Building an ABA-Based Private/Public School becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines, busy classrooms and teacher-managed routines. In Building an ABA-Based Private/Public School, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Council of Autism Service Providers
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Eleven years ago we took over a struggling private school that served severely impacted students diagnosed with Autism and other related cognitive impairments. We began using the APERS (Autism Program Environment Rating Scale) to guide our work and chart our progress. In this presentation we'll share over 11 years worth of detailed data that 'charted' our progress and our stumbles. We will also share the data collection methods we use, the decision tree algorithm we use to evaluate the data and our easy-to-implement delivery of instruction procedures. We'll also share our unique behavior tracking methods and lastly, share our successes. The Sarah Dooley Center for Autism is designed with one goal in mind- returning students to their zone public schools with the tools to be successful in less structured environments with staff that are not clinically trained.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| APA | 0 | — |
| COA | 1 | — |
Adam comes to the Sarah Dooley Center for Autism after serving the Commonwealth of Virginia as a Technical Assistance Associate at VCU’s Autism Center for Excellence. Adam worked in Region 1 and 8 providing direct services to school divisions, primarily working with Henrico County Public Schools as well as Greensville County Public Schools. Adam graduated from the University of Connecticut with a Bachelor’s degree in Language and Child Development. He went on to earn his Master’s degree in Special Education/Applied Behavior Analysis from Columbia University’s Teachers College. He studied Verbal Behavior Analysis under Dr. Douglas Greer and was trained in the CABAS system. He holds a Teacher II rank in the system which emphasizes language development and social involvement.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
233 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.