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Strategies for Supporting Positive Behaviors in Students with Autism Spectrum Disorder

Syllabus

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: tmgoodwin@vcu.edu

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 (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: grizzardaj@vcu.edu

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 course does not provide 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)

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.

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)

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. 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!

The Apply it! activities are more involved and are designed to help you apply the content with your own students. They provide an activity or directives which require you to use your own situation and apply the content directly. These activities are to be completed following the presentation when you have time to gather necessary information and complete the activity. Many of the Apply it! activities can be completed in the Participant Handbook while others may require you to complete work outside of the handbook. If you complete the Apply it! activities in order as you complete the course, you will find your learning is enhanced and the course is more effective.

Required Course Materials:

Participants will need a computer and access to the internet to connect with the course. Some of the course material is in the form of streaming RealMedia. To play this format the computer must have RealPlayer or RealAlternative installed. A link to download this feature and installation instructions will be provided. Technical support is available during the week from 9:00 am to 4:30 pm.

Certificate of Completion from Virginia Commonwealth University:

Participants can earn a Certificate of Completion from VCU if the following is successfully completed:

1. Score a minimum of 80% on each of the four quizzes.

2. Participate in the Discussion Board and post a minimum of two times in each module in order to earn a total of five points for each entry.

At the end of the course, the VCU-ACE instructor will verify if a participant has completed the course requirements successfully. An e-mail will be sent with instructions on how to download a certificate of completion. If you have any difficulty downloading your certificate, please notify Andy Grizzard at (grizzardaj@vcu.edu).

Recertification / Licensure:

The Virginia Department of Education has reviewed the course syllabus. Any teacher, who wants to use it as a professional development activity for re-certification needs prior approval of the school district. The school district will be responsible for designating the actual number of points that a teacher can earn for participating in the course.

VDOE provides the following requirements regarding professional development activities: Point value: one point per clock/contact hour; must be a minimum of five hours per activity. We estimate this course to take a total of 20 contact hours to complete. Any teacher, who wants to use it as a professional development activity for re-certification needs prior approval of the school district. The school district will be responsible for designating the actual number of points that a teacher can earn for participating in the course.

Please note that the course/training does not meet any of the requirements for initial licensure in special education or any category of licensure endorsement.

Continuing Education Units:

Continuing Education Credits (CEUs) can be earned for successful course completion. VCU has determined that the course requires 20 contact hours to complete, which translates to two (2) CEUs. Once a person earns a certificate of completion for the course, he or she can request CEUs from the university. The cost is $30 paid directly to Virginia Commonwealth University. To purchase CEUs, please contact Teri Blankenship at tcblanke@vcu.edu.

Course Content Support:

Contact your group instructor or the course facilitator, Taryn Goodwin, at tmgoodwin@vcu.edu or (804) 827-2685.

Course Standards:

The following competencies are addressed in this course from the “Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism across the Lifespan” developed by the Virginia Autism Council.

|1.1.1S |Lists and explains the defining characteristics of autism (Communication, patterns of stereotypical behavior, |

| |socialization and social skill development and the impact on the individual. |

|2.1K |Understands the importance of the environment and provides a setting that is safe, structured, and promotes |

| |independence. |

|2.1.2S |Provides a positive climate that promotes respect for the individual. |

|2.1.4S |Provides environments that are organized visually (ex: color coding, labeling, pictures) to assist the individual in |

| |understanding expectations. |

|2.1.5S |Provides a distinct space for the individual to engage in a quiet, calming, or sensory based activities. |

|2.2K |Understands and implements a variety of visual supports and strategies to promote comprehension and independence. |

|2.2.2S |Implements a variety of visual supports and strategies to communicate information and expectations and increase |

| |independence (ex: break cards, rule cards, narratives, and scripts). |

|2.2.5S |Uses visual supports and strategies to help the individual prepare for and complete transitions. |

|2.3K |Understands how to measure progress and evaluate the effectiveness of strategies. |

|3.1.7S |Develops goals that lead to the increase of positive behaviors and the reduction of problem behavior. |

|3.2.7S |Provides appropriate reinforcement contingent on behavior and emphasizes the use of naturally occurring |

| |reinforcement. |

|3.2.1S |Selects and designs intervention strategies based on the abilities, learning style, and interests of the individual. |

|4.1K |Understands components of communication and its impact on the day-to-day experience of an individual with autism and |

| |how to assess skills for intervention planning. |

|4.2.1S |Designs and implements a meaningful communication program that crosses all life settings and is based on individual |

| |assessment. |

|4.2.7S |Provides opportunities for and offers choices across the day. |

|4.2.9S |Supports development of receptive communication within a contextual framework. |

|5.2.2S |Develops social skills goals and objectives that are: appropriate, observable, measurable, and functional. |

|5.2.4S |Teaches positive social skills in natural environments, general education and community settings. |

|5.2.9S |Supports emotional understanding and development in a contextual framework. |

|6.1K |Understands factors that influence behavior and the components of behavior analysis (antecedents, behavior, and |

| |consequences) and how to provide positive behavior intervention. |

|6.1.1S |Identifies and operationalizes target behaviors for assessment and intervention. |

|6.1.2S |Assists team members, including family, in prioritizing areas of concern. |

|6.1.3S |Observes and documents behaviors using objective measures and criteria. |

|6.1.4S |Completes functional behavior assessment to determine function of behavior and maintaining antecedents and |

| |consequences. FBA should include: |

| |Indirect (structured interviews, checklists, rating scales) and direct (structured ABC data collection)measures of |

| |data collection, |

| |Analysis of collected data, and |

| |Development of testing of hypothesis. |

|6.1.5S |Identifies individualized reinforcement preferences using indirect and direct measures on an ongoing basis. |

|6.1.6S |Develops and implements multi-component intervention plans based on the results of the FBA that emphasize prevention |

| |and are socially valid. Plans should include: |

| |Implementation of setting event and antecedent interventions (ex: proactive changes to prevent the behavior from |

| |occurring), |

| |Teaching of alternative replacement, coping, and general skills, |

| |Implementation of positive consequences to increase the use of new positive behaviors, |

| |Implementation of schedules of reinforcement and differential reinforcement to increase use of positive behaviors, |

| |Description of thinning of a reinforcement schedule as appropriate, |

| |Description of strategies for teaching and promoting desired behaviors, and |

| |Implementation of reactive and crisis management strategies to support the individual if and when the problem |

| |behavior occurs. |

|6.1.7S |Implements all components of the Behavior Intervention Plan with consistency in a variety of complex environments |

| |under natural circumstances. |

|6.2K |Understands how to evaluate the effectiveness of a behavior plan reliably and effectively. |

|6.2.1S |Collects data to evaluate the plan’s effectiveness in: |

| |Decreasing the problem behavior, |

| |Increasing the alternative and positive behaviors, |

| |Increasing quality of life outcomes, and |

| |Generalizing skills to new environments. |

|6.2.2S |Evaluates data and reports on the plan’s effectiveness and revise as needed in consultation with the team. |

|6.2.3S |Develops a plan to generalize behavior to other persons and settings. |

|7.1.2S |Describes the relationship between sensory motor systems and behavior (ex: demonstrating stereotypical behaviors such|

| |as rocking or hand flapping, or triggering fight, flight, or freeze responses). |

|7.2.1S |Identifies behaviors that might indicate the need for a sensory motor assessment. |

|7.2.4S |Develops a sensory motor intervention plan for all life settings that addresses difficulty with sensory processing |

| |and functional performance and is focused on proactive strategies. |

|7.2.7S |Implements sensory motor intervention plan across all environments with fidelity. |

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