Module 1: Core Knowledge of Autism Spectrum Disorder (ABATC-01)

Course Description: This 6-hours Training module consists of 8 units. This covers Diagnostic criteria, features, prevalence, Risk and Prognosis, Differential Diagnosis and co morbidities of autism spectrum disorder. Participants will be able to identify characteristics of autism spectrum disorder

Unit-1: (ABATC-1.1)

  • Provide 2 Definitions of Autism Spectrum Disorder
  • Briefly describe Characteristics of ASD
  • Define Social Communication and language Impairment
  • Define Social Interaction Impairment
  • Define Restricted, Repetitive patterns of Behavior
  • Define Hypoactive and Hyperactive Sensory Issues
  • List Possible Causes of ASD
  • Define Current CDC Statistics and rates for the Prevalence of ASD
  • Define Identification & Assessment of ASD
  • Define Diagnostic Criteria of ASD
  • Define 3 severity levels for ASD
  • Identify serial vs. parallel processing related to learning style of individuals with ASD

Unit-2: (ABATC-1.2)

  • Define Triads of Primary Impairments associated with Autism
  • Define Persistent deficits in social communication
  • Define social interaction across multiple contexts
  • Define Delays in social skills
  • Define joint attention
  • Define Learning Disabilities
  • Define cognitive skills delays
  • Define language Skills delays
  • Define Pragmatic language Skills
  • Define receptive and expressive language Skills
  • Define delays in adaptive skills
  • Define sensory-motor Skills
  • Define low learning Rate
  • Define variations of Disruptive Behavioral issues

Unit-3: (ABATC-1.3)

  • List Risk Factors of Autism Spectrum Disorder
  • Define Genetic Factors
  • Define Environmental Factors of ASD
  • Family History
  • Define Risk Factors of Other Medical Conditions
  • Risk Factors Associated with Parent’s Age
  • Define Risk Factors with Extremely Preterm Babies

Unit-4: (ABATC-1.4)

  • List Red Flags of Autism in Toddlers
  • Define Ways of Lack in Social Communication
  • Define Signs of Lack in Social Interaction
  • Define Restricted Interests/Repetitive Behaviors
  • Define Lack of Joint Attention

Unit-5: (ABATC-1.5)

  • Define Differential Diagnosis
  • Define Difficulty level of making a diagnosis of ASD
  • List Possible conditions present with ASD
  • Define Learning Disability
  • Define ADHD
  • Define Social Communication Disorder
  • Define Gifted and Talented
  • Define Anxiety
  • Define Language Disorder
  • Define Hearing Impairment
  • Define Attachment Disorder
  • Define Genetic disorders and Syndromic
  • Define Regression and Rett’s Syndrome
  • Define Inherited Metabolic Disorder (IMD)
  • Define Epilepsy
  • Define Tourette’s Syndrome
  • Define Obsessive-Compulsive Disorder (OCD)
  • Define Sensory Processing Difficulties (SPD)
  • Define Vision Impairment

Unit-6: (ABATC-1.6)

  • Define Co-Morbid Condition
  • Provide List of possible comorbidities with ASD
  • Define Developmental Disorders
  • Define Gastrointestinal disorders
  • Define sleep disorders
  • Define neurological conditions
  • Define Psychiatric disorders

Unit-7: (ABATC-1.7)

  • Define Individualized Education Plan
  • List Members of IEP Team
  • List Basic elements of IEP
  • Define Current Skill Level
  • Define Annual Goals Development
  • Define Skill Progress Tracking System
  • Define Special Education Services
  • Define Duration of Services
  • Define Inclusion as component of IEP
  • Define Testing Adaptations
  • Define Transitional Goals and Services
  • List Legal Requirements of IEP

Unit-8: (ABATC-1.8)

  • State What is IDEA and when did it start?
  • List 4 Parts of IDEA
  • Define Part A (General Provisions)
  • Define Part B (Special Education Services)
  • Define Part C (Early Intervention Services)
  • Define Part D (National Activities to Improve Education of Children with Disabilities)
  • List six foundational Principles of IDEA
  • Define Principle 1 – Free Appropriate Public Education (FAPE)
  • Define Principle 2 – Appropriate Evaluation
  • Define Principle 3 – Individualized Education Program (IEP)
  • Define Principle 4 – Least Restrictive Environment (LRE)
  • Define Principle 5 – Parents’ Full Participation in Decision-making
  • Principle 6 – Procedural Safeguards
  • List 13 Categories of IDEA
  • List who is covered under IDEA?
  • State How is IDEA Funded?

 

Module 2: Legal, Ethical, and Professional Considerations (ABATC-02)

Course Description: This 4-hours Training module consists of 6 units. This Training module covers the ethical guidelines to follow professionalism in the field of service Delivery. This module pays focus on understanding the role and responsibilities of ABATs, about maintaining Clients Confidentiality, How ABATs Should behave with professionals, What are the skills requires to report Clients progress as well as mandated reporting. This module also covers ABATs Relationship boundaries with clients and their families Participants will be able to understand as well as will be able to practice these Professional ethical guidelines after completing this training Module.

Unit-1: (ABATC-2.1)

  • Describe Scope of Competence/ Practice boundaries of ABATs
  • Describe How ABATs maintain the Professional integrity level
  • Define How ABATs engage with clients, colleagues and families
  • State ABATs Role regarding examination and testing procedures
  • State ABATs Responsibilities regarding providing accurate information to QBA
  • Define ABATs Responsibilities regarding Professional Development

Unit-2: (ABATC-2.2)

  • Define Ethical Guidelines for QABA certificants
  • List 3 Components of Ethical Guidelines
  • Define Responsibility to know the guidelines of ABATs, QASP-S, QBA
  • Define ABATs, QASP-S, QBA’s Responsibility to practice ethically
  • List 3 perspectives of providing protection through ethical practice
  • Define ABATs, QASP-S, QBA’s Responsibility to resolve ethical dilemmas
  • Define ABATs, QASP-S, QBA’s Responsibility to NOT misrepresent themselves
  • Define ABATs, QASP-S, QBA’s Responsibility to Understand and use the problem-solving model

Unit-3: (ABATC-2.3)

  • Describe ABATs Role in maintaining Client’s confidentiality
  • Describe Disclosure and Expressed Authorization
  • Describe Inadvertent Disclosure of Confidential Communication
  • Describe How long ABATs should keep client’s records

Unit-4: (ABATC-2.4)

  • Define What ABATs should communicate to other professionals
  • Define How ABATs should communicate with other professionals
  • Define How ABATs should Deal with common situations
  • Describe What ABATs should communicate to caregivers
  • Define How ABATs should communicate to caregivers
  • Define importance of taking Informed Consent from Caregivers
  • Define ABATs responsibilities regarding explaining assessment and intervention results to caregivers.
  • Define Health Insurance Portability and Accountability Act of 1996 (HIPAA)
  • Define HIPAA Privacy Rule
  • List Covered Entities
  • Define HIPPA Security Rule

Unit-5A How ABATs are viewed by others (ABATC-2.5A)

  • Describe ABATs Role to follow Punctuality
  • Describe ABATs Role in adherence of Professional boundaries
  • Describe ABATs Role in Representing the field

Unit-5B Supervisor Relations (ABATC-2.5B)

  • Provide Understanding of ABATs role in supervision relationship
  • State how ABATs can provide Services with respect and care
  • Describe importance of providing low-cost professional assistance
  • Define Responsibility of ABATs to attend required training hours
  • Define Responsibility of ABATs to document all the supervision Requirements

Unit-5C Reporting About Clients (ABATC-2.5C)

  • Define ABATs responsibilities of client’s legal and ethical rights protection
  • Define Role of ABATs regarding Reporting Abuse/Neglect
  • Define ABATs Responsibilities to observe and report Client’s Behavioral changes
  • Define ABATs Responsibilities to observe and report Client’s Medical issues

Unit-5D Family/Client Relations (ABATC-2.5D)

  • Define ABATs responsibilities towards client’s family
  • Define ABATs responsibilities towards avoiding Dual Relationship
  • Define ABATs responsibilities towards providing respect to cultural obligations
  • Define ABATs responsibilities towards Respect differences
  • Define ABATs responsibilities towards Clients Relationship
  • State Duration of maintaining platonic relationship with client after termination of services
  • State How long if the client is an individual
  • State how long if the relationship is with caregivers or other stake holders
  • State how long if the client is an organization

 

Module 3: Core Principles of ABA (ABATC-03)

Course Description: This 5-hours Training module consists of 10 units. This module covers Core principle of Applied Behavior Analysis.This covers the concepts, principles and processes derived from the experimental analysis of behavior, and how they are used to change inappropriate behaviors with the more appropriate ones. Participants will be able to comprehend and use this fundamental behavior change strategies of applied behavior analysis.

Unit-1: (ABATC-3.1)

  • Define Behaviorism
  • Briefly Define History of Behaviorism
  • List Basic Assumptions of Behaviorism
  • List Types of Behaviorism
  • Define Restricted, Define Methodological Behaviorism
  • Define Radical Behaviorism
  • Define Behavior Modification

Unit-2: (ABATC-3.2)

  • Define Classical Conditioning
  • List Factors That Impact Conditioning
  • Define Stimulus- Stimulus Paring
  • Provide Examples vs. Non-Examples
  • Define Operant Conditioning
  • Provide Examples vs. Non-Examples
  • Define how Consequences effect Learning

Unit-3: (ABATC-3.3)

  • Definition of Reinforcement
  • State Characteristics of Reinforcement
  • Examples & Non-Examples
  • Types of Reinforcement
  • Define Positive Reinforcement
  • 2 Types of Positive Reinforcement
  • Unconditioned Positive Reinforcement (SR+) Vs Conditioned Positive Reinforcement (Sr+)
  • Define Negative Reinforcement
  • 2 Types of Negative Reinforcement
  • Unconditioned Negative Reinforcement (SR-) Vs Conditioned Negative Reinforcement (Sr-)
  • Define Automatic Reinforcement
  • Define Reinforcers
  • State Types of Reinforcers (Unconditioned vs. Conditioned)

Unit-4: (ABATC-3.4)

  • Define schedules of reinforcement
  • Provide examples of schedules of reinforcement
  • Define 2 specific schedules of reinforcement
  • Define Continuous Reinforcement Schedules
  • Discriminate between continuous, extinction, and intermittent schedules
  • List 4 Types of Intermittent Schedules of Reinforcement
  • Define Fixed Ratio Schedules and its effects on Behavior
  • Define Fixed Interval Schedules and its effects on Behavior
  • Define Variable Ratio Schedules and its effects on Behavior
  • Define Variable Interval Schedules and its effects on Behavior

Unit-5: (ABATC-3.5)

  • Definition of Punishment
  • State Characteristics of Punishment
  • Examples & Non-Examples
  • Types of Punishment
  • Define Positive Punishment
  • 2 Types of Positive Punishment
  • Unconditioned Positive Punishment (SP+) Vs Conditioned Positive Punishment (Sp+)
  • Define Negative Punishment
  • 2 Types of Negative Punishment
  • Unconditioned Negative Punishment (SP-) Vs Conditioned Negative Punishment (Sp-)
  • Define Punishers
  • State Types of Punishers (Unconditioned vs. Conditioned)

Unit-6A: Operant Behavior (ABATC-3.6A)

  • 2 Definition of Behavior
  • Examples & Non-Examples
  • Two Tests to Determine either it,s Behavior or not
  • Public Behavior vs Private Behavior
  • Examples & Non-Examples

Unit-6B: 3-Term Contingencies (Operant Contingencies) (ABATC-3.6B)

  • Define the term, antecedent
  • Define the term, Consequence
  • Define 3-Term Contingency
  • Types of Consequences and Their Effects on Behavior

Unit-7: (ABATC-3.7)

  • Definition of Operant Extinction
  • State Characteristics of Operant Extinction
  • Define extinction, deprivation, and satiation
  • Define extinction burst and spontaneous recovery
  • State Extinction Effects
  • Define Variables affecting Resistance to Extinction
  • Describe Effective use of Extinction

Unit-8: (ABATC-3.8)

  • Definition of Discriminative Stimulus
  • Examples & Non-Examples
  • Describe Availability versus Value
  • Four basic types of discriminative stimuli
  • State effects of SDs on Behavior
  • Define the Term Stimulus Control
  • Examples & Non-Examples

Unit-9: (ABATC-3.9)

  • History of the terms establishing operation (EO) and motivating operation (MO)
  • Introduction to motivating operations and their effects
  • The basic 4-term operant contingencies
  • Describe Availability versus Value
  • Define types of motivating operations
  • Provide Examples vs. Non-Examples
  • State 2 General Effects of Motivating Operations
  • Define Value Altering Effects of Motivating Operations
  • Define Behavior Altering Effects of Motivating Operations
  • Classification of motivating operations (conditioned vs. unconditioned MOs)

Unit-10: (ABATC-3.10)

  • Define History and Skinner’s Verbal Behavior
  • Define Concept of functional Language
  • List Elementary Verbal Operant
  • Define Mand, Provide Examples
  • Define Tact, Provide Examples
  • Define Intraverbal, Provide Examples
  • Define Formal Similarity, Provide Examples
  • Define Point to Point Correspondence, Provide Examples
  • Define Duplic Verbal operant, Provide Examples
  • List Applications of Verbal Behavior
  • Define Role of Verbal Behavior in Language Assessment
  • Define Role of Verbal Behavior in Language Intervention
  • Define Mand Training and Provide Examples
  • Define Echoic Training and Provide Examples
  • Define Intraverbal Training and Provide Examples

 

Module 4: Introduction of Antecedent Interventions used in ABA (ABATC-04)

Course Description: This 4-hours Training module consists of 9 units. This Training module describes Positive Behavior Support Systems. It covers brief description of antecedent interventions such as Premack Principal, Behavioral Momentum and priming. It also covers the Visual supports system Participants will be able to understand as well as will be able to implement PECS, TEACCH and Functional Communication Training.

Unit-1: (ABATC-4.1)

  • Define Positive Behavior Support System
  • List The Key Components of a Positive Behavior Support System
  • Role Of Functional Behavior Assessment (FBA) In A Positive Behavior Support System
  • List Types of Positive Behavior Support System in Aba

Unit-2: (ABATC-4.2)

  • Define Behavioral Momentum
  • Define Role of Behavioral momentum works in increasing compliance
  • List Steps involves in behavioral momentum
  • Define Premack Principle
  • Strategies For Establishing A Series Of High-Probability Requests
  • Describe Importance of Priming
  • Describe Forced Choice

Unit-3: (ABATC-4.3)

  • Define visual aids or cues
  • Describe how do visual aids or cues facilitate understanding
  • Describe Role of visual aids or cues in increasing motivation?
  • List various examples of visual aids and cues
  • Define Personalizing visual aids or cues

Unit-4: (ABATC-4.4)

  • Define Functional Communication Training
  • List Steps involve in process of FCT
  • Describe Effective Use of FCT
  • List Common alternative communication methods used in FCT
  • List considerations when choosing an alternative communication method in FCT?
  • List strategies to promote generalization and maintenance of the alternative communication method in FCT

Unit-5: (ABATC-4.5)

  • Define PECS
  • List the key principles of PECS
  • List Steps involve in process of FCT
  • Describe Promoting independence strategies in PECS
  • List strategies can be used to establish motivation for communication in PECS
  • List some effective visual supports that can be used in PECS
  • How does PECS promote generalization of communication skills
  • List strategies to promote generalization and maintenance of the alternative communication method in FCT

Unit-6: (ABATC-4.6)

  • Define TEEACH
  • LIST key components of the TEEACH approach
  • List Steps of TEEACH Approach
  • List strategies used in the TEEACH approach to promote social skills development
  • Describe role of parent involvement in the TEEACH approach

Unit-7: (ABATC-4.7)

  • Define Social Stories
  • List key characteristics of Social Stories
  • List Steps to develop social stories
  • List Types of Social Stories
  • Describe Examples of Social Stories

Unit-8: (ABATC-4.8)

  • Define video modeling as antecedent intervention in aba
  • List key components of Video Modeling
  • Define Limitations of Video Modeling
  • List Strategies to use skillfully video modeling in aba

Unit-9: (ABATC-4.9)

  • Define Visual Schedules in ABA
  • The key features and purposes of visual schedules in ABA
  • List Types of Visual Schedules
  • Describe effective strategies to use visual schedules
  • List limitations of using Visual Schedules

 

Module 5: Skill Acquisition Programming (ABATC-05)

Course Description: This 8-hours Training module consists of 15 units. This Training module describes Elements of effective Goals and Objectives, Discrete Trials Therapy, Pivotal Response Training (PRT), Natural Environment Teaching, Verbal Behavior, Task Analyses, Choice and Discrimination Learning, Prompting Strategies, Maintenance, Generalization teaching strategies to develop and maintain Targeted behavior in clients. Participants will be able to understand as well as will be able to implement these teaching protocols after completing this training Module.

Unit-1A: Define Lesson plans (ABATC-5.1A)

  • Define Characteristics of Effective Lesson Plans
  • List Components of Lesson Plans
  • Describe comparison of Good Planning vs. Bad Planning

Unit-1B: Define Teaching Scripts (ABATC-5.1B)

  • Anatomy of a teaching script
  • List Components of Teaching Scripts
  • List Steps to write Teaching Scripts
  • How to create one

Unit-2: (ABATC-5.2)

  • Define Task Analysis
  • Define Constructing and Validating a Task Analysis
  • Describe Importance of Task Analysis
  • Task Analysis of Bed making Skills

Unit-3: (ABATC-5.3)

  • Define Discriminative Stimulus SD
  • Define Stimulus Delta
  • Define Stimulus Control
  • Define Development of Stimulus Control A.K.A Stimulus Discrimination Training
  • Provide Examples of Discrimination Training
  • List 2 types of Discrimination Trainings
  • Define Simultaneous Discrimination Training
  • Define Successive Discrimination Training
  • List Application of Discrimination Training
  • Describe effect of Discrimination Training on Choice Making

Unit-4A: Define What is Prompt (ABATC-5.4A)

  • Provide Examples vs. Non-Examples

Unit-4B: Define Types of Prompts (ABATC-5.4B)

  • Define Response prompts
  • List Types of Response Prompts
  • Define Verbal Instruction (Vocal verbal vs Non Vocal Verbal)
  • Define Modeling
  • Define Physical Guidance
  • Define Transfer of Stimulus control from Response Prompts to natural stimuli
  • Define Response Prompt Fading
  • List Types of Response Prompt Fading
  • Define Most-to-Least Prompt
  • Define Least-to-Most Prompt
  • Define Graduated Guidance
  • Define Delayed Prompting

Unit-4C: Define Stimulus Prompts (ABATC-5.4C)

  • List Types of Stimulus Prompts
  • Define Movement Cues
  • Define Positional Prompts
  • Define Redundancy
  • Define Transfer of Stimulus control from Stimulus Prompts to natural stimuli
  • Define Stimulus Prompt Fading
  • List Types of Stimulus Prompt Fading
  • Define Positional Cue Fading
  • Define Movement Cue Fading
  • Define Shape Transformations

Unit-5: (ABATC-5.5)

  • Define Pairing process
  • Describe some Key aspects of Pairing Process
  • List Guidelines to develop pairing before instruction
  • Assessing an individual’s preferences and interests to determine effective reinforcers
  • List some common challenges or barriers in Pairing and addressing strategies

Unit-6: (ABATC-5.6)

  • Define Modeling process
  • Describe Types of Modeling of PECS
  • List steps in Modeling
  • Define Effective strategies to use Modeling
  • Define common challenges in Modeling Process

Unit-7: (ABATC-5.7)

  • Define Imitation Process
  • List Characteristics of Imitation
  • Define Types of Models
  • Define Formal Similarity
  • Define Immediacy
  • Define A Controlled Relation
  • Prerequisite Skills for Imitation Training
  • List Steps for Imitation Training
  • Describe Guidelines for Imitation Training

Unit-8: (ABATC-5.8)

  • Define Verbal Behavior
  • Define Role of Speaker and Listener
  • List Elementary Verbal Operants
  • Define Mand/Example vs non-Examples
  • Define Tact/Example Vs Non-Examples
  • Define Echoic/ Example Vs Non-Examples
  • Define Interaverbal/ Example Vs Non-Examples
  • Define Textual/ Example Vs Non-Examples
  • Define Transcription/ Example Vs Non-Examples
  • Define Autoclitic

Unit-9: (ABATC-5.9)

  • Define Errorless learning
  • Define key principle of errorless learning
  • Implementation of Errorless Learning
  • List Benefits of errorless learning
  • Define Error Correction Procedure
  • Types Of Error Correction Procedure
  • Define effective Strategy to implement Error Correction Procedure

Unit-10: (ABATC-5.10)

  • Define Discrete trial instruction (DTI)
  • Describe Discrete trial instruction (DTI) Developed by
  • List 5 Components Of DTT, Give Examples
  • List Steps to Implement DTT Trials
  • Describe how to increase effectiveness

Unit-11: List four methods of introducing new targets (ABATC-5.11)

  • Define Random Rotation
  • Define Mass trials
  • Define Block trials
  • Define Expanded trials

Unit-12: (ABATC-5.12)

  • Define Incidental Teaching
  • List another term for incidental teaching /Natural Environment Teaching (NET)
  • Provide Examples of Incidental Teaching
  • List the basic steps of Incidental Teaching
  • Benefits of Natural Environment Teaching
  • Define Capturing, Provide Examples
  • Define Contriving, Provide Example

Unit-13: (ABATC-5.13)

  • Define and provide examples of shaping
  • Explain the process of shaping in terms of the behavioral contingencies used
  • Differentiate between shaping across different and within the same response topographies
  • Explain ways in which the efficiency of shaping can be increased
  • State the guidelines for implementing shaping effectively

Unit-14: (ABATC-5.14)

  • Define and give examples of behavior chains
  • Describe Rational for Behavior Chaining
  • Describe task analysis topographies
  • Define appropriate assessment methods for evaluating performance on task analysis
  • Define Single Opportunity Method
  • Define Multi Opportunity Method
  • Identify and define Types of chaining procedures
  • Define Forward Chaining procedure when to use
  • Define Total Task Chaining procedure when to use
  • Define Backward Chaining procedure when to use
  • Describe how behavior chains can be interrupted

Unit-15A: (ABATC-5.15A)

  • Define Pivotal Behavior
  • Provide Examples of Pivotal Behavior
  • Define Behavior Cusps
  • Provide Examples of Behavioral Cusps
  • Define Pivotal Response Training
  • List Components of Pivotal Response Training
  • Describe Strategies For Implementing Pivotal Response Training (PRT) effective

Unit-15B: (ABATC-5.15B)

  • Define Response Maintenance
  • Provide Examples
  • List Steps for Response Maintenance
  • Provide Steps to Maintenance of the learned Behavior
  • Provide Evaluation Process for Maintenance

Unit-15C: (ABATC-5.15C)

  • Define Generalization
  • Define Setting/Situation Generalization
  • Define Generalization Across Subjects
  • Define Generalization across Behaviors (Response Generalization)
  • Define Stimulus Generalization
  • Define Overgeneralization
  • List Steps for Generalization of Behavior
  • Define planning techniques for generalized behavior change
  • List strategies and tactics for promoting generalized behavior change
  • List the guiding principles for promoting generalized outcomes

 

Module 6: Behavior Reduction Interventions (ABATC-06)

Course Description: This 6-hours Training module consists of 5 units. This Training module describes how to Decrease, eliminate, and replace problem behavior. This module covers function-based intervention techniques for addressing problem behavior it places a focus on developing alternate behavior repertoires with functional communication trainings and with the use of other Antecedent Base Intervention Strategies. This module also covers the use of differential reinforcement and Extinction procedures to develop alternate behaviors and eliminate problematic Behaviors. Participants will be able to understand as well as will be able to implement these Behavior Modification Strategies after completing this training Module.

Unit-1: (ABATC-6.1)

  • Define Behavior Intervention Plan
  • Define the key Components of BIP
  • List the general steps involved in developing behavior goals
  • Describe some common strategies and interventions used in a BIP
  • List the key components of a successful behavior intervention team
  • List effective methods to involve parents or caregivers in behavior interventions
  • Define general outline about BIP be structured
  • sample Behavior Intervention plan

Unit-2A: Define Function of Behavior (ABATC-6.2A)

Unit-2B: Define Function vs. Topography (ABATC-6.2B)

Unit-2C: List Main 2 Types of Functions of behavior (ABATC-6.2C)

Unit-2D: Define Behavior maintained by Positive Reinforcement Sr+ (ABATC-6.2D)

  • List Types of Positive Reinforcement
  • Define Social Positive Reinforcement (Attention)
  • Define Tangible Reinforcement
  • Define Automatic Positive Reinforcement

Unit-2E: Define Behavior maintained by Negative Reinforcement Sr- (ABATC-6.2E)

  • List Types of Negative Reinforcement
  • Define Social Negative Reinforcement (Escape)
  • Define Negative Automatic Reinforcement

Unit-3A: Define Functional Behavior Assessment (FBA) (ABATC-6.3A)

Unit-3B: List Functional Behavior Assessment Method (ABATC-6.3B)

Unit-3C: Define Correlation Vs. Causation (ABATC-6.3C)

Unit-3D: Describe Indirect Preliminary Assessment (ABATC-6.3D)

  • Lists Methods of Indirect Preliminary Assessment
  • Define Structured Behavioral Interviews
  • Define Behavior Rating Scales
  • Define Behavior Observation Questionnaires
  • Define Behavior Observation Checklists
  • State Advantages Of Indirect FBA
  • State Limitations OF Indirect FBA

Unit-3E: Define Direct Descriptive Functional Behavior Assessment (ABATC-6.3E)

List Types of Direct Descriptive Functional Behavior Assessment Methods

Define ABC Continuous Recording
State Limitations & Advantages of ABC Continuous Recording

Define ABC Narrative Recording
State Limitations & Advantages of ABC Narrative Recording

Define Scatter plots
List Steps of Using Scatter plots

  • State Limitations & Advantages of Scatter Plot

Unit-3F: Define Functional Analysis (ABATC-6.3F)
List Learned Function Of Behavior

  • Define Basic Procedures of Functional Analysis
  • Define Measurement of Behavior and Test and Control Conditions
  • List 4 Common Conditions of functional Analysis
  • Define Attention Condition of functional Analysis
  • Define Escape Condition of functional Analysis
  • Define Access to Tangibles Condition of functional Analysis
  • Define Automatic Condition of functional Analysis
  • Define Control Conditions of functional Analysis
  • List Advantages of Functional Analysis
  • List Disadvantages of Functional Analysis
  • Define Role of IBT in Functional Analysis

Unit-3G: Review of Steps Conducting a Behavior Assessment (ABATC-6.3G)
Define step 1. How to Gather Information

  • Define step 2. How to Interpret Information and formulating Hypotheses
  • Define step Howto Test Hypotheses
  • Define step Howto develop Interventions

Unit-4A: Define Differential Reinforcement (ABATC-6.4A)

Unit-4B: Provide Examples of Differential Reinforcement (ABATC-6.4B)

Unit-4C: List Types of Differential Reinforcement (ABATC-6.4C)

Unit-4D: Define Differential Reinforcement of Alternative Behavior (DRA) (ABATC-6.4D)

  • Provide Examples of DRA

Unit-4E: Define Differential Reinforcement for Other Behavior (DRO) (ABATC-6.4E)

  • Provide examples of DRO
  • List General Types of DRO
  • Define Interval DRO
  • Define Fixed Interval DRO (FI-DRO)
  • Define Variable Interval DRO (VI-DRO)
  • Define Guidelines for Using DRO

Unit-4F: Define Differential Reinforcement for Incompatible Behavior (DRI) (ABATC-6.4F)
Provide Examples of DRI

  • Define Guidelines for using DRI

Unit-4G: Define Differential Reinforcement of Low Rates of Responding (DRL) (ABATC-6.4G)
Provide examples of DRL

  • List Types of DRL Procedures
  • Define Full-Session DRL
  • Define Interval DRL
  • Define Spaced Responding DRL or DRL-T
  • List Guidelines for using DRL

Unit-5: (ABATC-6.5)

  • Definition of Punishment
  • State Characteristics of Punishment
  • List steps involved in implementing a punishment procedure
  • Operation and Defining Effect of Punishment
  • Define Punishers
  • Types of Punishers
  • State Discriminative Effects of Punishment
  • State ethical considerations when implementing a punishment procedure
  • State potential risks associated with punishment procedures
  • Describe guidelines to minimize the potential risks of punishment procedures?

Unit-5A Positive Punishment (ABATC- 6.5A)
Definition of Positive Punishment

  • State Characteristics of Positive Punishment
  • Examples & Non-Examples
  • Operation and Defining Effect of Punishment

Unit-5B Negative Punishment (ABATC- 6.5B)
Definition of Negative Punishment

  • State Characteristics of Negative Punishment
  • Examples & Non-Examples
  • Operation and Defining Effect of Punishment

Unit-6: (ABATC-6.6)

  • Define and identify the components of a token economy
  • List steps of Designing a Token Economy
  • Define potential challenges in implementing a token economy system
  • Define ethical considerations when implementing a token economy system
  • Define strategies to ensure consistency and fidelity in implementing a token economy system
  • Define token economy system evaluation Process

 

Module 7: Data Collection and Data Analysis (ABATC-07)

Course Description: This 8-hours Training module consists of 13 units. This covers strategies to measure targeted behavior and its visual representation for data analysis. Participants will be able to gain understandings about continuous and discontinuous data collection procedures as well as graphing skills.

Unit-1: (ABATC-7.1)

  • Define Data
  • State Significance of Data Collection
  • Define Raw Data
  • List Required Tools for Data collection
  • Define Data collection Process
  • Define Steps for Data Collection
  • Describe How to rule out the appropriate Data collection Procedures
  • Provide Sample Data Collection Sheets
  • List steps to create Data Collection Sheets

Unit-2: (ABATC-7.2)

  • Define Operational Definition of Behavior
  • List 3 main characteristics of Operational Definition
  • Define Role of Target Behavior Definition in ABA
  • Define 2 Types of Operational Definition
  • Define Function-Based definition
  • Provide examples vs. non examples of Function-Based definition of Behavior
  • Define Topography-Based Definitions
  • Provide examples vs. non examples of Topography-Based definition of Behavior
  • List Steps of writing Target Behavior Definitions
  • Define Importance of Precise Behavioral Definition

Unit-3A: Define Stimulus Preference Assessment (ABATC-7.3A)

Unit-3B: List Types of Stimulus Preference Assessment (ABATC-7.3B)

Unit-3C: Define Free-Operant Methods of Preference Assessment (ABATC-7.3C)

  • List Types of Free-Operant Methods
  • Define Naturalistic Observation Methods
  • Define Contrived Observation Methods, Examples vs. on-Examples

Unit-3D: Define Asking about Stimulus Preference Assessment Method (ABATC-7.3D)

  • List Types of Asking about Preference Assessment Method
  • Define Open-ended Questions Methods, Examples vs. Non-Examples
  • Define Asking Significant others Methods, Examples vs. Non-Examples
  • Define offering a Pre task Choice Methods, Examples vs. Non-Examples

Unit-3E: Define Trial Based Methods of Preference Assessment (ABATC-7.3E)

  • List Types of Trial- Based Methods of Preference Assessment
  • Define Single Stimulus Preference Assessment
  • Provide Data Collection Sheets Examples
  • Define Procedure of Conducting Single Stimulus Preference Assessment
  • Define Paired Stimuli Preference Assessment
  • Define Procedure of Conducting Paired Stimulus Preference Assessment
  • Provide Data Collection Sheets Examples
  • Define Multiple Stimuli Preference Assessment
  • List variations of Multiple Stimuli Preference Assessment
  • Define Multiple Stimuli with Replacement (MSW)
  • Provide MSW Data Collection Sheets Examples
  • Define Multiple Stimuli without Replacement (MSWO)
  • Provide MSWO Data Collection Sheets Examples

Unit-3F: Define Guidelines for selecting and using Stimulus Preference Assessments (ABATC-7.3F)

  • Define Ecological/Environmental Assessment
  • State when to use
  • Define Types of Ecological Assessment
  • Define ABC Data Collection
  • Define Reactive Effects

Unit-4: (ABATC-7.4)

  • Define Validity
  • Define Accuracy
  • Define Reliability
  • List Threats to Measurement (Validity)
  • List Threats to Measurement (Accuracy)
  • List Threats to Measurement (Reliability)
  • Define Observer Reactivity
  • Define Assessing the Accuracy of Behavioral Measurement
  • Define Assessing the Reliability of Behavioral Measurement

Unit-5: (ABATC-7.5)

  • Define Measurement
  • Importance of Measurement

Unit-6: (ABATC-7.6)

  • Define Fundamental properties of behavior
  • List 3 types of Fundamental properties of behavior
  • Define Dimensional quantities of behavior
  • List associated Dimensional quantities of behavior
  • Combination of 2 Fundamental properties
  • Define Continuous Behavior
  • Define Discontinuous Behavior

Unit-7: (ABATC-7.7)

  • Define Continuous Measurement Procedures
  • Example Vs Non-Examples
  • Use Of Continuous Measurement Procedures

Unit-8A Frequency/Count (ABATC-7.8A)

  • Define Frequency
  • Examples Non-Examples
  • Provide Use of Frequency Recording
  • Describe the procedures of frequency Recording
  • List Required Tools for Frequency Recording
  • Limitations Of Frequency Recordings

Unit-8B Duration (ABATC- 7.8B)

  • Define Duration
  • Examples Non-Examples
  • Define Duration per Interval
  • Define Duration per occurrence
  • Define When to Use Duration Recording
  • List Required tools for Duration Recording
  • Limitations Of Duration Recording

Unit-8C Latency (ABATC- 7.8C)

  • Define latency
  • Examples Non-Examples
  • Define When to Use Latency Recording
  • List Required tools for Latency Recording

Unit-9: (ABATC-7.9)

  • Define Discontinuous Measurement Procedures
  • Example Vs Non-Examples
  • Use of Discontinuous Measurement Procedures

Unit-9A Partial Interval Recording (ABATC-7.9A)

  • Define Partial interval Recording
  • List Steps to implement Partial Interval Recording
  • Define Limitations of Partial Interval Recording
  • Define When to use Partial Interval Recording
  • Provide directions for the use of partial interval recording

Unit-9B Whole Interval Recording (ABATC- 7.9B)

  • Define Whole Interval Recording
  • Steps to implement Whole Interval Recording
  • Define Limitations of whole Interval Recording
  • State When to use Whole Interval Recording
  • Provide directions for the use of Whole interval recording

Unit-9C Momentary Time Sampling (ABATC- 7.9C)

  • Define Momentary Time Sampling
  • Steps to implement Momentary Time Sampling
  • Define Limitations of Momentary Time Sampling
  • State When to use Momentary Time Sampling
  • Provide directions for the use of Momentary Time Sampling

Unit-10: (ABATC-7.10)

  • Define Permanent -Product Recording
  • Example vs. Non-Examples
  • State When to use Permanent-Product Recording
  • Define Advantages of Permanent-Product Recording
  • Define Limitations of Permanent-Product Recording
  • Provide directions for the use of Permanent-Product Recording

Unit-11: (ABATC-7.11)

  • Define Graphs
  • Describe Purpose & Benefits of Graphic Display
  • State Benefits of Graphs
  • List Types of Graphs Used in ABA

Unit-11A Equal Interval Line Graph (ABATC-7.11A)

  • Definition of Line Graph
  • List of the Parts of an Equal Interval Line Graph
  • Define The horizontal X-axis
  • Define The vertical Y-axis
  • State the conventions for the relative length of the Y-axis compared to the X-axis
  • Define Data points
  • Define The data path
  • Define Condition and phase change lines
  • Define Condition and phase change labels
  • Define Figure legend

Unit-11B Cumulative Record (ABATC-7.11B)

  • Describe Cumulative Records
  • Give Examples

Unit-11C Bar Graph (Histogram) (ABATC- 7.11C)

  • Bar Graph (Histogram)
  • Describe proper use
  • Describe improper use

Unit-11D Semi-logarithmic Graphs/Standard Celeration Chart (ABATC-7.11D)

  • Define Semi-logarithmic Graphs (Standard Celeration Chart)
  • Contrast with equal interval line graphs
  • Briefly discuss the use

Unit-12: (ABATC-7.12)

  • Define Visual Data Analysis
  • Describe the Purpose of Visual Analysis
  • Describe the process of Interpreting Graphically Displayed Data
  • 4 characteristics of the data plotted on the chart
  • Define Level of data (Mean & Median Level)
  • Define Variability in Data
  • Define Trend of Data
  • Define The number of data points required for visual analysis

Unit-13: (ABATC-7.13)

  • Define Interobserver agreement (IOA)
  • Define Benefits and Uses of IOA
  • Define Requisites for obtaining valid IOA Measures
  • Define Believability
  • Define Trustworthiness
  • Define Methods of Calculating IOA
  • List IOA for Data Obtained by Event Recording
  • List IOA for Data Obtained by Timing
  • List IOA for Data Obtained by Time Sampling/Interval Recording

 

Instructor

Pragya Shrestha Pradhan
BCBA/QBA/IBA

 Pragya Shrestha Pradhan is Nepal’s first Board Certified Behavior Analyst (BCBA) and chairperson at Avaani Foundation. She began her journey in Applied Behavior Analysis (ABA) at Behavior Momentum India (BMI) and eventually earned a certification from the USA-based Behavior Analyst Certification Board (BACB). As both a parent of a child with autism and a professional in the field of behavior analysis, she advocates for evidence-based, compassionate, and culturally responsive care services for children with developmental differences in Nepal.

She holds a Board Certified Behavior Analyst (BCBA) certification from the Behavior Analyst Certification Board (BACB), USA (2022), a Qualified Behavior Analyst (QBA) from the Qualified Applied Behavior Analysis Credentialing Board (QABA), USA (2023), and an International Behavior Analyst (IBA) from the International Behavior Analysis Organization (IBAO), USA (2023). She has completed her Master’s degree in Computer Application from Purbanchal University.

Pragya Shrestha Pradhan is the Founder Chairperson and Executive Chairperson & BCBA of Avaani Foundation, a non-profit organization working in autism. She has also participated in specialized training including “Teach Your Child to Read in 100 Easy Lessons and DI Session on Reading Mastery” to train trainers to teach children with autism in a 1:1 setting under supervision. Her unique perspective as both a mother of three children (including a child with autism) and a certified behavior analyst drives her mission to deliver compassionate, culturally responsive, evidence-based care for children with developmental differences in Nepal.