Behavior Basics

Functional Behavior Assessment (FBA)

Estimated Time to Complete: 1 1/2 hours

Functional behavior assessment (FBA) is a process for determining the purpose a challenging behavior serves for an individual. Through this process, teacher, parents, and interventionists can identify environmental variables that control and maintain challenging behavior. Subsequently, they can use FBA data to design effective interventions that reduce challenging behaviors while simultaneously increasing behaviors that facilitate self-determination. In this module, we will help the reader understand the relationship between the environment and challenging behavior. Furthermore, we will describe the steps for engaging in the evidence-based FBA process, the tools available for gathering information, and guidelines for implementation of the process.

Behavior Intervention Plans

Estimated Time to Complete: 1 hour

Working to improve the life of individuals with ASD is the ultimate goal of families and professionals. Part of this improvement may involve addressing challenging behaviors. This module will discuss development of effective behavior intervention plans, and provide resources and guides for use.

Functional Communication Training

Estimated Time to Complete: 1 1/2 hours

Functional communication training (FCT) is a practice that emerged from the research on functional behavioral assessment (FBA). Once the FBA has determined the function of a single interfering behavior, or a group of behaviors that all serve the same function, FCT is used to teach a new, communicative behavior that replaces the interfering behavior (i.e., the communicative behavior serves the same purpose as the interfering/target behavior). This module will provide information on the evidence-based practice, FCT.

Reinforcement - Updated

Estimated Time to Complete: 2 hours

Reinforcement describes a relationship between learner behavior and a consequence that follows the behavior. This relationship is only considered reinforcement if the consequence increases the probability that a given behavior will occur in the future. In this module, reinforcement procedures will be discussed including positive reinforcement and negative reinforcement. Steps for implementing each of these evidence-based procedures is provided as well as information on how reinforcement can be used with individuals with autism spectrum disorders (ASD).

Prompting

Estimated Time to Complete: 2 1/2 hours

Prompting procedures include any assistance given to individuals with autism spectrum disorder (ASD) that assist them in using a specific skill. Prompting can be used to teach a variety of skills, including seeking information, pointing to objects, initiating and responding to greetings, and remaining "on task." The use of prompting procedures increases the probability that individuals with ASD use target skills correctly. This module will provide information on the various types of prompts, the steps required for least-to-most prompting and guidance on implementing prompting with fidelity.

Autism Spectrum Disorder and Medications

Estimated Time to Complete: 1 1/2 hours

In this module, we hope to educate caregivers and school personnel on psychiatric/behavioral conditions experienced by children with ASD, how medication may be used to help alleviate these symptoms, and how to best collaborate with medical professionals. It is important for teachers and family members of children with ASD to be knowledgeable about potential medications as well as their benefits and side effects. Collaborating effectively with healthcare providers is key to providing the best care to children with ASD.

Cognitive Behavioral Interventions

Estimated Time to Complete: 2 hours

In this module, you will learn all about how to implement Cognitive Behavioral Interventions (CBI). CBI is an evidenced based practice that can be used to teach a variety of coping and social skills.

Self-Management - Updated

Estimated Time to Complete: 2 hours

Self-management is a term used to describe the process of achieving personal autonomy so that individuals can live and work independently within any environment. Self-management interventions help children and youth with autism spectrum disorder (ASD) learn to independently regulate their behaviors and respond appropriately at home, in school, at work, and in their community. Self-management interventions are not only evidenced-based but can be used to target skills in all domains. This includes language/communication, social, sensory, behavioral, academic, and adaptive. Teaching self-management is a foundational skill that can make it easier to teach learners with ASD a variety of new skills. This module will provide information on what self-management is and identify a variety of interventions for teaching and using self-management.

Statement on Person and Identity First Language

OCALI works hard to create an inclusive culture. We understand that people find strength in their identity, so OCALI may use person-first language, identity-first language, or a combination of the two at different times based on the person or audience. By having respect for the different perspectives that empower the people we serve, we promote greater access and understanding to make peoples’ lives better and to inspire change in our communities.

Behavior Basics Course Post-Assessment

Post-assessment for Behavior Basics course.