Behavioural Interventions in a School Context
This online training is designed for all educational personnel, including teachers, school administrators, educational assistants, speech-language pathologists, and psychologists. Available in both English and French.
Autism Learning Partnership provides professional learning opportunities for educational personnel supporting learners with Autism Spectrum Disorder (ASD). The autism training program is facilitated by Learning Specialists from the Department of Education and Early Childhood in New Brunswick (Canada) and is delivered worldwide.
This online program is designed for all educational personnel, including school administrators, teachers, educational assistants, speech-language pathologists, and psychologists. Available in both English and French, the course includes 40 hours of self-paced instruction with suggested benchmarks for completion of the modules. Each module includes at least one quiz to ensure mastery of critical skills. The course can also be blended with tailored face to face professional learning delivered by experienced education and Board Certified Behaviour Analysts.
ASD and Behavioural Intervention: An Introduction for School Personnel was developed as part of an interprovincial partnership between the four Atlantic provinces. Collaboration, consultation and sharing of expertise were provided by:
Autism Learning Partnership provides professional learning opportunities for educational personnel supporting learners with Autism Spectrum Disorder (ASD). The autism training program is facilitated by Learning Specialists from the Department of Education and Early Childhood in New Brunswick (Canada) and is delivered worldwide.
This online program is designed for all educational personnel, including school administrators, teachers, educational assistants, speech-language pathologists, and psychologists. Available in both English and French, the course includes 40 hours of self-paced instruction with suggested benchmarks for completion of the modules. Each module includes at least one quiz to ensure mastery of critical skills. The course can also be blended with tailored face to face professional learning delivered by experienced education and Board Certified Behaviour Analysts.
ASD and Behavioural Intervention: An Introduction for School Personnel was developed as part of an interprovincial partnership between the four Atlantic provinces. Collaboration, consultation and sharing of expertise were provided by:
- Catherine Breault, Isabelle Cowan and Julie Michaud, New Brunswick Department of Education and Early Childhood Development
- Shelley McLean, APSEA Autism in Education Project Coordinator, Atlantic Provinces Special Education Partnership
- Marlene Breitenbach, Prince Edward Island Department of Education and Early Childhood Development
- Paulette Jackman, Newfoundland and Labrador Department of Education and Early Childhood Development
- Susan Jozsa, Nova Scotia Department of Education and Early Childhood Development
Course Features
- Online training accessible at all times
Our professional online learning program is available 24/7 to promote consistency and common understanding among school personnel, in a cost-effective manner.
- Evidence-based modules
The concepts and interventions explained in the course are based on research
- Designed for school personnel
ASD and Behavioural Interventions online course was developed for school personnel, but is open to the public.
- School-based video examples
The videos were taken in school settings with students at the elementary, middle, and high school level. They will help you understand the concepts and interventions presented in the course.
- Interactive activities
In each module, you will find interactive activities to help you better understand the concepts presented in the course.
- Training based on ABA principles
ASD and Behavioural Interventions is based upon the principles of Applied Behaviour Analysis (ABA). ABA uses techniques to bring meaningful and positive change in behaviour, while reducing the behaviours that may impede on learning.
- Learning Guide available in each module
The Learning Guide has been designed to be used as a note-making tool. Each guide highlights key concepts which you can use for future reference.
- Certificate of course completion
Each participant that successfully completes the autism online training program will receive a certificate of course completion.
- Much more
- Self-assessments available in each module
- A new tool, Setting Priorities for Intervention: A Planning Tool for Learners with ASD will be presented to help set meaningful goals for students based on strengths and needs
- Strategies for fostering positive home-school relationships
- Audible content – listen to course screens or download them as MP3 files
- Ethical considerations in supporting students with ASD program will receive a certificate of course completion.
Hours
40
Modules
10
CAD (per user)
325
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Course Modules
Module 1: Introduction to ASD
This module serves as an introduction to help build your understanding of the characteristics of ASD so that you will be better prepared to meet the needs of learners with ASD in your school. By the end of this module, you will be able to:
- Describe the key characteristics that contribute to a diagnosis of ASD; and
- Recognize examples of how the characteristics may manifest in a variety of learners with ASD.
Module 2: Impact of ASD on Learning
Learning Goals
This module explores the impact ASD may have on six areas related to learning:
By the end of this module, you will be able to:
This module explores the impact ASD may have on six areas related to learning:
- Cognitive skills
- Motivation
- Play skills
- Observational learning
- Group instruction
- Academic skills
By the end of this module, you will be able to:
- Recognize some of the ways in which learners with ASD are impacted by deficits in cognitive skills, motivation, play skills, observational learning; and
- Recognize the skills needed for group instruction and academics.
Module 3: Evidence-Based Practice
Learning Goals
This module will examine evidence-based interventions for learners with ASD and a framework for using what is known from research in school settings.
By the end of this module you will be able to:
This module will examine evidence-based interventions for learners with ASD and a framework for using what is known from research in school settings.
By the end of this module you will be able to:
- Define evidence-based intervention;
- Recognize some interventions for learners with ASD that are evidence-based and some that are non-evidence-based; and
- Summarize the components of evidence-based practice.
Module 4: Identifying Learner Needs
In this module, methods and considerations for developing a summary of a student’s strengths and challenges to support the educational planning process are presented.
By the end of this module you will be able to:
By the end of this module you will be able to:
- Identify the basic steps in the process of developing a summary of a student’s strengths and challenges and the importance of the summary to successful program development.
- Identify formal and informal assessment methods that can be used to develop the learner summary of strengths and challenges
- Identify the important considerations for prioritizing and establishing learning goals that address identified needs and challenges
- Recognize the importance of data to evaluating outcomes and select appropriate measurement tools to monitor student progress
- Participate in the process of identifying a student’s needs and challenges
Module 5: Learning and Behaviour
Applied Behaviour Analysis (ABA) relies on what is known about behaviour, including how environment influences behaviour, to promote learning and lasting interventions that directly apply the principles of ABA – antecedent-based interventions and reinforcement – and be used to influence learner performance to teach new knowledge or skills and/or to manage, motivate, support and sustain specific behaviour.
By the end of this module, you will be able to:
By the end of this module, you will be able to:
- Identify the basic principles of behaviour: antecedent, behaviour and consequence;
- Define reinforcement, and differentiate between positive and negative reinforcement, and positive and negative punishment;
- Identify the steps for implementing reinforcement to influence motivation and promote learning;
- Use observation and a checklist to assess a learner’s preferences to identify potential reinforcers;
- Identify the steps for implementing a token economy; and
- Identify a number of antecedent strategies that can be implemented to influence motivation and promote learning for learners with ASD.
Module 6: Behavioural Teaching Approaches
In this module you will learn how the components of learning can be used, both informally and formally, in a number of evidence-based approaches to develop new behaviour and skills.
By the end of this module, you will be able to:
By the end of this module, you will be able to:
- Identify basic components in the behavioural approach to developing skills – SD/instruction, prompting, response (correct/incorrect), and consequence (reinforcement/error correction)
- Identify how to effectively use prompting
- Identify instructional approaches commonly used with learners with ASD, including discrete trial instruction, task analysis and chaining, and shaping
- Identify key elements for conducting a task analysis
- Determine appropriate context for instruction – large group, small group, individualized setting
- Identify strategies for embedding goals/outcomes in daily routines
- Recognize the importance of and identify strategies for supporting generalization and maintenance of skills
Module 7: Structuring the Classroom Environment
Structuring the classroom environment, with an emphasis on visual information and external organizational supports, can increase student engagement, improve independent functioning, and reduce problem behaviours. Environmental supports help make the classroom more meaningful and predictable for students with ASD and promote increased participation, independence, and academic growth.
By the end of this module, you will be able to:
By the end of this module, you will be able to:
- Recognize the importance of a structured classroom environment to the success of many students with ASD
- Identify key considerations for structuring the environment through the use of visual supports, by using work systems, by minimizing distractions and accommodating sensory differences, and by supporting transitions.
- Identify key considerations for using visual supports and work systems
Module 8: Supporting Communication Skills
Communication is central to human interaction and learning. Developing effective communication skills enhances our social relationships and emotional well-being, and supports successful learning experiences in school and in vocational or postsecondary learning.
Information in this module is presented in two sections:
By the end of the Basic Language and Communication Concepts section of this module, you will be able to:
By the end of the Strategies to Address Language and Communication Needs section of this module, you will be able to:
Information in this module is presented in two sections:
- Basic language and communication concepts
- Strategies to address language and communication needs
By the end of the Basic Language and Communication Concepts section of this module, you will be able to:
- Identify the basic functions of communication – requesting, labelling, imitating, intraverbal, and receptive
- Identify some of the common characteristics of language and communication in ASD
By the end of the Strategies to Address Language and Communication Needs section of this module, you will be able to:
- Identify a number of general strategies that can be used by all school personnel to support language and communication
- Recognize the importance of providing communication instruction and practice throughout the day, not just during scheduled intervention periods
- Identify the steps for implementing incidental teaching
- Identify the steps for pivotal response teaching (NS and PEI participants)
- Recognize that alternative and augmentative communication (AAC) includes any form of communication (other than speech) that is used to express thoughts, needs, wants, and ideas.
- Recognize how AAC systems can be used to support the communication needs of some students
Module 9: Managing Challenging Behaviours
Challenging behaviours are those that are disruptive to the classroom environment, impact other students’ learning, and/or pose a safety risk for others. Challenging behaviours can also have a significant impact on the student’s own learning, safety, opportunities for social interaction and relationships.
By the end of this module, you will be able to:
By the end of this module, you will be able to:
- Identify some proactive strategies that help to support student success and reduce the likelihood that challenging behaviour will occur
- Recognize that challenging behaviour serves a purpose or function for the individual and identify the main functions of challenging behaviour
- Identify the steps and key considerations for developing a hypothesis about the function of behaviour
- Identify potential intervention strategies based on hypothesized function
- Recognize the importance of documenting and monitoring the interventions implemented to address challenging behaviour
Module 10: Supporting Social Skills
Social skill deficits are a central feature of ASD. The degree of impairment varies widely from individual to individual. Social skills impact almost every aspect of our daily lives at home, at school or work, and in the community. They are integral to life success. It is important that we help students with ASD acquire social skills or learn social rules to compensate for what does not come naturally.
By the end of this module, you will be able to:
By the end of this module, you will be able to:
- Identify some of the common social skills difficulties associated with ASD
- Identify eight factors that contribute to effective social skills intervention and recognize the importance of a systematic approach to intervention
- Recognize that social skill difficulties may result from either skill deficits or performance deficits, and identify basic intervention strategies that address each type of deficit.
- Recognize two types of general strategies for social skills instruction, proactive teaching strategies, and strategies for practising social skills in the natural environment.
- Identify the five basic steps for Behavioural Skills Training (BST), an evidence-based approach for teaching social and functional skills
- Identify prompting and reinforcement strategies in the natural learning environment
- Identify the four basic steps for implementing peer-mediated intervention
- Identify four basic guidelines for peer sensitivity lessons
Course FAQ
I want to take this online autism course. What do I do next?
Simply click on the Register button, then follow the steps to register.
How much does it cost?
If you are an individual user, the registration fee is $325 (CAN). If you are a referred user, you are being sponsored to participate through your organization. You will not be required to make a payment on the registration page. Your organization will provide you with a password to access the registration form.
What happens after I register on your website?
If you are an individual user, after you register online and pay with PayPal, you will receive a confirmation email with your username and password.
If you are a referred user, you are being sponsored to participate through your organization. Once you complete and submit your registration form, you will receive an email with your username and password.
If you are a referred user, you are being sponsored to participate through your organization. Once you complete and submit your registration form, you will receive an email with your username and password.
How long do I have to complete this autism training program?
If you are an individual user, you will have 6 months from the time you receive the Welcome Message from your facilitator to complete the modules and quizzes.
If you are a referred user, meaning that you are being sponsored to participate through your organization, you will receive further detail regarding deadlines for completion.
If you are a referred user, meaning that you are being sponsored to participate through your organization, you will receive further detail regarding deadlines for completion.
What do I get after I complete the course?
A certificate of course completion issued by the Government of New Brunswick will be sent to you after you successfully complete the course within the time frame.
What if I do not complete the program on time?
Participants will be automatically un-enrolled after 6 months from the time the Welcome Message is sent. Refunds will not be provided for those who decide not to complete the training.
Will I have access to the content of the course after I complete the program?
Each module contains a printer-friendly document containing the module content and shareable resources referenced in the module. Learning guides are also available to you at the beginning of each module for you to take notes if wanted. You will find this combination to be an excellent course take-away for future reference.
What if I need technical assistance?
Support is available Monday to Friday 9am – 5 pm ATL by email at alp_paatech@gnb.ca and telephone at 1-855-453-8158 (Toll Free)
What if I have questions about some of the concepts presented in the course?
Once you are all set to begin the program, you will be assigned a facilitator that can assist with concepts you may have difficulty with, problems with quizzes, and/or general training information. Your facilitator’s contact information will be given to you, and you will be able to contact her/him via email or telephone.
How much do I need to pass a quiz?
In order to access the next module, you must obtain at least 80% on the quiz. You will have an unlimited number of attempts to pass the quiz.
What do I need for this autism course?
Access to high-speed internet is required.
Your computer/device must have a sound card, speakers, as well as Windows Media Player and Adobe Reader installed.
JavaScript and Cookies must be enabled using the following browsers:
Your computer/device must have a sound card, speakers, as well as Windows Media Player and Adobe Reader installed.
JavaScript and Cookies must be enabled using the following browsers:
- PC Users: Latest version of Internet Explorer or Chrome
- Apple Users: Latest version of Firefox or Safari
- Android users: latest version of Firefox.
I have more questions. What do I do?
Simply send us an email a alp_paa@gnb.ca
