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TigerLIFE Behavioral Unit
J. Brian Smith, Ed.D., BCBAMarissa Harris, M.S., Ed.D. Graduate
Student
TigerLIFE Synopsis• TigerLIFE Program of Studies
– Completion award– Academic, social, vocational and independent
living skills
• Population– Individuals 18 – 29 years of age– Diagnosed intellectual and/or physical
disabilities
• Potential Barrier– Behavior
Graduate Program
• College of Education– Instruction and Curriculum Leadership
department
• Applied Behavior Analysis (ABA)– Special Education (M.S.)– Special Education (Ed.D.)– Non-degree certification (must have a
master's degree)
• Behavior Analysis Certification Board (BACB)
Applied Behavior Analysis (ABA)Overview
• ABA is a scientific discipline that is devoted to understanding and improving human behavior for the better (Cooper, Heron, & Heward, 2007).
• In general, behavior analysts ask, “Why does behavior change over time?” and answer that question by primarily looking at various environmental factors that may be influencing someone’s behavior.
• TigerLIFE Behavioral Unit– Goal
• Function• Research based interventions
TigerLIFE Behavioral Services
Instructors Students Staff
Community
Behavioral Unit
Consultants Director Grad Interns
Nature of Intern Supervision
BACB Experience Standards – ver. 8/24/2015• Development of performance expectations • Observation, behavioral skills training, and delivery of
performance feedback • Modeling technical, professional, and ethical behavior • Guiding behavioral case conceptualization, problem-
solving, and decision-making repertoires • Review of written materials (e.g., behavior programs,
data sheets, reports) • Oversight and evaluation of the effects of behavioral
service delivery • Ongoing evaluation of the effects of supervision
Appropriate ActivitiesBACB Experience Standards – ver. 8/24/2015
• Conducting assessments related to the need for behavioral intervention (e.g., stimulus preference assessment, functional assessment, staff performance assessment)
• Designing, implementing, and systematically monitoring skill-acquisition and behavior reduction programs
• Overseeing the implementation of behavior-analytic programs by others
• Training, designing behavioral systems, and performance management
• Other activities normally performed by a behavior analyst (e.g., attending planning meetings regarding the behavior analytic program, researching literature, and etc…)
Behavioral Unit Responsibilities
• Design, implement and evaluate BIP for students• Develop and assist with staff training• Assist instructor with classroom management strategies• Transport and observe specific students within TigerLIFE
classes and inclusion classes• Develop competency checks for instructors• Assist instructors with development of individualized
instruction• Create forms and templates for documentation purposes• Assist instructors with lower functioning classrooms
when necessary• Observe and collect data on both students and teachers
TigerLIFE Behavioral Services
• Universal Positive behavioral
interventions and supports
Organizational behavior management
Conflict resolution strategies
• Individualized Behavioral support
plans Academic supports Staff training Parent / family
training Safety skills
• Generalization: skills/behavior occur in environments other than where they were taught
• Effective: interventions are monitored to evaluate impact on target behavior(s)
• Technological: procedures are described clearly and concisely
• Applied: socially significant behaviors are selected
• Conceptually systematic: interventions consistent with principles demonstrated in the literature
• Analytic: decisions are data based
• Behavior: target behavior(s) is measurable and observable
The relationship: ABA & PBIS
The relationship: ABA & PBIS
PBIS (PBS) origins are rooted in ABA
•Evidence-based interventions
•Data – based decision making
•Outcome oriented
•Generalization of behavior
•Functional assessment and analysis
Positive Behavioral Interventions and Supports (PBIS)
“A [multi-tiered] framework for enhancing the adoption and implementation of a continuum of
evidence-based interventions to achieve academically and
behaviorally important outcomes for all students”
www.pbis.org
Potential Outcomes• Identification of students that need
additional supports• Student will be equipped with necessary
social skills to obtain and retain employment
• Improved relationships through the generalizations of skills across people and settings