and 2 immediately. Access to the other modules will become available at the end of the second week.

Participants:

This course is designed for general education teachers, special education teachers, related service providers, paraprofessionals, administrators, family members and other service providers who serve students with ASD in the educational setting.

Learning Objectives:

Upon completion of this course, the participant will be able to:

1. Discuss what it means to promote the dignity and respect for students with ASD.

2. Describe the ethical and legal requirements of the educator regarding addressing interfering behavior.

3. Describe the impact primary and secondary deficits of ASD have on student behavior.

4. Identify how behavior develops.

5. Define interfering behavior.

6. Define distracting behavior.

7. Define positive behavior supports and identify key components.

8. Identify when it is appropriate to provide intervention.

9. Identify when it is appropriate to provide universal, practical and intensive level of assessment and intervention to address interfering behavior.

10. Describe behavioral supports that can be applied in a proactive manner in the environment.

11. Describe the process for conducting a Functional Behavior Assessment and identify why it is used.

12. Describe how to determine the function of behavior.

13. Describe the behavior chain and define the components including setting event, antecedent, behavior and consequence.

14. Describe types of data collection critical for measuring interfering behavior and determining the function of behavior.

15. Identify the functions of interfering behavior.

16. Describe the components of a Behavior Intervention Plan and the relationship it has to the Functional Behavior Assessment.

17. Describe a systematic approach to intervention.

18. Describe universal strategies designed to prevent interfering behaviors by providing an appropriate environment, instruction and social setting.

19. Define and describe antecedent based interventions.

20. Define and describe consequences including reinforcement of behavior.

21. Describe how to determine and teach replacement/alternative behaviors.

22. Describe how to respond when interfering behavior occurs.

Access to the Course:

Participants will be able to access course materials on VCU’s “Blackboard” website. Each participant is provided the course URL, a unique username, and a password that is used to logon to the website. You will receive this information the first day of the course. Please note, the username and password should not be shared with other individuals and each participant should have his or her own email address.

Course Modules

Module One: Understanding Interfering Behavior: Part I (Week 1)

This module contains 4 audio presentations. We anticipate that completing this module will take approximately three hours. Each audio presentation can be viewed multiple times and paused. Please make sure you are viewing these presentations in a quiet space. View these presentations in the order provided.

1. Purpose of Behavior

2. Fundamentals of Behavior

3. How to Investigate Behavior: The Functional Behavior Assessment Process

4. Define the Behavior: Understanding and Using the "D" in Define, Ask, See,

Hypothesize (D.A.S.H.)

Module Two: Understanding Interfering Behavior: Part II (Week 2)

5. ABC’s of Behavior

6. Ask about Behavior: Understanding and Using the "A" in D.A.S.H.

7. See the Behavior: Understanding and Using the "S" in D.A.S.H.

8. The Hypothesis Statement: Understanding and Using the "H" in D.A.S.H.

Module Three: Providing Positive Behavior Supports: Part I (Week 3)

1. Universal Strategies for Promoting Positive Behavior, Part 1

2. Universal Strategies for Promoting Positive Behavior, Part 2

3. Behavior Intervention Planning

4. Providing Proactive Strategies: Addressing Antecedents

Module Four: Providing Positive Behavior Supports: Part II (Week 4-5)

This module contains 3 audio presentations. We anticipate that completing this module will take approximately two hours. Each audio presentation can be viewed multiple times and paused. Please make sure you are viewing these presentations in a quiet space. View these presentations in the order provided.

5. Teaching Replacement Behaviors

6. Providing Reinforcement: Addressing Consequences

7. How to Respond when Interfering Behavior Occurs

Course Requirements:

The modules are comprised of narrated presentations. Participants are to listen to each presentation in its entirety. Each narrated presentation has a transcript that can be used to follow along with the speaker. Please begin with Module One and view each presentation in the order it is listed. You have one month to complete the course. All components of the course must be completed during this month. Access will be denied at the completion date of the course. All requirements must be completed prior to a certificate of completion being issued.

· Content Review: The course will include narrated presentations, video examples and readings to provide the course content designed to facilitate learning. There will be specific content for each of the two modules. It is the responsibility of the participant to complete all learning activities prior to completing the module and taking the quiz.

· Quizzes: There will be one quiz per module for a total of four quizzes. Once the module is made available it is your responsibility to view the course material and complete the quizzes prior to the end of the module. The quizzes will be multiple choice and true/false and are provided to determine acquisition of course content. An average score of 80% or better is needed on each quiz to successfully complete the course. If a minimum score of 80% is not achieved on the quiz, the participant must contact their Course Instructor. The participant will be given the opportunity to review the course material again and then take an alternative quiz. The alternative quiz will be different from the first, but will still be multiple choice and true/false. A score of 80% or better will again be required to successfully complete the course. If the participant takes the quiz a second time and still does not pass, the participant must once again contact their Course Instructor to discuss an alternative assignment designed to show comprehension of the module’s objectives. Those who do not successfully pass the quizzes or the alternate assignment will NOT be able to receive course credit.

· Discussion Board: The Discussion Board is an interactive class activity where the course instructor provides a guiding comment or question and participants respond. The participants taking this course are divided into groups with corresponding discussion boards. You will receive an email from your group instructor telling you which discussion board you are assigned to for the course. The discussion boards are required for course completion.

o In addition to passing the quiz for each module, the participant is also required to post on the Group Discussion Board a minimum of two separate times for each module before the module ends. Those who do not successfully post to the Group Discussion Board a minimum of 2 times within the designated time frame will NOT be able to receive course credit. Participants may post to the board 24 hours a day once the board is made available.

A total of five points are possible for each Discussion Board entry made. A total of two postings are required for Module 1&2 and 3&4.*Please do not expect to post in all of the discussion boards at the end of the course and receive points for participation.

Discussion Board Criteria:

FIRST POSTING = for each lesson, one discussion question will be posted by the instructor. Answer the instructor’s question thoroughly and thoughtfully.

SECOND POSTING = Read instructor’s comments/questions and at least one other person's posting in your group. Respond to the instructor or the classmate by asking him or a question or commenting on the posting from your own experiences.

*One of the major benefits of this course can be the instructor and participant interaction. If all you do is post your reply and never read any other responses, you are missing some of the content for the course. You can e-mail your group instructor at any time to ask additional questions. You can make this a rewarding experience and learn from each other if you will try to really "talk" to each other.

· Learning Activities: Embedded within the presentations in each module are learning activities titled Think about it! and Apply it! These activities correspond with the Participant Handbook that you are provided at the beginning of the module. (This handbook can be found in Blackboard.) You are strongly encouraged to complete these activities as you progress through the presentations to enhance your learning. You may post your responses to these activities on the Group Activity Board to get feedback from the instructor and other participants. You are also encouraged to share these activities with your supervisors or colleagues to demonstrate content acquisition.

o Think about it!

The Think about it! activities are based on case studies, videos or other activities related to the content. They are designed for you to complete during the presentation. Each Think about it! activity should take approximately five minutes or less to complete as you view the presentation. It is recommended you stop the presentation briefly and complete the activity in your Participant Handbook. Suggested answers to the Think about it! activities are supplied on the slide following the activity.

o Apply it!