A Behavioural Education Initiative
HOW INDIVIDUALIZED LEARNING WORKS
Our commitment to evidence-based practice involves the phases of Assessment, Planning, supervision of Implementation and Evaluation - all these happen in sequential order and continuously as the program goals are met, maintained and generalized.
The assessment phase starts with indirect and direct measures, criterion-referenced assessments, such as the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP, Sundberg, 2008), VB MAPP Self-Care checklist (Sundberg, 2008), Assessment of Basic Language and Learning Skills - Revised (ABLLS-R, Partington, 2006), Assessment of Functional Living Skills (AFLS, Partington, 2012), Socially Savvy: An Assessment and Curriculum Guide for Young Children (Ellis & Almeda, 2015), and Essentials for Living (McGreevy, Fry & Cornwall, 2012).
The results of the assessment phase enables the team to plan for the intervention or instruction by prioritizing target behaviours to teach or increase, and in the case of challenging behaviours, ways to decrease them. Using safe and secure platforms such as Vsee and password protected Zoom meetings, we conduct indirect assessments through checklists and interviews with parents or caregivers and other professionals working with the learner. In the same manner, we also conduct direct assessments through virtual sessions with the learner and his or her parent or caregiver or teacher.
Planning is a collaborative process that entails how the findings from the assessment can generate individualized programs based on three important aspects: (1) the best available research in the field of applied behaviour analysis that explains which possible intervention works and why it has worked for some subjects; (2) clinical expertise, judgement and experience as well as resources of the team; (3) and most significantly, the values and preferences of the clients, their parents and families. Planning is also the pipeline for the methodology for teaching - it is an avenue for discussion of the suitable teaching method, based on the child's strengths and banking on these, in order to attend to the needs. It is important that the training of parents, caregivers or teachers are considered in the planning stage in order to ensure progress, procedural integrity and fidelity of implementation - all these will greatly benefit the child or the learner. Using secure meeting platforms such as VSee and password protected Zoom meetings, members of the learner's support team will be invited to discuss the programs and learning goals on a regular basis.
The most exciting phase is the implementation phase, where ABA Service Delivery through parents or caregivers and teachers, actualizes the teaching and intervention plan. Full support to the parents and caregivers are given as programs are written in 'technological' or recipe-like' manner, with most scripts and many videos, to make program implementation easier for a parent who may have little or no background in applying the principles of ABA. Plan implementation also includes data collection and graphing, processes which are at the heart of ABA. Through these data collection and visual display, the Behaviour Analyst makes an analysis of the current and future programs. Measurement allows for the display, interpretation and analysis of behavioural data. We use an electronic data collection system, training and clinical supports, in our clinical, intervention and measurement/data collection for visual analysis activities. The paperless data collection is for ease of collection, presentation and analysis, regular checks and monitoring. Parents can also see data right away in a manner that is comprehensible. Being data-driven allows not only some neutrality and objectivity in terms of decisions and evaluations but it also what makes ABA evidence-based.
Why are all phases of the A PIE important?: (1) it provides significant scientific evidence to ensure quality and individualized instruction, that suits the learner's strengths and needs; (2) the objectivity embedded in the A PIE as a process is grounded in neutrality and progress for the real benefit of the client and other stakeholders; and (3) the resources are maximized and time is optimized because there is a continuous and sequentially systematic method in place.
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We provide consultations with and training for educators and staff who wish to apply the principles of ABA in the classroom.
The primary purpose of this program is to broaden the use of behavioural education in schools in order to provide more individualized forms of teaching and learning for learners with diverse abilities. When we look into behaviour as a measurable dimension of how the child may or may not respond to instruction given his or her learner profile, we may end up with a more effective form of education suitable for that particular child.
Working with teachers and other school staff, the aim of behaviour analytic consultations to schools is to use the principles of ABA as an effective technology to increase socially significant behaviours and ensure that the academic and behavioural needs of the learners are being met.
The impetus of the Behavioural Analytic approaches to Education and consultation to schools that we mainly provide concentrates on teacher training, through hands-on Behavioural Skills Training (BST). BST is a form of training that makes use of instructions, modelling, rehearsal and immediate feedback to teach a new skill. This is to ensure that teachers have the tools and devices, and foremost, the skills to implement instruction using the principles of ABA in the classroom, on a daily basis.