ABS201 - Parent & Staff Training

Outline info
Semester
School
Last revision date 2017-05-29 00:26:17.228
Last review date 2017-07-17 00:15:01.232


Subject Title
Parent & Staff Training

Subject Description
This subject introduces the student to techniques for training others specifically to implement behaviour change plans (technology transfer). Students will learn and practice techniques for individual and group presentation formats for the training of families or professionals. Students will also learn how to maintain procedural integrity, use performance feedback, evaluate the effects of training, and understand the challenges that may impact before, during and after mediator training. Emphasis will be placed on in-class presentations and role-play practice.

Credit Status
One Credit toward the Autism and Behavioural Science Ontario Graduate Certificate Program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. State the underlying principles of the mediator model and adult learning.
2. Explain issues related to training families and professionals.
3. Explain, demonstrate and evaluate various techniques for individual and group mediator training.
4. Demonstrate and evaluate both individual and group mediator training.
5. Communicate effectively with families, clinical teams and other service providers about principles and strategies of ABA/IBI and their application to individuals with ASD.
6. Use effective interpersonal skills when working collaboratively with individuals, families, and teams
7. Identify family and team variables that interact with and impact on the treatment of individuals with ASD
8. Explain and model teaching and behaviour change strategies.
9. Apply knowledge of clinical standards and practice guidelines as appropriate to both hypothetical and real situations
10.Interact with the individual and family with sensitivity and flexibility with regard to culture, race, ethnicity, language, religion and socio-economic status.

Vocational Learning Outcomes: Autism and Behavioural Science Program
1. Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
6. Comply with established ethical principles and professional guidelines.
7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Prerequisite(s)
ABS 100, 101, 103

Topic Outline
1.
Discuss the mediator model and its areas of influences
2.
Review parent training research
3.
Discuss issues in staff/teacher training
4.
Design training packages for individuals and groups
5.
Manage group behaviour
6.
Understand procedural integrity
7.
Evaluate training, pre/post/follow-up

Mode of Instruction
.The Faculty of Continuing Education & Training offers subjects in alternative modes.
This allows the student to take the Autism and Behavioural Science Ontario
Graduate Certificate Program subjects in:
     1.  the traditional classroom
     2.  on-line
     3.  mixed mode - a combination of in-class and independent study

This subject will be delivered  via lecture, assigned readings, exercises, group discussions and independent study.

Prescribed Texts
None

COURSE READINGS

1. 30 Things We Know For Sure About Adult Learning http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htm
2. Austin, J., Weatherly, N. L., & Nicole, G. E. (2005). Using task clarification, graphic fedback, and verbal feedback to increase closing-task completion in a privately owned restaurant. Journal of Applied Behavior Analysis, 38(1)117-120. http://seab.envmed.rochester.edu/jaba/articles/2005/jaba-38-01-0117.pdf
3. Principles of Adult Learners http://www.literacy.ca/?q=literacy/literacyprofessionals/principles http://www.joe.org/joe/2006december/tt5.php
4. University of California, San Diego (n.d.). How to Observe and Give Feedback to Employees. Retrieved from http://blink.ucsd.edu/Blink/External/Topics/How To/1,1260,737,00.html
5. Using Feedback Effectively, by Erin Seligson http://www.obmnetwork.com/consulting/tips/seligson_feedback/
6. Progar, P. R., DiNovi, F. A., & Bruce, S. S. (2001). Treatment Integrity: some persistent concerns and some new perspectives. Behavior Analyst Today, 2(1), 28-33
7. Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs. Behavioral Interventions, 23, 39-64. doi:10.1002/bin.247
8. Crockett, J. L., Fleming, R. K., Doepke, K. J., & Stevens, J. S. (2007). Parent Training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism. Research in Developmental Disabilities, 28, 23-36.
9. Daniels, C. A., & Daniels, J. E. (2004). Performance Management: Changing Behavior that Drives Organizational Effectiveness (4th ed.): Aubrey Daniels International.
10. Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioural skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(37), 535-538.
11.University of California, San Diego  - Blink Website, How to Observe and Give Feedback to Employees.
Retrieved from http : // blink .ucsd. edu/ Blink/ External/Topics/ How To/1,1260,737,00.html
12.Webster- Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109.
13.Wood, A. L., Luiselli, J. K., & Harchik, A. E. (2007). Training instructional skills with paraprofessional service providers at a community-based habilitation setting. Behavior Modification, 31(6), 847-855.
14.  Other: On-line article from the Huffington Post:
Why Parent Training IS So Important For Families Coping with Autism
http://ww.huffingtonpost.ca/julian-hung/autism b 5556190.html
15.  Parsons M.B, & Rollyson, J.H. (2012) Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analysis in Practice, 5(2), 2-11.
16.  Sheridan, S.M. et al. (2005) Conjoint Behavioral Consultation: A Model to Facilitate Meaningful Partnerships for Schools and Families.  Harvard Family Research Project's (HFRP) Family Involvement Research Digests.  Retrieved from:
http://www.hfrp.org/publications-resources/browse-our-publications/conjoint-behavioral-consultation-a-model-to-facilitate-meaningful-partnerships-for-families-and-schools
17.  Websites for Examples of Learning Objectives:  http://www.nhibi.nih.gov/research/training/naa/products/curr gde/index.htm

ADDITIONAL ON-LINE RESOURCES

1. Behavior Analyst Online (actually has 3-4 different journals online with full articles) http://www.behavior-analyst-online.org/
2. Cambridge Center for Behavioral Studies http://www.behavior.org/
3. Designing academic slides
• http://www.presentationhelper.co.uk/7sinsvisual.htm
4. Designing presentations with PowerPoint: http://www2.warwick.ac.uk/services/cap/resources/eguides/classroom/designingppt/
5. ERIC (Education Resources Information Center), http://www.eric.ed.gov/
6. General PowerPoint tips and instructions (extensive body of information) http://www.ellenfinkelstein.com/powerpoint_tip.html
7. Guided Notes’ http://www.studygs.net/guidednotes.htm
8. Journal of Applied Behavior Analysis (abstracts, selected full articles) http://seab.envmed.rochester.edu/jaba/
9. PubMed (National Library of Medicine http://www.ncbi.nlm.nih.gov/entrez/query.fcgi
10.Sources for texts purchase either from publishers or distributors, one good source for Ontario is Parent Books http://www.parentbooks.ca/, another option is looking at used book sites which you can save money http://www.abebooks.com or http://www.ebay.ca

Reference Material

None

Required Supplies
None.

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
OR
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.


Modes of Evaluation
To pass this subject, students must achieve the learning outcomes of the subject. A passing grade in the Autism and Behavioural Science Ontario College Graduate Certificate is a minimum of "C" (60%).

If the student misses a test/quiz, they must provide the reason in writing to the Faculty within one(1) week.  If the reason is accepted, the weighing of that test/quiz will be added to that of the final exam.  Otherwise, you will receive a zero.  

Assignments are due at the beginning of the class on the dates specified.  Should extenuating circumstances arise, please contact your Instructor immediately, prior to when  your assignment is due, so an appropriate course of action can be established.Late assignments  are subject to grade penalties and will not be accepted beyond two weeks after the  assignments due date. 

Students unable to complete any formal evaluations without sufficient documented reason, will be given a grade of zero for the missed assessment(s)

Grading is based on the following marking scheme for classroom and on-line:  

2 quizzes, 15% each = 30%
4 Discussion Forums = 20%
1 Mediator Training Assignment = 30%
1 Group (Knowledge-Based) Training Assignment = 20%
                               
PLEASE RETAIN THIS SUBJECT OUTLINE FOR POSSIBLE FUTURE USE IN SUPPORT OF CREDIT APPLICATIONS AT OTHER EDUCATIONAL INSTITUTIONS.

PARENT AND STAFF TRAINING
.
This Ontario College Graduate Certificate program in Autism and Behavioural Sciences was made possible by a grant from the Ministry of Training, College and Universities © Queen’s Printer for Ontario 2005

Approved by: Lisa Somers