html can be injected here from a text file to customize the header of the catalog
this can, off course, also include images and such:
No Category
Interview with Dr. A. Charles Catania (BEHP1147) -- 


Time:
13 Minutes

Presenter: Tate McGhee, MS, BCBA

This free interview covers some of Dr. Catania’s experiences including visiting Darwin’s house in England, Skinner’s house in Cambridge, MA, and Pavlov’s apartment in Russia. He also tells his favorite story of his long-standing friendship with Jose Martinez-Diaz. It’s a great opportunity to see another side of the man who wrote Learning and the former editor and review editor of JEAB. Then, sign up for Catania’s CE courses on  his expertise in evolutionary behavior, Schedules of Reinforcement, Verbal Behavior and more!

Credits:
This course does not provide CE credit.



Price:  There is no charge to complete this course.
Add to Cart
ABA - ABA Mock Exam
Guided Review for BACB Examination (BEHP5061) -- 



Live Broadcast Dates

October: October 17, 2015 & October 18,2015

Reviews the instructional content required for BACB certification for students preparing for certification. Offers custom-tailored review based on an individual's strengths and weaknesses. ?

Presenters:

Chad Kinney M.S., BCBA
Jennifer Engheben M.S., BCBA

What Are The Benefits?

• A Live, Guided Review to assist in specific content areas
• Taking the Mock Exam online at a time convenient for you
• Review your score on the exam and compare to a post mock exam for further studying.
• Feedback for the Mock Behavior Analysis Exam is provided per content area, not by question. Limited feedback is provided by percentage score-a method which is used to ensure individuals focus on specific content areas for review, instead of specific questions.

Pre-Mock Examination Dates:  August 30, 2015 - October 6, 2015

Post-Mock Examination Dates: 

July: July 21, 2015 - August 21, 2015

October: October 20, 2015 - November 20, 2015


Early Bird Registration Dates:  July 13, 2015 - September 13, 2015  

Regular Registration Dates:  September 14, 2015 - October 5, 2015

Late Registration Dates:  October 6, 2015 - October 16, 2015

To register, please the following coupons: 

 Pricing Price Deadlines & Coupons
Early Bird  Ends 09/13/15, Coupon GR10EB
Regular  Ends 10/05/15, Coupon GR10RG
 Late  Ends 10/16/15


What is the Refund Policy?

 

A student who has paid for a course or workshop and withdraws or transfers 7 days prior to the start date will receive a refund of any registration fees paid, minus a $50.00 cancellation fee. No refunds will be issued for individuals who access the exams. For more information, please email abareg@fit.edu

*Please Note: No refunds will be issued for individuals attending a live event/conference after the event has occurred.

Questions?

Email us at abace@fit.edu , or contact us at 321-674-8382



Price: $275.00

View Schedule
 
BEHP Mock Examination A (BEHPMCKA) -- 

            
***This version of the Mock Exam is included in the Guided Review***

Our Mock Exams allow for individuals to gauge their strengths and weaknesses in each content area of the 4th edition BACB Task list.  

You will be given access to one online mock exam that closely aligns with the description, guidelines, and outline of the real BACB certification exam. The mock exam has 161 questions that demonstrate a skillful balance of task list items across all content areas, while incorporating ethical considerations. Students are encouraged to complete the exam in 1 sitting, as they would the actual exam.

Once the Mock Exam is completed, a score report will be issued to you. It will include your total score, and a percentage breakdown by each of the 13 content areas, to allow you to gauge your strengths/weaknesses by content areas.

Additional versions of the Mock Exam are sold separately.


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.


Refund Policy

Refunds will be provided for the Mock Behavior Analysis Exam© minus a $50.00 cancellation fee, if the exams have not been accessed.

*The BACB® does not endorse, sponsor or approve of this examination. Items appearing on this examination are not part of the BACB® certification examination and sitting for this assessment does not guarantee your passing of the BACB® examination


Price: $118.00
Add to Cart
BEHP Mock Examination C (BEHPMCKC) -- 

           
***This version of the Mock Exam is included in the Guided Review***
          
Our Mock Exams allow for individuals to gauge their strengths and weaknesses in each content area of the 4th edition BACB Task list.  

You will be given access to one online mock exam that closely aligns with the description, guidelines, and outline of the real BACB certification exam. The mock exam has 161 questions that demonstrate a skillful balance of task list items across all content areas, while incorporating ethical considerations. Students are encouraged to complete the exam in 1 sitting, as they would the actual exam.

Once the Mock Exam is completed, a score report will be issued to you. It will include your total score, and a percentage breakdown by each of the 13 content areas, to allow you to gauge your strengths/weaknesses by content areas.

Additional versions of the Mock Exam are sold separately.


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds will be provided for the Mock Behavior Analysis Exam© minus a $50.00 cancellation fee, if the exams have not been accessed.

*The BACB ® does not endorse, sponsor or approve of this examination. Items appearing on this examination are not part of the BACB ® certification examination and sitting for this assessment does not guarantee your passing of the BACB ® examination


Price: $118.00
Add to Cart
ABA - Applications of Behavior Analysis
A Behavioral Approach to Attention Deficit Hyperactivity Disorder (ADHD) (BEHP1018) -- 


Time:
3 Hours, 30 Minutes

Presenters:

F. Charles ("Bud") Mace, Ph.D., BCBA-D
Jose A. Martinez-Diaz, Ph.D., BCBA-D

Covers the nature of ADHD, the importance of accurate diagnosis, developmental characteristics of ADHD, the relationship between ADHD and other psychiatric conditions, biological etiologies and other risk factors for ADHD, and pharmacological and other conventional treatments for children with ADHD. Also covers a behavioral model for treatment that emphasizes self-management strategies. Uses research studies providing evidence of the latter treatment approach.

Objectives:
  • The nature of ADHD, importance of accurate diagnosis, developmental characteristics, the relationship between ADHD and other psychiatric conditions, and biological etiologies and other risk factors
  • Pharmacological and other conventional treatments
  • A behavioral model for treatment that emphasizes self-control strategies 

Keywords:
ADHD, self-control, self-management, neurodevelopmental, stimulant medication

Rating: This course is recommended for professionals who have basic background knowledge of behavior analysis, including prerequisite knowledge of schedules of reinforcement and interpreting research findings.

Credit: 4 Type II BACB® CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.
           
A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details

Disclaimer: This course contains information which may be repetitious for individuals who have completed out five course BCBA® certification classes.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
Train the Practitioner (BEHP1022) -- 


Time: This is a scheduled course.

Presenters:
           
Karin Torsiello, MS, BCBA
Paula Leonardo, MS, BCBA
Angelique Walsh, MA, BCBA

Teaches parents how to execute the wanted behavior change procedures. Includes building relationships, gaining compliance in the home, and how to end arguments, lying, tantrums, back-talk and disrespect.

Course Requirements:        
  • Participation of two live online meetings
  • Each participant is required to separately purchase the "Secrets of Modern Parenting" DVD set

Objectives:

  • Building Relationships: The Cornerstone of The Secrets of Modern Parenting
    • Reduce children's behaviors to gain attention inappropriately.
  • Gaining Compliance in your home: turn "No" into "Yes"
    • Four major reasons children are not compliant
  • End Arguing: Put an End to Arguing in your home
    • How to eliminate the triggers for arguing
  • Eliminate Lying: Promote truthfulness
    • Strategies to reduce/eliminate lying
  • Extinguish Tantrums: Put an end to it altogether
    • Appropriate parent/educator response to tantrums
  • End Backtalk and Disrespect
    • Increasing the behaviors you want to see

Required Materials (Not-included with registration)

  • Participants will be required purchase the "Secrets of Modern Parenting" DVD series, offered at a discounted rate of $99.99 +Shipping/Handling (Instructions for ordering this DVD are included in the course and confirmation email)

Credit: up to 10 Type II BACB® CEs


Refund Policy

A student who has paid for the Train the Practitioner course and withdraws prior to the course start date will receive a refund of any registration fees paid, minus a $50.00 cancellation fee. Students needing to transfer to another session prior to the course start date will be charged a $50.00 transfer fee.  For more information, please email abace@fit.edu.


Use the following coupons:


Pricing
 October  January 2016  April 2016  July 2016  October 2016
Early Bird  Ends 08/15
Use Code: EB1015
 Ends 11/11
Use Code: EB0116
 Ends 02/06
Use Code: EB0416
 Ends 05/11
Use Code: EB0716
 Ends 08/15
Use Code: EB1016
Regular  Ends 09/15
Use Code: RG1015
 Ends 12/11
Use Code: RG0116
 Ends 03/06
Use Code: RG0416
 Ends 06/11
Use Code: RG0716
 Ends 09/15
Use Code: RG1016
Late  Ends 10/01
 Ends 01/01

 Ends 04/01  Ends 07/01  Ends 10/01


Price: $169.00

View Schedule
 
ACHIEVE (BEHP1031) -- 



Time:
2 Hours, 53 Minutes

Presenter: F. Charles “Bud” Mace

This course will explore the mechanics and design of Achieve!, a strengths-based comprehensive day treatment program based entirely on behavior analytic principles and designed to serve children diagnosed with emotional disorders, and other high-risk behaviors. The program is also a field-based, clinical training and research site for USM’s master’s and doctoral students in school psychology, developed by Professor  F. Charles “Bud” Mace who is among the top 10 most-cited researchers in behavioral psychology.

Objectives:

  • Objectives and rationale for Achieve! program
  • Program mission and philosophy
  • Behavior management program including preventative and reactive components
  • Data-based staff supervision
  • Outcome data

Keywords: Day treatment programs, oppositional-defiant disorder, behavior management program, evidence based program, school-home service integration, preventative behavior management, data-based supervision.

Rating:  Participants in this course should have a basic understanding of the concepts and principles of behavior analysis. Additionally, participants should have a good grasp on reading graphs and interpreting data.

Credits: 3.5 Type II BACB® CEs, Two Weeks 


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. 

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Translational Research: Matching Theory and its Applications (BEHP1040) -- 


Time:
3 hours, 3 Minutes

Presenter: F. Charles ("Bud") Mace, Ph.D., BCBA-D

This presentation reviews translational findings from non-human to human basic research for the purpose of stimulating the development of behavioral technologies.

Objectives:
  • The Matching Law, including basic and generalized matching equations.
  • The variables influencing choice, preference, and response allocation, including practical applications and implications for treatment
  • The behavioral model of self-control, including implications and treatments for individuals diagnosed with ADHD
  • A framework for designing function-based Interventions based on Matching Theory

Keywords:
 Translational research, Matching Law, Generalized Matching Law, choice, preference, response allocation, self-control, function-based intervention

Rating: This is an advanced workshop that is recommended for behavior analysis professionals with strong background knowledge of behavior analysis, including prerequisite knowledge of single-subject research designs, simple and complex schedules of reinforcement, behavioral function and behavior-change procedures.

Credit: 3 Type II BACB® CEs, Two Weeks

* Individuals who have taken BEHP1018 and BEHP1020 should be advised that there is some crossover in material, it is recommended that you select another CE if you do not wish to view repeat material. 


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Behavioral Practice in the Forensic Area (BEHP1049) -- 


Presented by: Dr. W. Joseph Wyatt


This course presents the application of a behavioral approach to the court system. This presentation demonstrates how the behavioral focus on environment and learning variables melds nicely with questions of competence and responsibility that are frequently a focus of the courts.

Objectives:
  • Common legal problems that are behaviorally analyzed including shoplifting, obscene phone calls, repeated return to a domestic violence partner and pyromania
  • Suggestions for dealing with malingering by clients
  • Tips on how to deal with the cross-examination Application of what has been learned to three murder cases
Keywords: Forensic, courts, behavioral approach

Rating: This course is recommended for any individual interested in the application of behavioral practice in the forensic area. No prerequisites are required.

Credit: 2.5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Teaching Children with Autism: Establishing Instructional Control (BEHP1051) -- 


Time: 2 Hours, 19 Minutes

Presenters:

Holly Kibbe - MS, BCBA
              Cherish Twigg - MS, BCBA

Details the establishment of instructional control in the natural environment. Defines and distinguishes natural environment teaching from intensive teaching. Provides specific procedures for contriving motivation, controlling reinforcers and teaching learners to sustain motivation over time. Explains practical guidelines to assist in increasing appropriate mands. Reviews data collection and graphing specific to this area along with how to analyze for effective teaching.

Objectives:

• The differences between natural environment teaching and intensive teaching.
• Specific procedures for contriving and sustaining motivation and controlling reinforcers
• Practical guidelines to assist in increasing appropriate mands
• Data collection and graphing

Keywords: Autism, natural environment teaching, instructional control, motivation, mand training

Rating: This course is recommended for behavior analysts and professionals who teach children with autism having a  background  knowledge of ABA.                 

Credit: 2.5 Type II BACB CEs, Two Weeks 
          


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
A Better Way to Teach: Behavioral Skills Training and Its Many Applications (BEHP1066) -- 


Presenter:
 Andrew J. Houvouras IV, BCBA

The course describes how parents and professionals can use the powerful teaching methodology, behavioral skills training (BST), to teach a variety of skills to individuals of varying ages, education, and cognitive abilities. Participants are taught how BST has been and can be extended to address vastly different issues of applied significance, from social skills to fire safety skills.

Objectives:
  • An overview of Behavioral Skills Training, its history, characteristics and components.
  •  Utilizing BST for staff training, teaching social skills, fire safety and self care for individuals with hemophilia.

Keywords: Behavioral Skills Training, Social Skills Training, Personal Care Skills, Instruction, Modeling, Rehearsal, Feedback and In situ assessment, Simplified Data Collection, Artificial Agents in BST

Rating: Participants should be familiar with the basic concepts and principles of behavior analysis, including interpreting graphic displays and basic terminology. Participants should also have some background knowledge in behavioral assessments, intervention, data collection, and research design

Credits: 1 Type II BACB CEs, Two Weeks
           
           


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.
                       


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Behavior Boot Camp: Making your Classroom More Manageable (BEHP1077) -- 



Time:
1 hour, 40 minutes

Presenter: Meagan Gregory Ph.D., BCBA

Covers basics of reinforcement, classroom and individual schedules, setting up individual and group token economies and group contingencies as part of general classroom strategies. Also covers challenging behavior issues in order to identify and assess why such behavior occurs, general prevention strategies for managing challenging behaviors, choosing interventions,
how to collect data on behaviors while teaching, and determining when outside support is needed.

Objectives:

  • General Classroom Structure
  • Challenging Behavior
  • Strategies to Cover Behavior Problems in the Classroom
  • General Prevention Strategies for Challenging Behaviors  
  • Choosing Interventions  
  • How to Take Data on Behaviors While Teaching
  • How to Determine When Outside Support is Needed   

Rating: This workshop was created as a sample of behavior analysis terminology and strategies to make the classroom more manageable. It is intended for those who have little or no background in Behavior Analysis and would like an introduction. 

Credits: This course does NOT award BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Attention Deficit Hyperactivity Disorder (ADHD): A Review of Selected Research for Practitioners (BEHP1082) -- 



Time:
1 Hour, 49 Minutes

Presenter: Jan Montgomery, MS, BCBA

This fast paced research packed presentation provides information regarding the Attention Deficit Hyperactivity Disorder (ADHD) diagnosis with behavioral research based treatment strategies. The large NIMH-funded Multimodal Treatment Study of Children with ADHD (1999) and its follow-ups are outlined given its significance. Substantial behavioral research will then be discussed including varied techniques for working with behaviors included under the ADHD diagnosis. The research presented includes the areas of medication, sleep, exercise, peer tutoring, reinforcement, social skills and self-control. 

Objectives:

  • Describe the components of the ADHD DSM diagnosis
  • Discuss Russell Barkley's view of ADHD and implications for treatment.
  • Discuss sleep implications in association with the ADHD diagnosis
  • Describe the MTA study, and initial findings at 14 months
  • Discuss the MTA follow-up studies and effect changes and side effects
  • Describe the behavioral definition of impulsivity.

Keywords: MTA, ADHD, sleep, medication use, social skills, self-control, peer tutoring

Rating: Practitioners who seek to better understand the behavior exhibited by individuals diagnosed with ADHD, and behavioral research-based assessment and treatment strategies.

Credits: 2 Type II BACB® CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Preference and Reinforcement Assessment (BEHP1083) -- 


**Important: This course contains information included in course BEHP5012.
If you have completed or have registered for course BEHP5012, please do not register for this course**

Time: 1 hour, 46 minutes

Presenter: Dr. Meagan Gregory, BCBA

Highlights the importance of accurate reinforcement identification and provides an overview of preference assessment methodology. Discusses reinforcer assessment methodology. Also highlights seminal research describing various preference assessment methods and discusses additional preference assessment topics considerations. Applies to BCaBA or BCBA practitioners working with a wide variety of consumers.

Key Words: Indirect Assessment, Concurrent Operant, Direct Assessment, Preference Assessment, Reinforcer Identification, Reinforcer Sampling, Single Operant, 

Rating: This course is recommended for behavior analysis professionals with background knowledge of the concepts and principles of behavior analysis. This course is appropriate for BCaBA or BCBA practitioners working with a wide variety of consumers at the level of learning how to define and conduct various preference assessments.

Credits: 2 Type II BACB CEs, Two Weeks
           


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.                                


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Sexuality & Sexuality Instruction with Learners with Autism Spectrum Disorders (BEHP1096) -- 

Time: 1 hour, 35 minutes

Presenter: Peter F. Gerhardt, Ed.D.

Covers the role of the behavior analyst and the context it plays in defining appropriate sexual behavior. Includes why sexuality should be addressed and defines how the responsibilities of this education falls under the purview of the
behavior analyst. Also includes proactive behavioral interventions that can be used to teach sexuality competencies. Discusses the challenges and myths associated with teaching the importance of sexuality to learners with ASD.

Objectives:

  • The role of the behavior analyst and the context it plays in defining appropriate sexual behavior.
  • Why sexuality should be addressed and defined responsibilities of this education falling under the purview of the behavior analyst.
  • Proactive behavioral interventions that can be used to teach sexuality competencies.
  • Importance of learning and teaching 3 key areas of sexuality.
  • Challenges and myths associated with teaching learners with ASD the importance of sexuality.

Keywords: Sexual instruction, intimacy,  Autism, education, developmental disabilities, sexual behavior

Rating: This course is geared toward practitioners, behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis. 

Earn: 2 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details.            
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Adolescents and Adults with Autism: Evidence-based Practice, Adaptive Behavior, and Quality of Life (BEHP1097) -- 


           
Time:
1 hour, 20 minutes

Presenter: Peter F. Gerhardt, Ed.D.

Provides an overview of the implications of ABA as an evidence-based practice with adolescents and adults, and the challenges related to effective design, implementation and oversight. Emphasizes the importance of defining and measuring outcomes in terms much broader than the acquisition of individual skills.Discusses how the majority of evidence-based practice of individuals with ASD focuses around young children with little attention paid to adolescents or adults.

Objectives:   

  • Describe, with reference to behavior analysis, the importance of both context and social validity when providing instruction to older individuals on the autism spectrum.
  • Identify a minimum of three challenges to the implementation of effective, ABA-based intervention with older individuals. 
  • List a minimum of 4 areas of skill excess or deficit that limit community inclusion for older individuals with ASD.
  • List a minimum of three areas of behavior change teachers, parents, and other caregivers will need to realize if increasing levels of independence across increasingly complex environments is to be possible
Keywords: ASD, adolescents, adults, evidence-based practice, measurement, outcomes

Rating: This course is aimed at practitioners, behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis interested in learning about interventions with adolescents and adults with Autism Spectrum Disorders.

Credits: 1.5 Type II BACB® CEs, Two Weeks*

                      
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Price: $20.00
Add to Cart
Assessment and Treatment of Sleep Disturbances in Children (BEHP1099) -- 



Time:
1 hour, 37 Minutes

Presenter: Dana Gadaire, Psy.D., LCSW, BCBA

Provides an overview of what defines developmentally appropriate sleep. Introduces the diagnosis and treatment of sleep disorders. Includes common barriers to treatment adherence and how to identify them when medical consultation is warranted.

Objectives:

  • Participants will understand the basic architecture of sleep (i.e., REM and non-REM) and how the stages of sleep relate to various sleep disorders.
  • Participants will be able to determine the amount of sleep that is developmentally appropriate at various ages.
  • Participants will be able to identify characteristics of sleep disruption and how these characteristics might be mistaken for other neurological and developmental disorders.
  • Participants will demonstrate familiarity with common sleep disorders in pediatric populations.
  • Participants will be able to screen for common sleep disorders as well as identify signs that medical consultation is warranted.
  • Participants will be able to identify multiple behavioral functions of bedtime resistance and night-time waking. 
  • Participants will have a basic understanding of behavioral treatments for behavioral insomnias, parasomnias, sleep-wake schedule disorders, and nocturnal enuresis (bed-wetting).

Keywords:
Sleep, Bedtime Resistance, Insomnia, Nightmares, Night Terrors

Rating: This course is recommended for individuals who have an understanding of the basic concepts and principles of behavior analysis who are interested in obtaining a preliminary understanding of behavioral sleep medicine..

Credits: 1.5 Type II BACB CEs, Two Weeks
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Using Applied Behavior Analysis to Prevent Child Maltreatment with High-Risk Families (BEHP1100) -- 


Presenter: John R. Lutzker, Ph.D.

This presentation covers child maltreatment, risks, costs and health relevance, and development of an ecobehavioral model to prevent child maltreatment with roots of this evidence-based model in “SafeCare”.  Modules will be presented along with the train-the-trainer model, focused on high fidelity that enables wide scale implementation and dissemination of SafeCare, currently operating in 17 U.S. states, Belarus, and the United Kingdom. Implications of the model for other areas of ABA such as autism will also be discussed.  

Learning Objectives

  • Understand the prevalence and kinds of child maltreatment in the United States
  • Detail the risk factors for perpetrating child maltreatment
  • Be able to explain the public health model and its relevance to applied behavior analysis
  • Understand the costs of child maltreatment in the U.S.
  • Articulate the meaning and relevance of an ecobehavioral modelBe able to describe the SafeCare modules and how they are taught
  • Explain the train-the-trainer model
  • Understand the meaning and importance of training fidelity
  • Describe how single-case research designs have been used to show efficacy of modules
  • Detail self-modeling and how, with technology, it has helped parents with intellectual disabilities
  • Describe other adaptations of the SafeCare module
  • Describe key elements of successful implementation and how some of the elements could help you in your own work or be used in other arenas such as autism
  • Articulate the primary outcomes of SafeCare effectiveness trials
  • Describe future efforts to improve the model

Keywords: Child maltreatment, parenting, train-the-trainer, autism, intellectual disabilities, ecobehavioral model, SafeCare, health

Rating: This is geared toward BCBAs and BCaBAs with a basic understanding of behavioral principles who are working or interested in the area of child welfare with both typically developing children and parents and also those with disabilities.

Credit: 3.5 Type II BACB® CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.           
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Six Common Teaching Mistakes and What to do Instead (BEHP1105) -- 


Time:
3 Hours, 45 Minutes

Presented By: William L. Heward, Ed.D., BCBA-D

The focus is on six teaching mistakes committed by teachers at all grade levels and across curriculum areas. First, the mistake and examples will be presented. Second, both logical and empirical rationales will be offered for why teachers should eliminate or reduce the frequency with which they commit the mistake. Third, evidence-based and classroom-tested alternative strategies will be presented. Participants will receive handouts for implementing alternative strategies, and an annotated list of resources.
 
Learning Objectives:
          

  • Name six common teaching mistakes, give a specific example of a teacher committing each mistake, and briefly explain why that practice is a mistake.
  • Define active student response (ASR) and give three examples and non-examples of ASR.
  • Explain why ASR is a better measure of student participation than on-task behavior.
  • Define choral responding (CR), identify three criteria for curriculum content best suited for CR, and describe six guidelines for conducting CR. and response cards.
  • Define and give an example of two basic types of response cards (RC), identify at least two advantages and potential limitations of each type, and describe at least two suggestions for using each type of RC.
  • State general strategy teachers should employ as an alternative to asking their students, “Do you understand?”
  • Define, give an example, and state three guidelines for using structured worksheets.
  • Describe rationale for guided notes (GN), state at least four advantages of GN and four guidelines for using GNs.
  • Explain why teaching too slowly is a mistake and identify three ways to increase pacing.
  • State two suggestions for ensuring students receive lots of ASR on target skills.
Keywords: Education, teaching strategies, mistakes, resources, evidence-based, classroom, teachers            

Rating:
This is recommended for BCBAs and BCaBAs, and potentially teachers with a basic understanding of behavioral principles who are working or interested in the broad area of general education or individual teaching with both typically developing children also those with disabilities.

Credit: 4.5 Type II BACB® CE, Two Weeks*


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $59.00
Add to Cart
Playing Catch-up: A review of recent publications in The Behavior Analyst (BEHP1111) -- 


Time
: 1 Hour, 33 Minutes

Presenter:
Bryon Neff, Ph.D, BCBA-D

When is the last time you read a research article (or two or three)? As a practicing behavior analyst, it is important to stay current with scholarly literature. In fact, our governing body, the Behavior Analyst Certification Board, BACB®, created Guidelines for Responsible Conduct which clearly states that behavior analysts must base professional decisions on, and maintain competence by making contact with, scholarly literature (1.01 – Reliance on Scientific Knowledge, 1.03 – Professional Development and 2.10 – Treatment Efficacy). Carr and Briggs (2010) identified obstacles practitioners face accessing current research and provided “Strategies for Making Regular Contact with the Scholarly Literature.” This presentation attempts to further reduce response effort and extend their suggested strategies to a live, on-line review of recent articles published in the 2012 issue of The Behavior Analyst. Bryon Neff will review, highlight and provide commentaries on the topics of operant variability and Constraint-Induced Movement Therapy, CIMT, in an attempt to help busy, over-extended, multi-tasking behavior analysts catch-up on what’s happening in the field of behavior analysis.
           

Objectives:
 

  • Describe methods used to improve limb movement and increase verbal (vocal) behavior in people with brain disease and nerve injuries.
  • Define within-trial contrast (WTC)/state-dependent valuation (SDV) and identify limitations with the current WTC/SDV research literature.
  • Give examples of operant relations and identify the behavioral process that establishes operant relations.
  • List dimension of behavior of behavior.
  • Determine if operant variability can be taught (reinforced).

Key Words: Differential reinforcement, operant variability, motivating operations, preference shifts, constraint-induced therapy, behavior analysis

Rating: This course is recommended for individuals who have an understanding of the basic concepts and principles of behavior analysis who are interested in recent behavior analytic literature regarding operant variability and Constraint-Induced Movement Therapy (CIMT).

Credit: 1.5 TYPE II BACB® CEs, two weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Stereotypy: There Are No Easy Answers (BEHP1112) -- 


Time:
3 Hours, 28 Minutes

Presenter:
William H. Ahearn, Ph.D., BCBA-D

Examines how stereotypy is socially stigmatizing and can interfere with skill acquisition. Includes interventions for directly treating stereotypy (response competition, response interruption/redirection). Discusses strategies for building functional skills from direct instruction of functional engagement to video modeling and verbal operant training.

Objectives:
  • Why stereotypy is thought to occur.
  • How stereotypy is typically measured.
  • How stereotypy can be functionally assessed.
  • Indirectly treating stereotypy by promoting functional skills.
  • Identifying activities that effectively compete with stereotypy.
  • Procedures for implementing response interruption/redirection of stereotypy.
  • Potential concerns when implementing response interruption/redirection of stereotypy.
  • Procedures for complementing response interruption/redirection procedures (including verbal operant training and video modeling).

Keywords: Stereotypic behavior, Autism, developmental disabilities, video modeling, response interruption

Rating: This course will be useful for individuals involved in the field of behavior analysis working with individuals with Stereotypy or those who are interested in this application. Participants should be familiar with some of the basics of behavior analysis.

Credits: 4 Type II BACB®, two weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact

abace@fit.edu

for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
Some Instructional Dos and Don'ts (BEHP1133) -- 


Time:
1 Hour, 54 Minutes           

Presenter: T. V. Joe Layng, Ph.D.

Over the years we have learned some valuable lessons in our attempts to design effective instruction. Still, misconceptions and less than best practices remain. Even behavior analysts often persist in using practices shown to be less than ideal. This presentation will describe some instructional “dos and don'ts” based upon what we have learned about instruction since the 1950s.

Objectives:
           

  • Why it is important to analyze the instructional content.
  • State why repertoire hierarchies are helpful when designing instruction.
  • Why it is important to set criteria for success.
  • Main considerations when determining the entry repertoire for instruction
  • Explain what is meant by largest achievable step when designing instruction.
  • Importance of non-examples.
  • Distinguish between critical and variable attributes when teaching concepts.
  • Distinguish between divergent examples and convergent example/non-example sets.
  • Main considerations when designing practice.
  • Formative from summative evaluation.
  • Program intrinsic and program extrinsic consequences.
  • Confirmatory and instructional feedback.
  • Describe why immediate feedback may not be best for instruction.
  • Explain why one designs the criteria test before instruction.
  • Describe why there are no limits on what can be taught and tested.
  • Explain what is meant by the statement, “If the student errs, the program flunks.”
  • Active responding and meaningful responding.
  • Describe how the Holland black-out technique shows why errorless responding may not matter.
  • Distinguish between prompting a response and priming a stimulus control relation.

Keywords: Instruction, prompting, active responding, non-examples, repertoire hierarchies, practice, teaching

Rating: This course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.

Credits: 2.5 Type II BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu
Refund Policy

Refunds are not provided once a course has been accessed.

for details.    


Price: $33.00
Add to Cart
Emotions and Emotional Behavior (BEHP1135) -- 

          
Time:
2 Hours, 47 Minutes 

Presenter: T. V. Joe Layng, Ph.D.

Emotions and emotional appear to be elusive topics. When addressed, they are often categorized as Pavlovian or respondent reactions, the result of physiological changes, as a by-product of social labeling, a by-product of operant behavior, or as private stimuli that are the result of derived relations of various types. An alternative approach treats private emotions, including anxiety, as indicators or descriptors – non-spoken tacts – of consequential contingencies. Emotions are treated in a broader context as either basic or social, with the defining differences being the types of contingencies described. Once “made public”, however, emotions may become “emotional behavior,” maintained by their consequences. Patients are taught to be more sensitive to their emotions, and that they are the normal outcomes of consequential contingencies, they are not maladaptive. The approach is consistent with laboratory, ethological, and evolutionary observations and has uniquely provided a successful approach to treating emotional behavior in animals other than human.

Learning Objectives:

  • Recognize the four main categories of “feelings” as described by P. S. M. Hacker.
  • Distinguish between the James-Lange and the Canon-Bard theories of emotion.
  • Describe Wittgenstein’s definitional challenge to the study of private experience.
  • Distinguish between methodological and radical behaviorist approaches to emotion and emotional behavior.
  • Define contingency, contingency packages and nonlinear contingencies.
  • Distinguish between James-Lange, Cannon-Bard, and Goldiamond’s (-Layng’s) approach to emotions and emotional behavior.
  • Describe the contingencies described by fear and anger.
  • List at least four emotions that describe nearing contingencies.
  • Describe how Panksepp’s research on basic emotions supports Goldiamond’s account of emotions.
  • Describe how changes in contingencies change the outcomes of neuroscience investigations.
  • Explain the implications of Delgado’s work for understanding emotional behavior.
  • Describe how C.A.T. procedures support a contingency analysis of emotions.
  • Explain why the work with reptiles suggests that the basic emotions and the contingencies they describe may be quite ancient.
  • Describe the challenge posed by emotional behavior.
  • Using the Andronis, Layng, and Goldiamond study describe how basic emotional behavior can be the basis for more complex emotional responding.
  • Describe the relation between intersecting contingencies and emotion.
  • Describe the role of comparative degrees of freedom in assessing feelings of isolation or happiness.
  • Distinguish between within group versus between group degrees of freedom.
  • Describe how contingency matrices can shape dangerous behavior.
    Describe how to prevent dangerous behavior from occurring.

Keywords: emotions, private, anxiety, emotional behavior, respondent, Goldiamond, feelings, isolation, bullying, happiness, private events, contingencies, neuroscience, brain

Rating: This course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.

Credits: 3.00 Type II BACB CEs, Two Weeks
Note: The 2 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; please click here to purchase an extension.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Feeding Disorders (BEHP1137) -- 


Time:
3 Hours, 23 Minutes           

Presenter: Henry Roane, Ph.D., BCBA-D

A feeding disorder is characterized by restricted food intake, limited variety, and the presence of inappropriate behaviors. As up to 90% of children with autism exhibit feeding problems, the current state of the science related to the identification and remediation of feeding disorders among children is presented. A central goal is to provide a resource for understanding the complex, multidisciplinary approach to treating feeding problems and the use of data-based decision making to inform treatment selection for feeding disorders with case examples.

 Objectives:
  • Defining Features
  • Food Preferences and Selective Eating
  • Assessment of Feeding Disorders
  • Application of ABA to Treatment of Feeding Disorders
  • Case Examples and Clinical Considerations
  • Pica
  • Rumination Disorders

Keywords: feeding disorder, autism, restricted food intake, pica, rumination

Rating: Appropriate for practitioners who seek to better understand the behavior exhibited by individuals with feeding disorders, and behavioral research-based assessment and treatment strategies.

Credits: 4 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.            
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
Adaptive Behavior (BEHP1139) -- 


Time:
1 Hour, 21 Minutes           

Presenter: Peter Gerhardt

Adaptive behavior refers to a complex set of skills that enable an individual to achieve personal independence across a variety of life domains. Unfortunately, much of our instructional repertoire is focused on teaching either academic competencies (e.g., reading, math, etc.) or, as individuals enter adolescence, activities of daily living (ADLs). Adaptive behavior is arguably more valuable than either isolated academic or functional skills in that it is necessary for the functional expression of academic skills and the ability of each individual to live as independently as possible. The complexity of adaptive behavior, however, may present a challenge to behavior analysts who are more comfortable teaching single skills in the clinic or classroom where many of the relevant variables are within their control. Dr. Gerhardt discusses the importance of generalization when designing instruction programs functional to the learner by including five components of effective interventions. This talk will present an overview of adaptive behavior in ASD and its relationship to community living, safety, independence, and personal competence and components of effective interventions.

Learning Objectives:

  • Basic premise of today’s talk
  • Working with parent’s of older individuals with ASD
  • How this talk was developed
  • ABA and “Game” Theory
  • Adaptive behavior
  • The Functionality Index
  • Introduction, method, results discussion
  • A brief discussion of matching law and generalization
  • Curb Cuts

Keywords: Adaptive behavior, ASD, personal independence, adults, adolescents, functional skills, intervention, instruction, environment, community, resilience

Rating:
This course is aimed at behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis interested in learning about identification and interventions in adaptive behavior particularly with those with Autism Spectrum Disorders.

Credits: 1.5 Type II BACB CEs, Two Weeks


Refund Policy

Refunds are not provided once a course has been accessed.

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.  



Price: $20.00
Add to Cart
A Behavioral Approach to the Assessment of Child Sexual Abuse (BEHP1141) -- 


Time: 2 Hours, 38 Minutes

Presenter:
W. Joseph Wyatt, Ph.D.

Three historic “disaster” cases of child sexual abuse are described with erroneous findings functionally analyzed.  Representative research on false allegation rate includes: the interviewer’s questioning style; when the interviewer has a bias that “something happened”; use of anatomically detailed dolls; children’s verbal styles; and negative stereotyping by the interviewer and others. Clear recommendations are provided for interviewing children with cautions relative to popular methods by which non-professionals are trained.

Objectives:

• Articulate the false allegation rate
• Describe the functional analysis of three high-profile cases gone wrong
• Describe representative research on child interviews
• List recommendations for professional practice in interviewing children who may have been sexually abuse
• Describe cautions re: erroneous beliefs and techniques in child interviewing.

Keywords: Child sexual abuse, interviewing, assessment, research, training
 
Rating:
This course is recommended for individuals interested in the application of behavioral practice in the area of child welfare.

Credit: 3.00 Type II BACB CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Innovative Applications of Behavior Analysis (PDP0592) -- 


                  This course is a recording of the BASA 2013 live conference.

Time: 3 Hours, 40 Minutes

Presenters:

Alison Betz , Ph.D.
John C. Borrero, Ph.D.
Jesse Dallery, Ph.D.
Ronald Van Houten, Ph.D.

Identify areas where behavior analysis could make a difference and explore ways to overcome obstacles and accelerate the acceptance of our approach. Learn ways which the human operant laboratory may be used as a proving ground for the evaluation of behavioral interventions. Find out how Information technology represents an excellent medium to deliver contingencies of reinforcement to change behavior. How does Internet with contingency management promote smoking cessation and other health-related behavior.

Keywords:
Response Interruption and Redirection (RIRD), punishment, stereotypy, autism, health, smoking, translational research, differential reinforcement, quality, pausing, resistance to change

Rating: This is recommended for behavior analysis professionals with strong background knowledge of behavior analysis, including prerequisite knowledge of single-subject research designs, simple and complex schedules of reinforcement, behavioral function and behavior-change procedures.


Credit:
4 Type II BACB® CEs, Two Weeks
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
ABA - Autism
Knowledge is Power (PDP0605) -- 



Time:
3 Hours, 40 Minutes

Presenters:
           

Tristam Smith, Ph.D.
             Claudia Dozier, Ph.D.
             Anna Pettursdottir, Ph.D.

Objectives:

Attention as a Reinforcer for Socially Relevant Behavior

Claudia Dozier Ph.D.

  • The learner will be able to list and describe at least two important reasons for the use of and study of various forms of attention for increasing socially appropriate behavior.
  • The learner will be able to describe at least two procedures that have been used to “condition” attention as a reinforcer as well as list at least three limitations of the research on the use of these procedures.
  • The learner will be able to list five factors that may influence the preference for and reinforcing efficacy of attention and describe two possible areas of research regarding these factors.

Evolution of Research on Interventions for Individuals with Autism Spectrum Disorder: Implications for Behavior Analysts

Tristram Smith, Ph.D.

  • Summarize the methodology and findings of recent, multidisciplinary research on interventions for individuals with autism spectrum disorders (ASD)
  • Describe the complementary role of single-subject and group comparison studies in developing and validating ASD interventions
  • Identify three priorities for future research on ABA interventions for ASD

The Role of Conditioned Reinforcement in Interventions to Establish Early Vocalizations

Anna Petursdottir, Ph.D.

  • Be able to explain how the concept of automatic conditioned reinforcement has been used to account for increases in child vocalizations after the child is exposed to pairings of adult speech sounds with preferred stimuli.
  • Be able to identify the strengths and limitations of the literature on stimulus-stimulus pairing to establish early speech sounds in children diagnosed with autism spectrum disorder.
  • Be able to describe operant discrimination training and response-contingent pairing as two alternative procedures to establish speech sounds or other stimuli as conditioned reinforcers.

Keywords: multidisciplinary research, group design, attention, vocalizations, babbling, stimulus-stimulus pairing, operant discrimination training, autism, reinforcement

Rating: This course is recommended for behavior analysts and for professionals who teach children with autism who also have a strong background knowledge of ABA. 

Credit: 4.00 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.


Price: $52.00
Add to Cart
ABA - Autism/Developmental Disabilities
B.F. Skinner's Analysis of Verbal Behavior, Part 1 (BEHP1024) -- 


Time:
4 Hours, 37 Minutes

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This presentation covers the basic elements of Skinner’s (1957) analysis of verbal behavior. The content of the course covers the first five Chapters of Skinner’s book. Practice exercises are provided to teach students how to classify samples of verbal behavior.

Objectives:
  • How Skinner’s analysis of language differs from the many traditional treatments
  • Dependent and independent variables in the analysis of language and the basic elements for verbal behavior research.
  • The elementary verbal operants: mand, tact, echoic, intraverbal, and textual and transcriptive relations.
Keywords: Skinner, verbal behavior, verbal operants , mand, tact, echoic, intraverbal, texual, transcription

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required

Credit: 5 Type II BACB
® CEs
 
Access:
Two weeks from the time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $75.00
Add to Cart
B.F. Skinner's Analysis of Verbal Behavior, Part 2 (BEHP1025) -- 


Time:
 5 Hours, 7 Minutes of Video.

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This presentation covers several advanced topics from Skinner’s (1957) book, Verbal Behavior. The content of the course covers Chapters 6 through 17. Several suggestions on empirical research relevant to Skinner’s analysis of verbal behavior are presented.

Objectives:
  • The role of the listener in verbal interactions and variables that can affect verbal interactions
  • Verbal extensions and Skinner’s analysis of private events and radical behaviorism
  • Multiple control
  • The autoclitic
  • Self-editing
Keywords: Skinner, verbal behavior, private events, radical behaviorism, multiple control, autoclitic, self-editing

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. We recommend that individuals complete BEHP1024: B.F. Skinner’s Analysis of Verbal Behavior Part 1 prior to taking part two of the course. Part one (BEHP1024) covers the first five chapters of Skinner’s (1957) analysis of verbal behavior. Part two (BEHP1025) covers chapters six through 17.

Credit: 6 Type II BACB
® CEs
 
Access:
Two weeks from the time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00 contact
abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $85.00
Add to Cart
Applications of Verbal Behavior: Language Assessment (BEHP1026) -- 

Time: 5 Hours

Presented by: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This webinar will present a language assessment program (The VB-MAPP) that is based on Skinner’s analysis of verbal behavior, and the language acquisition milestones of typically developing children.

Objectives:
  • Describe the pros and cons of traditional language assessment
  • Explain how Skinner’s analysis of verbal behavior adds to existing assessment programs
  • Define and exemplify the basic elementary verbal operants (i.e., mand, tact, intraverbal)
  • Complete a VB-MAPP Milestone Assessment
  • Complete a VB-MAPP Barriers Assessment
  • Complete a VB-MAPP Transition Assessment
  • Describe how to use the VB-MAPP Task Analysis and Tracking System
  • Describe how to use the VB-MAPP for conducting empirical research

Keywords: Skinner, verbal behavior, VB-MAPP, assessment, language acquisition, barriers

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credit: 5 Type II BACB® CEs
 
Access:
Two weeks from the time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $75.00
Add to Cart
Applications of Verbal Behavior: Language Intervention (BEHP1027) -- 

            
Time: 5 Hours, 39 Minutes
       
Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This course will describe how to develop and implement a language intervention program based on the results of a VB-MAPP assessment. A brief overview of the body of empirical research that supports the use of Skinner’s analysis of verbal behavior for children with language delays will be presented, as well as recommendations for a variety of teaching.

Objectives:
  • Basic elements of a verbal behavior intervention program
  • Issues and recommendations regarding the use of an augmentative communication system
  • Methods of data collection
  • Suggestions for program designs, generalization, and teaching procedures for structured teaching sessions (DTT) and less structured teaching opportunities (NET)
  • Program recommendations for a child whose scores fall in Level 2 and 3 of the VB-MAPP.
  • Guidelines for transitioning a child to less restrictive teaching environments
Keywords: Skinner, verbal behavior, VB-MAPP, assessment, augmentative communication, discrete trial teaching, natural environment teaching

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. We recommend that individuals complete BEHP1026 prior to taking this course.

Credit: 6.5 Type II BACB
® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $89.00
Add to Cart
How to Conduct Language Assessment & Intervention Using the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) (BEHP1029) -- 


Time:
10 Hours, 41 Minutes

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

*This course is comprised of the following courses:
  • BEHP1026: Applications of Verbal Behavior: Language Assessment
  • BEHP1027: Applications of Verbal Behavior: Language Intervention
 The VB-MAPP (2008) is a practical and powerful tool based on Skinner’s analysis of verbal behavior and language acquisition milestones of typically developing children. Designed for children with autism, and others who demonstrate language delays, this instrument is reviewed including both the assessment and intervention procedures, for the practitioner.

Keywords: Skinner, verbal behavior, VB-MAPP, assessment, language acquisition

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credit: 11.5 Type II BACB® CEs, 4 Weeks.
           

Note: The four weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $135.00
Add to Cart
Verbal Behavior: From Skinner’s Analysis to Sundberg’s Assessment and Intervention via the VB-MAPP (BEHP1030) -- 


Time:
20 Hours

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

Individuals can choose to take single classes in the series below , however participation in all four is recommended for full understanding of the material.

*This course is 8 weeks long, as opposed to our 2 week format.

B.F. Skinner’s classic (1957) Verbal Behavior is reviewed in detail including the verbal operants and more advanced topics of “radical behaviorism”. Following this verbal behavior theory, the behaviorally-based VB-MAPP (2008) using language acquisition milestones of typically developing children is presented. Practitioners will learn assessment and intervention procedures for children with autism and others with language delays.

*This course is comprised of the following courses:
  • BEHP1024: B.F. Skinner’s Analysis of Verbal Behavior: Part 1
  • BEHP1025: B.F. Skinner’s Analysis of Verbal Behavior: Part 2
  • BEHP1026: Applications of Verbal Behavior: Language Assessment
  • BEHP1027: Applications of Verbal Behavior: Language Intervention

Keywords: Skinner, verbal behavior, language, verbal operants, VB-MAPP, assessment, language intervention, barriers

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credits: 22.5 Type II BACB® CEs, 8 Weeks

Note: The 8 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $250.00
Add to Cart
Functional Assessment of Behavioral Disturbances Related to Diagnostic Features of ASD (BEHP1041) -- 


Time:
3 Hours, 52 Minutes

Presenter:
 Dr. Iser DeLeon, Ph.D., BCBA 

This course will present assessment technologies for determining the environmental variables that give rise to and maintain severe problem behavior in persons with intellectual and developmental disabilities.

Objectives: 
  • A brief review functional assessment methodologies
  • Comparison of outcomes of aggregate results of functional assessment experiments involving persons with and without ASD
  • Studies where core diagnostic features of ASD were the focus of investigation
  • How core diagnostic features of ASD can interact with aspects of the environment to give rise to severe problem behavior
  • Additional ways in which these interactions may occur that have not fully been considered in the treatment literature

Keywords:
 Functional assessment, autism, ASD, problem behavior, environment, intellectual disability, research 

Rating: This course is recommended for professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of functional assessment methodologies and single-subject research design is recommended.

Credit: 4.5 Type II BACB® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $59.00
Add to Cart
Teaching Children with Autism: Establishing Instructional Control (BEHP1051) -- 


Time: 2 Hours, 19 Minutes

Presenters:

Holly Kibbe - MS, BCBA
              Cherish Twigg - MS, BCBA

Details the establishment of instructional control in the natural environment. Defines and distinguishes natural environment teaching from intensive teaching. Provides specific procedures for contriving motivation, controlling reinforcers and teaching learners to sustain motivation over time. Explains practical guidelines to assist in increasing appropriate mands. Reviews data collection and graphing specific to this area along with how to analyze for effective teaching.

Objectives:

• The differences between natural environment teaching and intensive teaching.
• Specific procedures for contriving and sustaining motivation and controlling reinforcers
• Practical guidelines to assist in increasing appropriate mands
• Data collection and graphing

Keywords: Autism, natural environment teaching, instructional control, motivation, mand training

Rating: This course is recommended for behavior analysts and professionals who teach children with autism having a  background  knowledge of ABA.                 

Credit: 2.5 Type II BACB CEs, Two Weeks 
          


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Teaching Early Mands to Children with Autism: Natural Environment Teaching (BEHP1052) -- 


Time:
3 Hours


Presenters:

Holly Kibbe - MS, BCBA
              Cherish Twigg - MS, BCBA

Gives detailed information on how and which early manding objectives to use to teach children with autism. Teaches what natural environment teaching is and how to distinguish it from intensive teaching. Presents specific procedures for teaching the first vocal and sign mands to early learners. Explains practical guidelines to help increase appropriate mands. Gives recommendations on what data to take and graph and how to analyze for effective teaching.

Objectives:

 

 

  • The differences between natural environment teaching and intensive teaching
  •  Specific procedures for teaching the first vocal and sign mands to early learners
  •  Practical guidelines to increase appropriate mands
  •  Data collection and graphing

Keywords: Autism, mands, verbal behavior, natural environment teaching, sign language

Rating: 
This course is recommended for behavior analysts and professionals who teach children with autism having a  background  knowledge of ABA.           

Credit: 3 Type II BACB® CEs, Two Weeks            


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Role of Transitive Conditioned Motivating Operation (CMO-T) in Teaching Language, Social Skills and Pragmatic Skills to Children with Autism (BEHP1056) -- 

Presenter: Dr. Vincent J. Carbone Ed. D., BCBA-D

This course will include a discussion of a behavioral analysis of motivation and the role it plays in teaching language and social skills. Video clips of teaching methods with children with autism will be used to illustrate and supplement the discussion.
 
Objectives:

  • Conditioned transitive motivating operation (CMO-T) examples and evidence in clinical practice
  • The use of CMO-Ts to teach mands for missing items and information
  • Extensions of CMO-T research to language pragmatic skills and social skills
  • Conditioning of sight of another’s eye, social attention, and actions of another child as reinforcers

Keywords: Motivation, verbal behavior, CMO-T, social skills, language, autism

Rating: This course is recommended for individuals who work with children diagnosed with autism. While no prerequisite courses are required, basic background knowledge of motivation, verbal behavior, and interpreting research findings is helpful.

Credit: 2.5 Type II BACB CEs, Two weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

 A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.               


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
The Role of the Conditioned Motivating Operation During Discrete Trial Instruction of Children with Autism (BEHP1057) -- 



Time:
3 Hours

Presenter: Dr. Vincent J. Carbone Ed. D., BCBA-D

This course presents antecedent - based instructional modifications to reduce escape and avoidance behavior during instruction. A conceptually systematic analysis of instructional methods is offered as a tool for improving effective teaching. Video illustrations of application of the concepts will be provided.

Objectives:
  • The role of motivation in teaching children with autism
  • The reflexive motivation operation (CMO-R)
  • Basic research and classroom examples of the CMO-R
  • Clinical implications of the CMO-R
Keywords: Motivation, verbal behavior, CMO-R, language, autism, antecedent, escape, avoidance

Rating: This course is recommended for individuals who work with children diagnosed with autism. While no prerequisite courses are required, basic background knowledge of motivation, verbal behavior, and interpreting research findings is helpful.

Credit: 3.5 Type II BACB® CEs

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
A Behavioral Analysis of Linguistic Structure: Increasing the Length of Utterance In Children with Autism (BEHP1059) -- 

           
Time:
2 Hours, 30 Minutes

Presenter:
Dr. Vincent J. Carbone Ed. D., BCBA-D

This course presents B.F. Skinner's natural science approach to analyzing the development of grammar and morphosyntactic structure. A guide for teaching these skills to children who don’t acquire them typically is offered through discussion, data presentation and video illustration.

Objectives:                        
  • Traditional versus behavioral approaches to language development
  • Mean length utterance (MLU) as a measure of language development
  • Behavioral analysis of increasing complexity of verbal behavior, including the autoclitic
  • Problems of increasing MLU without meeting prerequisites

Keywords: Mean length utterance, autism, verbal behavior, Skinner, language, autoclitic

Rating: This course is recommended for individuals who work with children with autism. Background knowledge of Skinner’s analysis of verbal behavior is recommended but not required.            

Credit: 3 Type II BACB CEs, Two Weeks            


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.


A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details
.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
The Verbal Behavior Approach: Home Programming for Children with Autism (BEHP1063) -- 


Presenter:
Mary Lynch Barbera, BCBA

Information is provided to help children with autism learn language and other important skills. Strategies are highlighted from the book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders, and guidance is offered using scientifically proven strategies of Applied Behavior Analysis (ABA), specifically utilizing B.F. Skinner’s Analysis of Verbal Behavior. This workshop is applicable to parents and professionals working with children with autism and other developmental disorders.

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear

Credit: 1.5 Type II CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $15.00
Add to Cart
Large Scale Implementation of the Verbal Behavior Model (BEHP1064) -- 


Presenter: Amiris Di Puglia, M.D., BCBA.

The Verbal Behavior Supports Project provides applied behavior analytic services to students with autism in over 100 classes within the Commonwealth of Pennsylvania. Language instruction is guided by the analysis of verbal behavior and includes both intensive teaching through a discrete trial format as well as natural environment teaching. The main goal of these presentations will be to provide preliminary demonstrations of positive changes in student functioning along dimensions of behavior associated with autism.

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear. 

Credits: 1.5 Type II CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.            


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $15.00
Add to Cart
New Directions in Autism Research (BEHP1065) -- 


Time:
1 Hour, 16 Seconds

Presenter: Anita Miller Sostek, Ph.D.

This presentation highlights the genetic and environmental factors involved in autism, along with promising research diagnosis, screening and treatment approaches for ASD. The recent increase in prevalence of autism spectrum disorders is presented with discussion of “The Autisms” actually being multiple conditions with multiple etiologies. Early intervention, innovative technologies for those who are older, and, treatment of medical conditions associated with ASD for improved quality of life are detailed.           

Credit:
1 Type II BACB CEs, Two Weeks

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear.
         
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. 
       
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $10.00
Add to Cart
A Behavior Analysis of Persistent Error Patterns (BEHP1070) -- 
Refund Policy

Refunds are not provided once a course has been accessed.



Time:
1 Hour, 17 Minutes

Presenter: Dr. Ennio Cipani, Ph.D

This presentation provides an analysis of persistent error patterns using both basic and applied research. Implications of these findings are discussed as well as some procedures for building behavioral chains.            

Objectives:


• Basic and applied research on stimulus overselectivity/restricted stimulus control
• An analysis of discriminative stimuli in mand compliance.
• Procedures for building behavioral chains

Keywords: Error patterns, Stimulus over-selectivity, Autism Skills, Acquisition, Stimulus control

Rating: This course is recommended for professionals who have basic background knowledge of behavior analysis, including prerequisite knowledge of interpreting research findings.

Credit: 1.5 Type II BACB CEs, Two Weeks
          

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.            


Price: $21.00
Add to Cart
Teaching Social Skills to Individuals Diagnosed with Autism (BEHP1075) -- 


Time:
1 hour, 1 minute

Presenter: Dr. Joyce Tu, Ed.D., BCBA-D

This presentation will begin by discussing the differences between social verbal vs. social non-verbal behaviors.  Then, we will discuss some common ways of teaching social skills to children diagnosed with autism.  First, we will identify some critical components to conduct a successful social skills group.  Second, we will discuss teaching social skills using social stories.  Third, we will talk about using video modeling to teach social skills.  Finally, we will define descriptive autoclitics in Skinner’s analysis of verbal behavior.  Some preliminary data will be shared and specific teaching strategies for descriptive autoclitics will be identified

Objectives
  • Conducting a successful social skills groups
  • Teaching social skills using social stories
  • Video modeling to teach social skills
  • Autoclitics and specific strategies to teach them.
Keywords: Social Skills, Verbal Behavior, Video Modeling, Autoclitics

Rating: This course is recommended for professionals who have basic background knowledge of behavior analysis, including prerequisite knowledge of verbal operants and interpreting research findings.

Credits: 1 Type II BACB CE, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Reinforcement-Based Interventions for Problem Behavior in IDD: Considerations for Adoption in the Natural Environment (BEHP1092) -- 


Time:  2 hours, 30 minutes

Presenter:
Iser G. DeLeon, Ph.D., BCBA-D

The standard of care for severe behavior problems of persons with intellectual and developmental disabilities involves: 1) conducting assessments to determine the variables that give rise to and support problem behavior, and 2) hypothesis-driven intervention that addresses these causes. Typical interventions involve disrupting the contingency between problem behavior and the consequences that support it (i.e. extinction), while establishing or strengthening alternative behavioral repertoires to displace problem behavior. These aims, however, can be accomplished via numerous arrangements that vary with respect to the parameters with which alternative responses are reinforced (e.g., NCR schedules, DRO schedules, DRA schedules, DRH schedules, etc.) and with consideration to how practical and practicable it is to implement extinction in the natural environment. While many alternatives are available, clinicians have had little guidance about which form of intervention to select, and under which circumstances, to enhance the likelihood that interventions will be effective initially, over time, and in the face of inevitable challenges to treatment integrity. Towards this end, I will provide a brief introduction to these alternatives, then devote the majority of the presentation to describing decision matrices for selecting one form of intervention over another given the circumstances in which those interventions will be implemented.

Keywords: severe behavior, natural environment, individuals with intellectual disabilities, developmental disabilities, assessment, intervention, decision matrices, NCR, DRO, DRA, DRH 

Rating: This course is recommended for professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of functional assessment methodologies and single-subject research design is recommended.

Credits: 2.5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Sexuality & Sexuality Instruction with Learners with Autism Spectrum Disorders (BEHP1096) -- 

Time: 1 hour, 35 minutes

Presenter: Peter F. Gerhardt, Ed.D.

Covers the role of the behavior analyst and the context it plays in defining appropriate sexual behavior. Includes why sexuality should be addressed and defines how the responsibilities of this education falls under the purview of the
behavior analyst. Also includes proactive behavioral interventions that can be used to teach sexuality competencies. Discusses the challenges and myths associated with teaching the importance of sexuality to learners with ASD.

Objectives:

  • The role of the behavior analyst and the context it plays in defining appropriate sexual behavior.
  • Why sexuality should be addressed and defined responsibilities of this education falling under the purview of the behavior analyst.
  • Proactive behavioral interventions that can be used to teach sexuality competencies.
  • Importance of learning and teaching 3 key areas of sexuality.
  • Challenges and myths associated with teaching learners with ASD the importance of sexuality.

Keywords: Sexual instruction, intimacy,  Autism, education, developmental disabilities, sexual behavior

Rating: This course is geared toward practitioners, behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis. 

Earn: 2 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details.            
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Adolescents and Adults with Autism: Evidence-based Practice, Adaptive Behavior, and Quality of Life (BEHP1097) -- 


           
Time:
1 hour, 20 minutes

Presenter: Peter F. Gerhardt, Ed.D.

Provides an overview of the implications of ABA as an evidence-based practice with adolescents and adults, and the challenges related to effective design, implementation and oversight. Emphasizes the importance of defining and measuring outcomes in terms much broader than the acquisition of individual skills.Discusses how the majority of evidence-based practice of individuals with ASD focuses around young children with little attention paid to adolescents or adults.

Objectives:   

  • Describe, with reference to behavior analysis, the importance of both context and social validity when providing instruction to older individuals on the autism spectrum.
  • Identify a minimum of three challenges to the implementation of effective, ABA-based intervention with older individuals. 
  • List a minimum of 4 areas of skill excess or deficit that limit community inclusion for older individuals with ASD.
  • List a minimum of three areas of behavior change teachers, parents, and other caregivers will need to realize if increasing levels of independence across increasingly complex environments is to be possible
Keywords: ASD, adolescents, adults, evidence-based practice, measurement, outcomes

Rating: This course is aimed at practitioners, behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis interested in learning about interventions with adolescents and adults with Autism Spectrum Disorders.

Credits: 1.5 Type II BACB® CEs, Two Weeks*

                      
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Price: $20.00
Add to Cart
No Me Enseñes Trucos. Enséñame Habilidades. (BEHP1098) -- 

Cómo utilizar el análisis funcional y las secuencias del desarrollo, para enseñar habilidades de la conducta verbal

Tiempo: 1 hora, 36 acta

Instructor: Carlos A. Zuluaga, MS, BCBA

Uno de los retos más difíciles cuando se trabaja con niños con deficiencias verbales, es seleccionar qué habilidades deben de enseñarse, y cuáles serían las secuencias más apropiadas para su aprendizaje. En este evento, usted aprenderá los fundamentos básicos del análisis funcional del lenguaje desarrollado por B. F. Skinner y cómo utilizar e interpretar el Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) para desarrollar programas de conducta verbal y seleccionar objetivos de educación individual.

Lo que aprenderá:

En las _ horas que dura este evento, usted aprenderá a:

  • Identificar características del análisis funcional de la conducta verbal
  • Identificar los operantes verbales
  • Identificar ejemplos de los operantes verbales
  • Identificar métodos de evaluación de la conducta verbal
  • Identificar los componentes del VB-MAPP
  • Identificar dónde se encuentran diferentes habilidades en el VB-MAPP
  • Identificar el propósito de cada componente del VB-MAPP
  • Calcular puntajes en las diferentes formas del VB-MAPP
  • Interpretar resultados del VB-MAPP
  • Seleccionar objetivos apropiados basados en los resultados del VB-MAPP

Palabras clave:  VB-MAPP,  Operante verbal,  Análisis funcional, Análisis funcional del lenguaje, Deficiencias del lenguaje,  Lenguaje,  Conducta verbal, Intervención temprana, Habla

Quién debe registrarse: Este evento será de gran interés para los profesionales que trabajan con niños con deficiencias del lenguaje (analistas del comportamiento en el área de intervención temprana, patólogos del habla, profesores de educación especial, etc.) y los padres de estos niños.

Ganar: 2.00 Type II BACB® CEs


   


Notarse*: El momento que compra el curso, empieza las dos semanas; no cuando entra en el sistema. Puede comprar una exención de dos semanas por $15 más; para más información, póngase en contacte con
abace@fit.edu for details.

Si tiene problemas registrándose, por favor llama (321) 674-8382, y oprima 2.
   
Refund Policy

Refunds are not provided once a course has been accessed.

 



Price: $26.00
Add to Cart
Helping Students with ASD Succeed in General Education Classrooms (BEHP1106) -- 

           
Time: 1 Hours, 46 Minutes                                
           
Presenter: William L. Heward, Ed.D., BCBA-D

ABA’s scientifically documented outcomes of “maximal benefit” to children with autism have been achieved via early intensive behavioral intervention (EIBI) with children under age 6. Many children who have received EIBI struggle with demands of a complex environment. Teachers, clinicians, researchers, and parents- experts in ASD- were asked to identify the most important skills needed by these students for success in general education classrooms. This presentation compiles the collective wisdom and perspectives of these experts.

Learning Objectives:

  • Identify five skill areas identified by a group of autism experts as most important for students with autism experiencing success in regular classrooms.
  • Describe choral responding and response cards and how these techniques make group instruction more effective.
  • Briefly describe how Heads Together and class wide peer tutoring systems counter the problems that make many collaborative learning activities ineffective.

Key Words: Education, autism, EIBI, teaching, classroom, mainstream

Rating: This is recommended for BCBAs and BCaBAs, and potentially teachers with a basic understanding of behavioral principles who are working or interested in the broad area of education or individual teaching with children diagnosed with autism. 

Credit: 2 Type II BACB® CE, Two Weeks*
                       
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact abace@fit.edu for details.            

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Stereotypy: There Are No Easy Answers (BEHP1112) -- 


Time:
3 Hours, 28 Minutes

Presenter:
William H. Ahearn, Ph.D., BCBA-D

Examines how stereotypy is socially stigmatizing and can interfere with skill acquisition. Includes interventions for directly treating stereotypy (response competition, response interruption/redirection). Discusses strategies for building functional skills from direct instruction of functional engagement to video modeling and verbal operant training.

Objectives:
  • Why stereotypy is thought to occur.
  • How stereotypy is typically measured.
  • How stereotypy can be functionally assessed.
  • Indirectly treating stereotypy by promoting functional skills.
  • Identifying activities that effectively compete with stereotypy.
  • Procedures for implementing response interruption/redirection of stereotypy.
  • Potential concerns when implementing response interruption/redirection of stereotypy.
  • Procedures for complementing response interruption/redirection procedures (including verbal operant training and video modeling).

Keywords: Stereotypic behavior, Autism, developmental disabilities, video modeling, response interruption

Rating: This course will be useful for individuals involved in the field of behavior analysis working with individuals with Stereotypy or those who are interested in this application. Participants should be familiar with some of the basics of behavior analysis.

Credits: 4 Type II BACB®, two weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact

abace@fit.edu

for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
The Use and Benefits of PECS: The Picture Exchange Communication System (PECS) (BEHP1127) -- 


Time:
3 Hours, 9 Minutes

Presenter:
Andy Bondy, Ph.D

T
he Picture Exchange Communication System (PECS) is an evidence-based strategy used to rapidly teach communication skills to those with limited functional speech.  PECS promotes communication within a social context, without lengthy prerequisite training.  This talk begins with a brief overview of the Pyramid Approach to Education. Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions, using a variety of attributes, and commenting.  An added attraction for preschool children with autism and related disabilities is the high proportion of children who acquire independent speech. Relevant recent research regarding PECS and various outcome measures are presented and recent myths and misconceptions associated with PECS are reviewed.

Objectives:
  • How to implement all six phases of PECS with students, using a behavior analytic orientation
  • Strategies for creating opportunities for communication across the day
  • Relationship between PECS and other communication training approaches
  • Criteria for transitioning from PECS to other communication modalities
  • Myths and misconceptions associated with PECS
Keywords: Language, PECS, autism, teaching, communication, Pyramid Approach to Education

Rating:
This course is recommended for BCBAs and BCaBAs and those with background knowledge of behavior analysis working with children with autism.

Credit:
3.5 Type II BACB CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
The Pyramid Approach to Education: An Overview (BEHP1128) -- 


Time:
2 Hours, 55 Minutes

Presenter:
Andy Bondy, Ph.D

The Pyramid Approach shows how to create effective educational environments for students with autism and/or related developmental disabilities while attending to data collection and analysis. It systematically implements key elements from applied behavior analysis emphasizing functional communication. At the base, The Pyramid Education includes functional activities, reinforcement systems, communication/social skills, and inappropriate behaviors and alternatives. Top elements include generalization, creating effective lessons, specific teaching strategies, minimizing and correcting errors. 

Objectives:

Review the components of effective teaching environments 
The Pyramid Approach to Education
Describe why we do what we do
Consider individual applications of the Pyramid Approach
Identify critical communication skills
Discuss how to construct a lesson plan that contains all of these components

Keywords: Language, classroom, autism, teaching, communication, Pyramid Approach to Education, generalization, reinforcement systems

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis working with children with autism.

Credit: 3.5 Type II BACB CEs


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.                       

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Skinner’s Verbal Behavior and its Relation to PECS (BEHP1129) -- 


Time: 1 Hour, 45 Minutes

Presenter:
Andy Bondy, Ph.D

Skinner looks at basic units of language and environmental relations in his book Verbal Behavior. Understanding how these language units (verbal operants) are acquired, helps learners master simple and complex parts of language. Rather than a focus on form or mode of communication, this talk describes core language functions, each defined  by it’s functional relevance. Subtle changes in teaching complex verbal operants may result in significant differences in student learning, regardless of modality. Skinner’s analysis also shows why certain parts of language are so difficult for individuals with autism to learn.


Objectives:
                  
  • Define “verbal behavior” and “vocal” behavior
  • Name the three antecedent conditions for verbal behavior
  • List three primary verbal operants
  • Analyze pure versus multiply controlled verbal operants
Keywords: Language, verbal operants, Skinner, autism, teaching, modality

Rating:
This course is recommended for professionals with basic background knowledge of behavior analysis working with children with autism. Knowledge of Skinner’s analysis of verbal behavior is recommended but not required.  Parents may also benefit from this course.   

Credit:
2 Type II BACB CEs, Two Weeks
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.            

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Feeding Disorders (BEHP1137) -- 


Time:
3 Hours, 23 Minutes           

Presenter: Henry Roane, Ph.D., BCBA-D

A feeding disorder is characterized by restricted food intake, limited variety, and the presence of inappropriate behaviors. As up to 90% of children with autism exhibit feeding problems, the current state of the science related to the identification and remediation of feeding disorders among children is presented. A central goal is to provide a resource for understanding the complex, multidisciplinary approach to treating feeding problems and the use of data-based decision making to inform treatment selection for feeding disorders with case examples.

 Objectives:
  • Defining Features
  • Food Preferences and Selective Eating
  • Assessment of Feeding Disorders
  • Application of ABA to Treatment of Feeding Disorders
  • Case Examples and Clinical Considerations
  • Pica
  • Rumination Disorders

Keywords: feeding disorder, autism, restricted food intake, pica, rumination

Rating: Appropriate for practitioners who seek to better understand the behavior exhibited by individuals with feeding disorders, and behavioral research-based assessment and treatment strategies.

Credits: 4 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.            
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
Adaptive Behavior (BEHP1139) -- 


Time:
1 Hour, 21 Minutes           

Presenter: Peter Gerhardt

Adaptive behavior refers to a complex set of skills that enable an individual to achieve personal independence across a variety of life domains. Unfortunately, much of our instructional repertoire is focused on teaching either academic competencies (e.g., reading, math, etc.) or, as individuals enter adolescence, activities of daily living (ADLs). Adaptive behavior is arguably more valuable than either isolated academic or functional skills in that it is necessary for the functional expression of academic skills and the ability of each individual to live as independently as possible. The complexity of adaptive behavior, however, may present a challenge to behavior analysts who are more comfortable teaching single skills in the clinic or classroom where many of the relevant variables are within their control. Dr. Gerhardt discusses the importance of generalization when designing instruction programs functional to the learner by including five components of effective interventions. This talk will present an overview of adaptive behavior in ASD and its relationship to community living, safety, independence, and personal competence and components of effective interventions.

Learning Objectives:

  • Basic premise of today’s talk
  • Working with parent’s of older individuals with ASD
  • How this talk was developed
  • ABA and “Game” Theory
  • Adaptive behavior
  • The Functionality Index
  • Introduction, method, results discussion
  • A brief discussion of matching law and generalization
  • Curb Cuts

Keywords: Adaptive behavior, ASD, personal independence, adults, adolescents, functional skills, intervention, instruction, environment, community, resilience

Rating:
This course is aimed at behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis interested in learning about identification and interventions in adaptive behavior particularly with those with Autism Spectrum Disorders.

Credits: 1.5 Type II BACB CEs, Two Weeks


Refund Policy

Refunds are not provided once a course has been accessed.

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.  



Price: $20.00
Add to Cart
Using the Law to Secure Health Benefits For Children With Autism (BEHP1140) -- 


Time:
1 Hour, 44 Minutes

Presenter:
Neil D. Kodsi 

Lawyers frequently must become knowledgeable about science and medicine to present scientific evidence in the courtroom. Mr. Kodsi will discuss his March 2012 victory in Federal Court regarding ABA and how science and medicine prevailed to require the State of Florida to cover ABA for all autistic children on Medicaid. Then, he will discuss the legal significance of this and other cases showing that the courts are starting to look at this issue as having been scientifically proven, making cases like this easier to win in the future.

Objectives:

  • Learn about court decisions on ABA and Autism and the scientific bases for the Court decision
  • Learn about existing State laws that can help their patients secure health benefits and insurance coverage for ABA therapy.
  • Gain a better understanding of their role in the legal process as potential advocates for science and medicine as well as serving as advocates for their individual patients.

Keywords: Autism, legal, court, law, Medicaid, Florida, advocate

Rating: This course will be useful for individuals involved in the field of behavior analysis and interested in a focus on the key legal victories in the area of autism specifically in Florida, but as a backdrop for other states as well.

Credit: 2 BACB Type II CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

 for details.               

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
ABA - Behavior Analysis in Education
Basics of Learning Efficiencies: What it is, How to Calculate it and Why You Should Care (BEHP1069) -- 

           
Time: 53 Minutes

Presenter: Mai Linh Pham, MS, BCBA

This presentation is intended to be an introduction to a simple yet very useful assessment tool. The presentation will cover what learning efficiencies entail, how to interpret learning efficiency data, and how to calculate learning efficiency data. It will include the opportunity to practice plotting a learning efficiency of the material covered in the presentation. There will be discussion on setting performance goals and learning efficiency goals as well as a variety of examples and uses of learning efficiencies.

Objectives:
  • Overview of learning efficiency
  • Utilizing the benefits of tracking learning efficiency
  • Distinguishing between performance goals and learning efficiency goals
  • Plotting and tracking learning efficiency data graphically
Keywords: learning efficiencies, performance goals, assessment tool, performance improvement

Rating: This course is intended for individuals with basic background knowledge in data collection and interpreting graphic displays.

Credits: 1 Type II BACB CE

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
The Morningside Model of Generative Instruction (BEHP1073) -- 
Refund Policy

Refunds are not provided once a course has been accessed.



Time:
2 Hours, 31 Minutes           

Presenter: Dr. Kent Johnson

Covers the Morningside Model of generative instruction (the 100-miles-up presentation). Includes the design of instructional materials and protocols; the three phases of teaching and learning; instruction, practice and application, generative outcomes from the design and system; partnerships with school in the United States and Canada; and data on effectiveness.

Objectives:
  • Describe the Morningside Academy laboratory school, and the kind of students who attend.
  • Describe the process of Morningside’s technology transfer.
  • Describe the advantages of homogeneous achievement grouping over traditional age and grade grouping.
  • Describe the 3 phases of teaching and learning.

Keywords: generative instruction, fluency, delayed prompting, mathetics, discovery learning, teaching, practice, application, celeration, direct instruction, precision teaching

Rating: This is recommended for BCBAs and BCaBAs, and potentially teachers with a basic understanding of behavioral principles who are working or interested in the broad area of education or individual teaching with children.

Credits: 3 Type II BACB® CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.            


Price: $39.00
Add to Cart
Behavior Boot Camp: Making your Classroom More Manageable (BEHP1077) -- 



Time:
1 hour, 40 minutes

Presenter: Meagan Gregory Ph.D., BCBA

Covers basics of reinforcement, classroom and individual schedules, setting up individual and group token economies and group contingencies as part of general classroom strategies. Also covers challenging behavior issues in order to identify and assess why such behavior occurs, general prevention strategies for managing challenging behaviors, choosing interventions,
how to collect data on behaviors while teaching, and determining when outside support is needed.

Objectives:

  • General Classroom Structure
  • Challenging Behavior
  • Strategies to Cover Behavior Problems in the Classroom
  • General Prevention Strategies for Challenging Behaviors  
  • Choosing Interventions  
  • How to Take Data on Behaviors While Teaching
  • How to Determine When Outside Support is Needed   

Rating: This workshop was created as a sample of behavior analysis terminology and strategies to make the classroom more manageable. It is intended for those who have little or no background in Behavior Analysis and would like an introduction. 

Credits: This course does NOT award BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Six Common Teaching Mistakes and What to do Instead (BEHP1105) -- 


Time:
3 Hours, 45 Minutes

Presented By: William L. Heward, Ed.D., BCBA-D

The focus is on six teaching mistakes committed by teachers at all grade levels and across curriculum areas. First, the mistake and examples will be presented. Second, both logical and empirical rationales will be offered for why teachers should eliminate or reduce the frequency with which they commit the mistake. Third, evidence-based and classroom-tested alternative strategies will be presented. Participants will receive handouts for implementing alternative strategies, and an annotated list of resources.
 
Learning Objectives:
          

  • Name six common teaching mistakes, give a specific example of a teacher committing each mistake, and briefly explain why that practice is a mistake.
  • Define active student response (ASR) and give three examples and non-examples of ASR.
  • Explain why ASR is a better measure of student participation than on-task behavior.
  • Define choral responding (CR), identify three criteria for curriculum content best suited for CR, and describe six guidelines for conducting CR. and response cards.
  • Define and give an example of two basic types of response cards (RC), identify at least two advantages and potential limitations of each type, and describe at least two suggestions for using each type of RC.
  • State general strategy teachers should employ as an alternative to asking their students, “Do you understand?”
  • Define, give an example, and state three guidelines for using structured worksheets.
  • Describe rationale for guided notes (GN), state at least four advantages of GN and four guidelines for using GNs.
  • Explain why teaching too slowly is a mistake and identify three ways to increase pacing.
  • State two suggestions for ensuring students receive lots of ASR on target skills.
Keywords: Education, teaching strategies, mistakes, resources, evidence-based, classroom, teachers            

Rating:
This is recommended for BCBAs and BCaBAs, and potentially teachers with a basic understanding of behavioral principles who are working or interested in the broad area of general education or individual teaching with both typically developing children also those with disabilities.

Credit: 4.5 Type II BACB® CE, Two Weeks*


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $59.00
Add to Cart
Helping Students with ASD Succeed in General Education Classrooms (BEHP1106) -- 

           
Time: 1 Hours, 46 Minutes                                
           
Presenter: William L. Heward, Ed.D., BCBA-D

ABA’s scientifically documented outcomes of “maximal benefit” to children with autism have been achieved via early intensive behavioral intervention (EIBI) with children under age 6. Many children who have received EIBI struggle with demands of a complex environment. Teachers, clinicians, researchers, and parents- experts in ASD- were asked to identify the most important skills needed by these students for success in general education classrooms. This presentation compiles the collective wisdom and perspectives of these experts.

Learning Objectives:

  • Identify five skill areas identified by a group of autism experts as most important for students with autism experiencing success in regular classrooms.
  • Describe choral responding and response cards and how these techniques make group instruction more effective.
  • Briefly describe how Heads Together and class wide peer tutoring systems counter the problems that make many collaborative learning activities ineffective.

Key Words: Education, autism, EIBI, teaching, classroom, mainstream

Rating: This is recommended for BCBAs and BCaBAs, and potentially teachers with a basic understanding of behavioral principles who are working or interested in the broad area of education or individual teaching with children diagnosed with autism. 

Credit: 2 Type II BACB® CE, Two Weeks*
                       
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact abace@fit.edu for details.            

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Ten Faulty Notions About Teaching & Learning in Special Education (BEHP1107) -- 


Time:
  1 Hours, 11 Minutes

Presented By: William L. Heward, Ed.D., BCBA-D

Like all learners, students with disabilities progress best when they actively participate in well-executed instructional programs informed by scientific research. Unfortunately, many with disabilities spend their school days in programs that are misinformed by a set of widely held beliefs about teaching and learning. Ten well-intentioned but misguided notions and reasons why each notion is mistaken will be identified. Suggestions for practitioners to counter these notions and the "worst practices" they encourage will be offered.

Learning Objectives:

  • Special education should be individually planned, specialized, intensive, and goal-directed instruction. State two additional defining features of special education when it is practiced most effectively and ethically.
  • Name 10 widely held notions about teaching and learning that impede the systematic use of research-based instructional practices and hinder the effectiveness of special education.
  • Give a practical example of how each of the 10 notions might be operationalized be in the classroom and state why each practice hinders optimal learning outcomes for students.
  • Name eight instructional practices derived from empirical research identified.
  • State four reasons why so many educators today subscribe to these faulty notions
  • State three recommended actions that can help teachers be less influenced by these faulty notions and more likely to use research-based practices and give a practical example of applying each recommendation.

Key Words: Learning, disabilities, teaching, special education, instruction, mistakes in teaching, discrete trials, school

Rating:
This is presentation is recommended for teachers, behavior analysts, anyone working in educational settings, and anyone who works with children and adolescents.                     

Credit: 1 Type II BACB® CE, Two Weeks*
           


 Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

               

 



Price: $13.00
Add to Cart
Classroom Management Problems and Procedures for Solving Them (BEHP1108) -- 


Time
: 2 Hours, 31 Minutes

Presenter: Saul Axelrod, Ph.D.

Classroom management problems have hindered the progress of education for centuries.  Although applied behavior analysis technology has solved many difficult problems, many teachers are unaware of such techniques. Both indirect and direct ways to modify disruptive classroom behavior will focus on techniques that are easy and inexpensive to implement. Then, the critical importance of fluency and its relationship to classroom management will be highlighted with effective procedures for successfully modifying behavior. 

Learning Objectives:
           

  • Describe three procedures for generating high rates of three – term contingencies.
  • Define fluency and describe its importance to the learning process.
  • Describe the steps for directly modifying student behavior.
  • Describe three procedures for identifying potential classroom reinforcers.
  • Describe three, easily implemented procedures for directly modifying classroom behavior.

Key Words: Classroom management, education, ABA technology, fluency, teachers,  peer tutoring, choral response cards, checklists

Rating: This course will be useful for individuals involved in the field of behavior analysis a applied to classroom management, or those who are interested in this application.  Participants should be familiar with some of the basics of behavior analysis.

Credit: 3 Type II BACB® CE, Two Weeks*


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

 



Price: $39.00
Add to Cart
Best Teaching Practices: Research in the Trenches (BEHP1109) -- 



Time:
2 Hours, 50 Minutes

Presenter:
William H. Ahearn, Ph.D., BCBA-D

Discusses systematic evaluations of teaching procedures conducted with students in a school for children with ASDs. Includes evaluations for establishing behavior chains, verbal behavior and strategies for remediation that should be implemented when necessary.

Objectives:

  • Describe what is meant by best practice.
  • Characteristics of autism as they relate to effective treatment.
  • Common elements of effective intervention.
  • Describe how most-to-least and least-to-most prompting procedures affect acquisition of task analyzed routines.
  • Procedures prompt fading procedures.
  • Predicting whether teaching procedures will be effective for establishing skills.
  • Procedures for remediating slow (or no) learning.
  • Potential prerequisite skills for video modeling.

Keywords: ABA, Autism, ASD, education, teaching, goals, remediation, assessment, effective instruction

Rating: This course is recommended for BCBAs, BCaBAs, and those who assess and teach children with autism. Background knowledge of ABA is required. 

Credit:
3 Type II BACB® CEs, Two Weeks*           
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your
access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
The Pyramid Approach to Education: An Overview (BEHP1128) -- 


Time:
2 Hours, 55 Minutes

Presenter:
Andy Bondy, Ph.D

The Pyramid Approach shows how to create effective educational environments for students with autism and/or related developmental disabilities while attending to data collection and analysis. It systematically implements key elements from applied behavior analysis emphasizing functional communication. At the base, The Pyramid Education includes functional activities, reinforcement systems, communication/social skills, and inappropriate behaviors and alternatives. Top elements include generalization, creating effective lessons, specific teaching strategies, minimizing and correcting errors. 

Objectives:

Review the components of effective teaching environments 
The Pyramid Approach to Education
Describe why we do what we do
Consider individual applications of the Pyramid Approach
Identify critical communication skills
Discuss how to construct a lesson plan that contains all of these components

Keywords: Language, classroom, autism, teaching, communication, Pyramid Approach to Education, generalization, reinforcement systems

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis working with children with autism.

Credit: 3.5 Type II BACB CEs


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.                       

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Some Instructional Dos and Don'ts (BEHP1133) -- 


Time:
1 Hour, 54 Minutes           

Presenter: T. V. Joe Layng, Ph.D.

Over the years we have learned some valuable lessons in our attempts to design effective instruction. Still, misconceptions and less than best practices remain. Even behavior analysts often persist in using practices shown to be less than ideal. This presentation will describe some instructional “dos and don'ts” based upon what we have learned about instruction since the 1950s.

Objectives:
           

  • Why it is important to analyze the instructional content.
  • State why repertoire hierarchies are helpful when designing instruction.
  • Why it is important to set criteria for success.
  • Main considerations when determining the entry repertoire for instruction
  • Explain what is meant by largest achievable step when designing instruction.
  • Importance of non-examples.
  • Distinguish between critical and variable attributes when teaching concepts.
  • Distinguish between divergent examples and convergent example/non-example sets.
  • Main considerations when designing practice.
  • Formative from summative evaluation.
  • Program intrinsic and program extrinsic consequences.
  • Confirmatory and instructional feedback.
  • Describe why immediate feedback may not be best for instruction.
  • Explain why one designs the criteria test before instruction.
  • Describe why there are no limits on what can be taught and tested.
  • Explain what is meant by the statement, “If the student errs, the program flunks.”
  • Active responding and meaningful responding.
  • Describe how the Holland black-out technique shows why errorless responding may not matter.
  • Distinguish between prompting a response and priming a stimulus control relation.

Keywords: Instruction, prompting, active responding, non-examples, repertoire hierarchies, practice, teaching

Rating: This course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.

Credits: 2.5 Type II BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu
Refund Policy

Refunds are not provided once a course has been accessed.

for details.    


Price: $33.00
Add to Cart
The Behavior Analyst in Schools: Ethics, Rules and Reinforcement… Oh My! (BEHP1148) -- 


Time:
2 hours, 50 minutes

Presenter:
 Andrew J. Houvouras IV, M.A., BCBA 

Working within schools and adhering to the Behavior Analyst Certification Board ethical guidelines can present a formidable challenge due to environmental constraints, laws and diverse populations. This CE course will address several of the factors that make working in schools unique and provide ethical ways in which the behavior analyst can 1) obtain consent; 2) conform to legal demands of exceptional student education; 3) address issues of reinforcement; 4) be more systematic; and 5) handle complex cases.

Objectives: 

• Describe two unique challenges of working within schools
• Name the three elements of success
• Detail one reason consent might not be needed for an FBA
• State the rule about anonymity for behavior analysts when reporting

Keywords: Education, School, Consultant, Ethics, Legal, FBA, Consent, BIP 

Rating: This is recommended for BCBAs/BCaBAs or other professionals (with understanding of behavioral principles)  and will provide specific ethics application to the educational setting with both typically developing children and  those with disabilities.
 
Credit: 3 Type II BACB® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

Refund Policy


Refunds are not provided once the course has been accessed.


Price: $39.00
Add to Cart
ABA - Behavior Analysis in Mental Health
A Behavioral Approach to Attention Deficit Hyperactivity Disorder (ADHD) (BEHP1018) -- 


Time:
3 Hours, 30 Minutes

Presenters:

F. Charles ("Bud") Mace, Ph.D., BCBA-D
Jose A. Martinez-Diaz, Ph.D., BCBA-D

Covers the nature of ADHD, the importance of accurate diagnosis, developmental characteristics of ADHD, the relationship between ADHD and other psychiatric conditions, biological etiologies and other risk factors for ADHD, and pharmacological and other conventional treatments for children with ADHD. Also covers a behavioral model for treatment that emphasizes self-management strategies. Uses research studies providing evidence of the latter treatment approach.

Objectives:
  • The nature of ADHD, importance of accurate diagnosis, developmental characteristics, the relationship between ADHD and other psychiatric conditions, and biological etiologies and other risk factors
  • Pharmacological and other conventional treatments
  • A behavioral model for treatment that emphasizes self-control strategies 

Keywords:
ADHD, self-control, self-management, neurodevelopmental, stimulant medication

Rating: This course is recommended for professionals who have basic background knowledge of behavior analysis, including prerequisite knowledge of schedules of reinforcement and interpreting research findings.

Credit: 4 Type II BACB® CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.
           
A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details

Disclaimer: This course contains information which may be repetitious for individuals who have completed out five course BCBA® certification classes.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
ACHIEVE (BEHP1031) -- 



Time:
2 Hours, 53 Minutes

Presenter: F. Charles “Bud” Mace

This course will explore the mechanics and design of Achieve!, a strengths-based comprehensive day treatment program based entirely on behavior analytic principles and designed to serve children diagnosed with emotional disorders, and other high-risk behaviors. The program is also a field-based, clinical training and research site for USM’s master’s and doctoral students in school psychology, developed by Professor  F. Charles “Bud” Mace who is among the top 10 most-cited researchers in behavioral psychology.

Objectives:

  • Objectives and rationale for Achieve! program
  • Program mission and philosophy
  • Behavior management program including preventative and reactive components
  • Data-based staff supervision
  • Outcome data

Keywords: Day treatment programs, oppositional-defiant disorder, behavior management program, evidence based program, school-home service integration, preventative behavior management, data-based supervision.

Rating:  Participants in this course should have a basic understanding of the concepts and principles of behavior analysis. Additionally, participants should have a good grasp on reading graphs and interpreting data.

Credits: 3.5 Type II BACB® CEs, Two Weeks 


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. 

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
ABA and Psychiatric Services (BEHP1054) -- 


Presenter:
Tom Freeman, MS, BCBA


This course explores the history of the use of psychotropic medication, related social and political influences, some key side effects, and most importantly peer-reviewed literature on their effect on specific behaviors. In addition, the course will outline the practical and ethical issues involved in coordinating behavioral and psychiatric services, and provide specific best-practice recommendations.

Objectives:

  • Research history of psychiatric interventions
  • ABA in the psychiatric context, barriers and ways to overcome them
  • Psychotropic drug studies and the use of global scales vs. behavioral scales

Keywords: Psychiatric Services, Psychotropic Medication, Pharmacology, Placebo effect, Over-medication, Drug treatments, Ethics, Applied Behavior Analysis Clinical Services

Rating: This course is recommended for anyone with an interest in psychopharmacology and behavior analysis in the psychiatric setting. It is recommended that participants have some experience with the basic concepts of behavior analysis, as well as some exposure to research methodology. 

Credits:
3.5 Type II BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Attention Deficit Hyperactivity Disorder (ADHD): A Review of Selected Research for Practitioners (BEHP1082) -- 



Time:
1 Hour, 49 Minutes

Presenter: Jan Montgomery, MS, BCBA

This fast paced research packed presentation provides information regarding the Attention Deficit Hyperactivity Disorder (ADHD) diagnosis with behavioral research based treatment strategies. The large NIMH-funded Multimodal Treatment Study of Children with ADHD (1999) and its follow-ups are outlined given its significance. Substantial behavioral research will then be discussed including varied techniques for working with behaviors included under the ADHD diagnosis. The research presented includes the areas of medication, sleep, exercise, peer tutoring, reinforcement, social skills and self-control. 

Objectives:

  • Describe the components of the ADHD DSM diagnosis
  • Discuss Russell Barkley's view of ADHD and implications for treatment.
  • Discuss sleep implications in association with the ADHD diagnosis
  • Describe the MTA study, and initial findings at 14 months
  • Discuss the MTA follow-up studies and effect changes and side effects
  • Describe the behavioral definition of impulsivity.

Keywords: MTA, ADHD, sleep, medication use, social skills, self-control, peer tutoring

Rating: Practitioners who seek to better understand the behavior exhibited by individuals diagnosed with ADHD, and behavioral research-based assessment and treatment strategies.

Credits: 2 Type II BACB® CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
ABA - Behavior Analysis in the Legal System
Behavioral Practice in the Forensic Area (BEHP1049) -- 


Presented by: Dr. W. Joseph Wyatt


This course presents the application of a behavioral approach to the court system. This presentation demonstrates how the behavioral focus on environment and learning variables melds nicely with questions of competence and responsibility that are frequently a focus of the courts.

Objectives:
  • Common legal problems that are behaviorally analyzed including shoplifting, obscene phone calls, repeated return to a domestic violence partner and pyromania
  • Suggestions for dealing with malingering by clients
  • Tips on how to deal with the cross-examination Application of what has been learned to three murder cases
Keywords: Forensic, courts, behavioral approach

Rating: This course is recommended for any individual interested in the application of behavioral practice in the forensic area. No prerequisites are required.

Credit: 2.5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Risk Management & Self-Preservation (BEHP1103) -- 


           
Time:
1 Hour, 15 Minutes

Presenter: Dr. Mark Mosk

Provides an overview of the BACB® guidelines for responsible professional conduct and ethical practice, areas of risk, and actions that can lead to increased vulnerability to violating those principles. Discusses aspects of proper record-keeping and confidentiality, and offers strategies for addressing a potential malpractice claim.

Objectives:

  • Components of ethical and legal practice for BACB® professionals
  • Learn some of the grounds for issuing sanctions for ethical violations                
  • Identify the threats to objectivity and ethical practice
  • How to maintain proper clinical records
  • Tactics to manage risk of ethical violations
  • How to respond to a malpractice action

Rating: Though this course is targeted for BCBA®s and BCaBA®s, other professionals and caregivers may benefit from it.

Keywords: Ethics, BACB® guidelines, professional conduct, risk, record keeping, confidentiality, malpractice
                    
Credit: 1.0 Type II BACB® CEs or 1 HRCI General Credit, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

               


Price: $13.00
Add to Cart
Forensic Matters: Shark-Infested Waters (BEHP1104) -- 

          
Time:
1 Hour, 2 Minutes

Presenter:
Dr. Mark Mosk

Most clinicians will have some inadvertent involvement with the judicial system during their careers. This presentation provides an informative synopsis of the ways by which the behavior analyst can become drawn into the legal system and court proceedings. The nature of subpoenas and the response options available when a subpoena is issued is described, and the types of witness roles that a behavior analyst can fulfill are explained. The process of preparing for and giving testimony is elucidated, including a discussion of the conflict between therapeutic and forensic roles.

Objectives:
           

  • Learn about the different types of subpoenas
  • Learn the response requirements of issued subpoenas and court orders
  • Identify the different types of witnesses
  • Learn how to prepare to serve as a witness
  • Learn strategies for testifying
  • Differentiate between forensic and therapeutic roles
  • Learn how to receive payment for their services as a witness

Rating: This course is recommended for any individual interested in an overview of involvement of behavior analysts in the forensic area. Best practices are described. 

Keywords: Judicial system, legal, court, subpoenas, witness, testimony, forensic

Credit: 1 Type II BACB® CE, Two Weeks
              


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.                        
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Using the Law to Secure Health Benefits For Children With Autism (BEHP1140) -- 


Time:
1 Hour, 44 Minutes

Presenter:
Neil D. Kodsi 

Lawyers frequently must become knowledgeable about science and medicine to present scientific evidence in the courtroom. Mr. Kodsi will discuss his March 2012 victory in Federal Court regarding ABA and how science and medicine prevailed to require the State of Florida to cover ABA for all autistic children on Medicaid. Then, he will discuss the legal significance of this and other cases showing that the courts are starting to look at this issue as having been scientifically proven, making cases like this easier to win in the future.

Objectives:

  • Learn about court decisions on ABA and Autism and the scientific bases for the Court decision
  • Learn about existing State laws that can help their patients secure health benefits and insurance coverage for ABA therapy.
  • Gain a better understanding of their role in the legal process as potential advocates for science and medicine as well as serving as advocates for their individual patients.

Keywords: Autism, legal, court, law, Medicaid, Florida, advocate

Rating: This course will be useful for individuals involved in the field of behavior analysis and interested in a focus on the key legal victories in the area of autism specifically in Florida, but as a backdrop for other states as well.

Credit: 2 BACB Type II CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

 for details.               

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
A Behavioral Approach to the Assessment of Child Sexual Abuse (BEHP1141) -- 


Time: 2 Hours, 38 Minutes

Presenter:
W. Joseph Wyatt, Ph.D.

Three historic “disaster” cases of child sexual abuse are described with erroneous findings functionally analyzed.  Representative research on false allegation rate includes: the interviewer’s questioning style; when the interviewer has a bias that “something happened”; use of anatomically detailed dolls; children’s verbal styles; and negative stereotyping by the interviewer and others. Clear recommendations are provided for interviewing children with cautions relative to popular methods by which non-professionals are trained.

Objectives:

• Articulate the false allegation rate
• Describe the functional analysis of three high-profile cases gone wrong
• Describe representative research on child interviews
• List recommendations for professional practice in interviewing children who may have been sexually abuse
• Describe cautions re: erroneous beliefs and techniques in child interviewing.

Keywords: Child sexual abuse, interviewing, assessment, research, training
 
Rating:
This course is recommended for individuals interested in the application of behavioral practice in the area of child welfare.

Credit: 3.00 Type II BACB CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
ABA - Behavioral Pediatrics/Parenting
Train the Practitioner (BEHP1022) -- 


Time: This is a scheduled course.

Presenters:
           
Karin Torsiello, MS, BCBA
Paula Leonardo, MS, BCBA
Angelique Walsh, MA, BCBA

Teaches parents how to execute the wanted behavior change procedures. Includes building relationships, gaining compliance in the home, and how to end arguments, lying, tantrums, back-talk and disrespect.

Course Requirements:        
  • Participation of two live online meetings
  • Each participant is required to separately purchase the "Secrets of Modern Parenting" DVD set

Objectives:

  • Building Relationships: The Cornerstone of The Secrets of Modern Parenting
    • Reduce children's behaviors to gain attention inappropriately.
  • Gaining Compliance in your home: turn "No" into "Yes"
    • Four major reasons children are not compliant
  • End Arguing: Put an End to Arguing in your home
    • How to eliminate the triggers for arguing
  • Eliminate Lying: Promote truthfulness
    • Strategies to reduce/eliminate lying
  • Extinguish Tantrums: Put an end to it altogether
    • Appropriate parent/educator response to tantrums
  • End Backtalk and Disrespect
    • Increasing the behaviors you want to see

Required Materials (Not-included with registration)

  • Participants will be required purchase the "Secrets of Modern Parenting" DVD series, offered at a discounted rate of $99.99 +Shipping/Handling (Instructions for ordering this DVD are included in the course and confirmation email)

Credit: up to 10 Type II BACB® CEs


Refund Policy

A student who has paid for the Train the Practitioner course and withdraws prior to the course start date will receive a refund of any registration fees paid, minus a $50.00 cancellation fee. Students needing to transfer to another session prior to the course start date will be charged a $50.00 transfer fee.  For more information, please email abace@fit.edu.


Use the following coupons:


Pricing
 October  January 2016  April 2016  July 2016  October 2016
Early Bird  Ends 08/15
Use Code: EB1015
 Ends 11/11
Use Code: EB0116
 Ends 02/06
Use Code: EB0416
 Ends 05/11
Use Code: EB0716
 Ends 08/15
Use Code: EB1016
Regular  Ends 09/15
Use Code: RG1015
 Ends 12/11
Use Code: RG0116
 Ends 03/06
Use Code: RG0416
 Ends 06/11
Use Code: RG0716
 Ends 09/15
Use Code: RG1016
Late  Ends 10/01
 Ends 01/01

 Ends 04/01  Ends 07/01  Ends 10/01


Price: $169.00

View Schedule
 
Mainstream Behavior Analysis (BEHP1042) -- 


**** Material in this course is included in BEHP5018***


Time:
3 hours, 18 Minutes

Presenter: Dr. Patrick C. Friman, Ph.D., ABPP

Skinner’s vision for behavior analysis was that it would become a mainstream science pertinent for both the minor and major problems of everyday human life. Clearly his vision has not been realized. This course presents mainstream areas where behavior analysis could make a contribution.

Objectives:
  • Behavioral pediatrics in primary care
  • Behavior problems in primary care such as bedtime resistance and toilet training
    • Anxiety
    • Male fertility
    • Littering
Keywords: Behavior analysis, mainstream, behavioral pediatrics, toilet training, bedtime resistance, anxiety, male fertility, littering

Rating: This course is recommended for any individual interested in the mainstream applications of behavior analysis. No prerequisites are required.

Credit: 4 Type II BACB® CEs, Two weeks
                       
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. If you experience Problems with registration, call 321-674-8382
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
Introduction to Behavior (BEHP1076) -- 

Time: 5 hours, 50 minutes

Presenter: Jose Martinez-Diaz, Ph.D., BCBA-D

Teaches the basics of behavior. Explores basic concepts and principles to build a strong foundation. Introduces key definitions and characteristics of applied behavior analysis. Includes defining behavior and response classes, the environment, stimuli and stimulus classes and what determines behavior and functional relationships.

Objectives:

• Defining behavior and response class
• The environment, stimuli, and stimulus classes
• What determines behavior
• Functional Relationship

Keywords: Behavior, environment, stimuli, functional relationships, response classes

Rating: This course is intended for students who have little to no background in Behavior Analysis and would like a formal introduction. This course is also good for students interested in the BACB approved course sequence who would like to sample the course before beginning.

Credits:
This course does NOT award BACB CEs, Two Weeks
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience Problems with registration, call 321-674-8382
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $49.00
Add to Cart
Behavior Boot Camp: Making your Classroom More Manageable (BEHP1077) -- 



Time:
1 hour, 40 minutes

Presenter: Meagan Gregory Ph.D., BCBA

Covers basics of reinforcement, classroom and individual schedules, setting up individual and group token economies and group contingencies as part of general classroom strategies. Also covers challenging behavior issues in order to identify and assess why such behavior occurs, general prevention strategies for managing challenging behaviors, choosing interventions,
how to collect data on behaviors while teaching, and determining when outside support is needed.

Objectives:

  • General Classroom Structure
  • Challenging Behavior
  • Strategies to Cover Behavior Problems in the Classroom
  • General Prevention Strategies for Challenging Behaviors  
  • Choosing Interventions  
  • How to Take Data on Behaviors While Teaching
  • How to Determine When Outside Support is Needed   

Rating: This workshop was created as a sample of behavior analysis terminology and strategies to make the classroom more manageable. It is intended for those who have little or no background in Behavior Analysis and would like an introduction. 

Credits: This course does NOT award BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Adolescents and Adults with Autism: Evidence-based Practice, Adaptive Behavior, and Quality of Life (BEHP1097) -- 


           
Time:
1 hour, 20 minutes

Presenter: Peter F. Gerhardt, Ed.D.

Provides an overview of the implications of ABA as an evidence-based practice with adolescents and adults, and the challenges related to effective design, implementation and oversight. Emphasizes the importance of defining and measuring outcomes in terms much broader than the acquisition of individual skills.Discusses how the majority of evidence-based practice of individuals with ASD focuses around young children with little attention paid to adolescents or adults.

Objectives:   

  • Describe, with reference to behavior analysis, the importance of both context and social validity when providing instruction to older individuals on the autism spectrum.
  • Identify a minimum of three challenges to the implementation of effective, ABA-based intervention with older individuals. 
  • List a minimum of 4 areas of skill excess or deficit that limit community inclusion for older individuals with ASD.
  • List a minimum of three areas of behavior change teachers, parents, and other caregivers will need to realize if increasing levels of independence across increasingly complex environments is to be possible
Keywords: ASD, adolescents, adults, evidence-based practice, measurement, outcomes

Rating: This course is aimed at practitioners, behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis interested in learning about interventions with adolescents and adults with Autism Spectrum Disorders.

Credits: 1.5 Type II BACB® CEs, Two Weeks*

                      
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.


Price: $20.00
Add to Cart
Using Applied Behavior Analysis to Prevent Child Maltreatment with High-Risk Families (BEHP1100) -- 


Presenter: John R. Lutzker, Ph.D.

This presentation covers child maltreatment, risks, costs and health relevance, and development of an ecobehavioral model to prevent child maltreatment with roots of this evidence-based model in “SafeCare”.  Modules will be presented along with the train-the-trainer model, focused on high fidelity that enables wide scale implementation and dissemination of SafeCare, currently operating in 17 U.S. states, Belarus, and the United Kingdom. Implications of the model for other areas of ABA such as autism will also be discussed.  

Learning Objectives

  • Understand the prevalence and kinds of child maltreatment in the United States
  • Detail the risk factors for perpetrating child maltreatment
  • Be able to explain the public health model and its relevance to applied behavior analysis
  • Understand the costs of child maltreatment in the U.S.
  • Articulate the meaning and relevance of an ecobehavioral modelBe able to describe the SafeCare modules and how they are taught
  • Explain the train-the-trainer model
  • Understand the meaning and importance of training fidelity
  • Describe how single-case research designs have been used to show efficacy of modules
  • Detail self-modeling and how, with technology, it has helped parents with intellectual disabilities
  • Describe other adaptations of the SafeCare module
  • Describe key elements of successful implementation and how some of the elements could help you in your own work or be used in other arenas such as autism
  • Articulate the primary outcomes of SafeCare effectiveness trials
  • Describe future efforts to improve the model

Keywords: Child maltreatment, parenting, train-the-trainer, autism, intellectual disabilities, ecobehavioral model, SafeCare, health

Rating: This is geared toward BCBAs and BCaBAs with a basic understanding of behavioral principles who are working or interested in the area of child welfare with both typically developing children and parents and also those with disabilities.

Credit: 3.5 Type II BACB® CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.           
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Ten Faulty Notions About Teaching & Learning in Special Education (BEHP1107) -- 


Time:
  1 Hours, 11 Minutes

Presented By: William L. Heward, Ed.D., BCBA-D

Like all learners, students with disabilities progress best when they actively participate in well-executed instructional programs informed by scientific research. Unfortunately, many with disabilities spend their school days in programs that are misinformed by a set of widely held beliefs about teaching and learning. Ten well-intentioned but misguided notions and reasons why each notion is mistaken will be identified. Suggestions for practitioners to counter these notions and the "worst practices" they encourage will be offered.

Learning Objectives:

  • Special education should be individually planned, specialized, intensive, and goal-directed instruction. State two additional defining features of special education when it is practiced most effectively and ethically.
  • Name 10 widely held notions about teaching and learning that impede the systematic use of research-based instructional practices and hinder the effectiveness of special education.
  • Give a practical example of how each of the 10 notions might be operationalized be in the classroom and state why each practice hinders optimal learning outcomes for students.
  • Name eight instructional practices derived from empirical research identified.
  • State four reasons why so many educators today subscribe to these faulty notions
  • State three recommended actions that can help teachers be less influenced by these faulty notions and more likely to use research-based practices and give a practical example of applying each recommendation.

Key Words: Learning, disabilities, teaching, special education, instruction, mistakes in teaching, discrete trials, school

Rating:
This is presentation is recommended for teachers, behavior analysts, anyone working in educational settings, and anyone who works with children and adolescents.                     

Credit: 1 Type II BACB® CE, Two Weeks*
           


 Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

               

 



Price: $13.00
Add to Cart
Adaptive Behavior (BEHP1139) -- 


Time:
1 Hour, 21 Minutes           

Presenter: Peter Gerhardt

Adaptive behavior refers to a complex set of skills that enable an individual to achieve personal independence across a variety of life domains. Unfortunately, much of our instructional repertoire is focused on teaching either academic competencies (e.g., reading, math, etc.) or, as individuals enter adolescence, activities of daily living (ADLs). Adaptive behavior is arguably more valuable than either isolated academic or functional skills in that it is necessary for the functional expression of academic skills and the ability of each individual to live as independently as possible. The complexity of adaptive behavior, however, may present a challenge to behavior analysts who are more comfortable teaching single skills in the clinic or classroom where many of the relevant variables are within their control. Dr. Gerhardt discusses the importance of generalization when designing instruction programs functional to the learner by including five components of effective interventions. This talk will present an overview of adaptive behavior in ASD and its relationship to community living, safety, independence, and personal competence and components of effective interventions.

Learning Objectives:

  • Basic premise of today’s talk
  • Working with parent’s of older individuals with ASD
  • How this talk was developed
  • ABA and “Game” Theory
  • Adaptive behavior
  • The Functionality Index
  • Introduction, method, results discussion
  • A brief discussion of matching law and generalization
  • Curb Cuts

Keywords: Adaptive behavior, ASD, personal independence, adults, adolescents, functional skills, intervention, instruction, environment, community, resilience

Rating:
This course is aimed at behavior analysts and therapists with a strong understanding of the principles of Behavior Analysis interested in learning about identification and interventions in adaptive behavior particularly with those with Autism Spectrum Disorders.

Credits: 1.5 Type II BACB CEs, Two Weeks


Refund Policy

Refunds are not provided once a course has been accessed.

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.  



Price: $20.00
Add to Cart
A Behavioral Approach to the Assessment of Child Sexual Abuse (BEHP1141) -- 


Time: 2 Hours, 38 Minutes

Presenter:
W. Joseph Wyatt, Ph.D.

Three historic “disaster” cases of child sexual abuse are described with erroneous findings functionally analyzed.  Representative research on false allegation rate includes: the interviewer’s questioning style; when the interviewer has a bias that “something happened”; use of anatomically detailed dolls; children’s verbal styles; and negative stereotyping by the interviewer and others. Clear recommendations are provided for interviewing children with cautions relative to popular methods by which non-professionals are trained.

Objectives:

• Articulate the false allegation rate
• Describe the functional analysis of three high-profile cases gone wrong
• Describe representative research on child interviews
• List recommendations for professional practice in interviewing children who may have been sexually abuse
• Describe cautions re: erroneous beliefs and techniques in child interviewing.

Keywords: Child sexual abuse, interviewing, assessment, research, training
 
Rating:
This course is recommended for individuals interested in the application of behavioral practice in the area of child welfare.

Credit: 3.00 Type II BACB CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
ABA - Behavioral Pharmacology & Related Topics
Enhancing your Behavioral Practice in the Era of Bio-Psychiatry and Big Pharma (BEHP1050) -- 


Presenter : Dr. W. Joseph Wyatt

This course reviews the non-science roots of the rise of medicalization, the recent phenomenon proposing a biological causation model of disorders such as ADHD, schizophrenia, and anxiety disorders. The presentation reviews variables that tend to maintain medicalization, research concerning the effectiveness of medications, and critical examination of research cited in support of biological interpretations of common disorders.

Objectives:
  • The weak empirical basis in support of the biological causation model of disorders such as attention-deficit hyperactivity disorder (ADHD), unipolar depression, anxiety disorders, and schizophrenia
  • The broad mental health field’s increasing reliance on medications, often to the exclusion of behavioral methods as a result of medicalization
  • Suggestions for strategies that behavioral practitioners may employ as they navigate the increasingly medicalized professional and popular cultures
Keywords: Medication, big pharma, biological causation, ADHD, schizophrenia, anxiety, medicalization, behavioral model

Rating: This course is recommended for any individual interested in or involved with the field of mental and behavioral health. No prerequisite knowledge is required.

Credits: 4 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
ABA and Psychiatric Services (BEHP1054) -- 


Presenter:
Tom Freeman, MS, BCBA


This course explores the history of the use of psychotropic medication, related social and political influences, some key side effects, and most importantly peer-reviewed literature on their effect on specific behaviors. In addition, the course will outline the practical and ethical issues involved in coordinating behavioral and psychiatric services, and provide specific best-practice recommendations.

Objectives:

  • Research history of psychiatric interventions
  • ABA in the psychiatric context, barriers and ways to overcome them
  • Psychotropic drug studies and the use of global scales vs. behavioral scales

Keywords: Psychiatric Services, Psychotropic Medication, Pharmacology, Placebo effect, Over-medication, Drug treatments, Ethics, Applied Behavior Analysis Clinical Services

Rating: This course is recommended for anyone with an interest in psychopharmacology and behavior analysis in the psychiatric setting. It is recommended that participants have some experience with the basic concepts of behavior analysis, as well as some exposure to research methodology. 

Credits:
3.5 Type II BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
ABA - Business & Professional Issues
Interpersonal Skills for the Behavioral Consultant (BEHP1039) -- 

          
Time:
2 Hours, 32 Minutes

Presenter: 
Stacie Neff, M.S., BCBA®


Being a behavioral consultant is not an easy job. There are many skills behavioral consultants must demonstrate in order for us to establish ourselves as conditioned reinforcers for our consumers and to obtain buy-in for our procedures. This presentation will take the consultative process from start to finish. 

Objectives:
  • Initial contact, interviewing skills during an assessment, active listening skills, giving and receiving feedback, setting expectations, and professional behavior 
  • Interpersonal “don'ts” behavioral consultants should try to avoid 
  • Everyday scenarios 
Keywords: Behavioral consultant, consultation, professionalism, behavior analyst

Rating: This basic course of critical consulting skills is recommended for professionals with at least background knowledge of the principles of behavior analysis.

Credit: 3 Type II BACB® CEs, Two weeks
                                  
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience Problems with registration, call 321-674-8382

Disclaimer: This course contains information which may be repetitious for individuals who have completed out five course BCBA® certification classes.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Why Be a Behavior Analyst? (BEHP1091) -- 


Time:
1 Hour, 5 Minutes           

Presenter: William L. Heward, Ed.D., BCBA-D

Behavior analysis has made great strides in the short time it has been a formal scientific discipline, yet its potential for helping to improve the general welfare of people throughout the world has barely been tapped.  This presentation not only reviews the impressive list of accomplishments of our young science, but also makes the case that the bulk of our work is yet to be done.  Dr. Heward offers many effective techniques to talk to others about the broad array of benefits derived through the use of the behavior analytic approach.  He also recommends seven specific actions behavior analysts may take to help narrow the gap between the current limited applications of behavior analysis, and the tremendous promise the science offers to society as a whole.

Objectives:
                      
  • State and provide illustrative examples of at least three of the five key reasons individuals should choose a career in behavior analysis, that behavior analyst’s can utilize when talking to others.
  • State and give illustrative examples of any of four recommended actions for behavior analysts who want to narrow the gap between the current status of behavior analysis and its potential impact on the world.
  • Describe three examples from this presentation to present to others relating ways behavior analysis is being used to improve the quality of peoples’ lives.

Rating: This course is recommended for behavior analysts who are interested in presenting information to others about opportunities in the field of behavior analysis, as well as those interested in exploring ways to expand our field into new areas and applications.  This is particularly appropriate for newer behavior analysts who may have had limited exposure to some of the broader lessons of the science of behavior.

Keywords: Expansion of ABA, careers in behavior analysis, applications of behavior analysis, science and social progress, human experience, learning  

Credit: 1 Type II BACB® CE, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.            


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
The ABCs of Starting a Private Practice (BEHP1102) -- 

           
Presenter:
Dr. Mark Mosk

Prepares practitioners for the rigors and challenges of establishing a successful private practice. Reviews the core elements of starting an ABA private practice including the necessary steps in planning, basic administrative issues inherent in running a professional practice, budgeting and financial management, and tactics for marketing the practice. Also discusses strategies for growth.

Objectives:
  • Learn the components of a business plan
  • Learn relevant factors in selecting an office location
  • Learn the characteristics of successful entrepreneurs
  • Recognize key administrative factors in starting a private practice
  • Learn how to plan a budget for a private practice
  • Identify strategies for promoting and growing a private practice

Rating: This course is intended for individuals looking for information on starting a private practice in behavior analysis.

Keywords: Private practice, business, administration, budgeting, financial management

Length:
2 Hours, 30 Minutes 

This course is NOT offered for Type II BACB CEs for Behavior Analysis as there is no behavior analytic content. However, the course may benefit you and other professionals if you are forming a business. 

Access: Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.            
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Business Essentials for Behavior Analysts (BEHP1117) -- 


Time:
1 Hour, 24 Minutes

Presenter:
Craig Onstott, MBA

Provides business essentials for behavior analysts who possess a limited business repertoire. Includes business structures, entrepreneurship, and profit-and-loss statements.

Objectives:
  • The entrepreneur and the small business
  • Opportunities that exist in today’s business world
  • Business entity structures available and which one may be best for their business venture
  • The business plan
  • Small business management basics
  • Financial management basics
Rating: This course is for behavior analysts who have limited experience or coursework in business practice. 

Keywords: Entrepreneur, small business, business structure, business plan, business strategy

Credits: 1.00 General HRCI Credit

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $23.00
Add to Cart
ABA - Ethics
Ethical and Legal Considerations for BA Practitioners (BEHP1010) -- 

Time: 3 Hours, 9 Minutes

Presenter:
Dr. Jose Martinez-Diaz, Ph.D, BCBA-D

Explores the ethical and legal considerations in the practice of behavior analysis. Includes regulatory, disciplinary, and professional standards and ethical issues relevant to client services. Places particular emphasis on the difference between and implications of licensure and certification in professional practice. Uses case scenarios to demonstrate principles and facilitate understanding of the material. All course materials are provided.

Objectives:            
  • Standards of professional practice dictated by the BACB® Guidelines for Responsible Conduct and the BACB® Ethical Considerations Task list.
  • Ethical issues relevant to client services
Keywords: Ethical standards, legal considerations, BACB® , client services

Rating: Though this course is  targeted for BCBAs and BCaBAs, anyone, including parents, may benefit from it

Credits: 3.5 Type II BACB® CEs or 3 HRCI General Credits, Two weeks

*Need Ethics Credits? This course meets the BACB's certification requirements for Ethics and Professionalism.
           
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
If you experience Problems with registration, call 321-674-8382.


Disclaimer: This course contains information which may be repetitious for individuals who have completed out five course BCBA® certification classes.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Adventures in Ethics: Down the Rabbit Hole (BEHP1068) -- 


Time:
1 hour, 11 minutes

Presenter: Dr. Josh Pritchard

This workshop addresses the lack of a code of ethics in the field of organizational behavior management, and illustrates the need to develop such a code as well as suggesting some points to consider when devising one. It begins with an overview of the ethical discussions that have taken place in the OBM community and examples of OBM consultation opportunities, and works towards the conclusion that OBM ethics must be codified if the field wants to obtain a truly professional status.

Objectives:                    
  • Ethical theories
  • Lack of ethical guidelines for practice in organizational behavior management
  • Case study in ethics at a brothel
Key Words: Ethics, Organizational Behavior Management, Ethical Theories, Case Study

Rating: This course will be useful for individuals involved in the field of behavior analysis at an organization's supervisory level, or those who are interested in organizational behavior. Participants should be familiar with some of the basics of Organizational Behavior Management. 

Credit:
1 Type II BACB CE or 1 HRCI General Credit, 2 Weeks
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience Problems with registration, call 1(321)674-8382.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Risk Management & Self-Preservation (BEHP1103) -- 


           
Time:
1 Hour, 15 Minutes

Presenter: Dr. Mark Mosk

Provides an overview of the BACB® guidelines for responsible professional conduct and ethical practice, areas of risk, and actions that can lead to increased vulnerability to violating those principles. Discusses aspects of proper record-keeping and confidentiality, and offers strategies for addressing a potential malpractice claim.

Objectives:

  • Components of ethical and legal practice for BACB® professionals
  • Learn some of the grounds for issuing sanctions for ethical violations                
  • Identify the threats to objectivity and ethical practice
  • How to maintain proper clinical records
  • Tactics to manage risk of ethical violations
  • How to respond to a malpractice action

Rating: Though this course is targeted for BCBA®s and BCaBA®s, other professionals and caregivers may benefit from it.

Keywords: Ethics, BACB® guidelines, professional conduct, risk, record keeping, confidentiality, malpractice
                    
Credit: 1.0 Type II BACB® CEs or 1 HRCI General Credit, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

               


Price: $13.00
Add to Cart
The Behavior Analyst in Schools: Ethics, Rules and Reinforcement… Oh My! (BEHP1148) -- 


Time:
2 hours, 50 minutes

Presenter:
 Andrew J. Houvouras IV, M.A., BCBA 

Working within schools and adhering to the Behavior Analyst Certification Board ethical guidelines can present a formidable challenge due to environmental constraints, laws and diverse populations. This CE course will address several of the factors that make working in schools unique and provide ethical ways in which the behavior analyst can 1) obtain consent; 2) conform to legal demands of exceptional student education; 3) address issues of reinforcement; 4) be more systematic; and 5) handle complex cases.

Objectives: 

• Describe two unique challenges of working within schools
• Name the three elements of success
• Detail one reason consent might not be needed for an FBA
• State the rule about anonymity for behavior analysts when reporting

Keywords: Education, School, Consultant, Ethics, Legal, FBA, Consent, BIP 

Rating: This is recommended for BCBAs/BCaBAs or other professionals (with understanding of behavioral principles)  and will provide specific ethics application to the educational setting with both typically developing children and  those with disabilities.
 
Credit: 3 Type II BACB® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

Refund Policy


Refunds are not provided once the course has been accessed.


Price: $39.00
Add to Cart
ABA - Factors in Effective Treatment
It Is Not All About Reinforcement, or Is It? Discriminating Between Motivating Operations and Discriminative Stimuli (BEHP1012) -- 


Time:
3 Hours, 20 Minutes

Presenter: Dr. Jose Martinez-Diaz, Ph.D, BCBA-D

Discriminating between motivating operations (MOs) and discriminative stimuli is a critical skill that can make the difference between designing effective or ineffective interventions. This presentation provides explicit instruction on the topic by using every day examples.

Objectives:
  • The difference between MOs related to reinforcement and MOs related to punishment
  • The difference between unconditioned MOs and the various types of conditioned MOs
Keywords: Motivating operation, discriminative stimulus, reinforcement, punishment

Rating: This course is recommended for individuals who have an understanding of at least the basic concepts and principles of behavior analysis and that are familiar with the concepts of motivating operations and discriminative stimuli

Credits: 4 Type II BACB® CEs,
Two weeks      

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $52.00
Add to Cart
Figuring Out Why Johnny Tantrums When Asked to Do Something and What to Do About It (BEHP1014) -- 


Time:
5 Hours

Presenter: Dr. Jose Martinez-Diaz, Ph.D., BCBA-D

Problem behavior maintained by socially-mediated negative reinforcement is almost evoked by an establishing operation (EO) for negative reinforcement. This presentation provides flowcharts, tables, and many case studies to assist the ABA practitioner to identify these antecedent variables and incorporate them in treatment plans. Treatment implications of establishing operations are discussed.

Objectives:
  • Unconditioned EO(s) and reflexive conditioned EO(s) related to problem behavior
  • Discriminative stimuli that evoke problem behavior
Mastery of the material in the first presentation on MO's listed above is highly recommended for those enrolling in this second presentation on MO's.

Keywords: Establishing operation, problem behavior, treatment, socially-mediated negative reinforcement, unconditioned EO, reflexive EO

Rating: This course is recommended for individuals who have an understanding of the basic concepts and principles of behavior analysis and who are familiar with the concepts of motivating operations and discriminative stimuli

Credit: 6 Type II BACB® CEs,
Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $78.00
Add to Cart
Why People Often Make Bad Choices and What to Do About It (BEHP1016) -- 


Time:
3 Hours 48 Minutes

Presenter: Dr. F. Charles "Bud" Mace, Ph.D., BCBA-D

Provides an updated model of the discriminated operant that takes into account combined schedules of reinforcement, behavioral contrast, behavioral momentum, the matching law, motivating operations and contextual variables. Emphasizes the implications of this model for assessment and treatment. Also covers resistance to change and persistence as they relate to these variables.

Objectives:
  • Model of the discriminated operant that includes combined schedules of reinforcement, behavioral contrast, behavioral momentum, the matching law, motivating operations, and contextual variables
  • Resistance to change and persistence
Keywords: Discriminated operant, schedules of reinforcement, behavioral contrast, behavioral momentum, matching law, motivating operations, resistance to change, persistence

Rating: This course is recommended for behavior analysis professionals who have strong background knowledge of behavior analysis, including prerequisite knowledge of simple and complex schedules of reinforcement and single-subject research designs.

Credit: 3 Type II BACB® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

If you experience problems with registration, call 321-674-8382 or 321-674-8340
.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Translational Research: Matching Theory and its Applications (BEHP1040) -- 


Time:
3 hours, 3 Minutes

Presenter: F. Charles ("Bud") Mace, Ph.D., BCBA-D

This presentation reviews translational findings from non-human to human basic research for the purpose of stimulating the development of behavioral technologies.

Objectives:
  • The Matching Law, including basic and generalized matching equations.
  • The variables influencing choice, preference, and response allocation, including practical applications and implications for treatment
  • The behavioral model of self-control, including implications and treatments for individuals diagnosed with ADHD
  • A framework for designing function-based Interventions based on Matching Theory

Keywords:
 Translational research, Matching Law, Generalized Matching Law, choice, preference, response allocation, self-control, function-based intervention

Rating: This is an advanced workshop that is recommended for behavior analysis professionals with strong background knowledge of behavior analysis, including prerequisite knowledge of single-subject research designs, simple and complex schedules of reinforcement, behavioral function and behavior-change procedures.

Credit: 3 Type II BACB® CEs, Two Weeks

* Individuals who have taken BEHP1018 and BEHP1020 should be advised that there is some crossover in material, it is recommended that you select another CE if you do not wish to view repeat material. 


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Functional Assessment of Behavioral Disturbances Related to Diagnostic Features of ASD (BEHP1041) -- 


Time:
3 Hours, 52 Minutes

Presenter:
 Dr. Iser DeLeon, Ph.D., BCBA 

This course will present assessment technologies for determining the environmental variables that give rise to and maintain severe problem behavior in persons with intellectual and developmental disabilities.

Objectives: 
  • A brief review functional assessment methodologies
  • Comparison of outcomes of aggregate results of functional assessment experiments involving persons with and without ASD
  • Studies where core diagnostic features of ASD were the focus of investigation
  • How core diagnostic features of ASD can interact with aspects of the environment to give rise to severe problem behavior
  • Additional ways in which these interactions may occur that have not fully been considered in the treatment literature

Keywords:
 Functional assessment, autism, ASD, problem behavior, environment, intellectual disability, research 

Rating: This course is recommended for professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of functional assessment methodologies and single-subject research design is recommended.

Credit: 4.5 Type II BACB® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $59.00
Add to Cart
Advanced Topics in Functional Analysis (BEHP1043) -- 


Time:
4 Hours, 32 Minutes

Presenter: Dr. Iser DeLeon, Ph.D., BCBA

This course presents a review of functional analysis methodology integrated with recent critical research.

Objectives:
  • Assessment of low frequency and high risk behaviors
  • Combined versus separate topographies in terms of graphing and categorization
  • Literature on using the functional analysis with young children and across individual differences
  • Important areas for research in the area of functional analysis and medication effect
  • Research on teaching others to conduct a functional analysis
Keywords: Functional analysis, functional assessment, problem behavior, medication, research

Rating: This course is recommended for professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of functional assessment methodologies and single-subject research design is recommended.

Disclaimer: This course contains information which may be repetitious for individuals who have completed our five course BCBA certification classes.

Credit: 5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

Disclaimer: This course contains information which may be repetitious for individuals who have completed out five course BCBA certification classes. A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details. If you experience Problems with registration, call 321-674-8382 or 321-674-8340
.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $65.00
Add to Cart
Arranging Reinforcement Systems in Applied Settings: Lessons from Basic and Applied Research Part 1 (BEHP1044) -- 


*Disclaimer: This course contains information which may be repetitious for individuals who have completed our five course BCBA certification classes.

Presenter: Dr. Iser DeLeon, Ph.D., BCBA

This course presents and evaluates various methods of assessing preference. Relevant research will be reviewed.

Objectives:
  •  Research regarding the low accuracy of client and caregiver reports
  •  Selection-based preference assessments such as single and paired choice, Multiple stimulus preference assessments, Duration- based assessments
  •  Issues such as food/nonfood stimulus preferences
  •  The assessment of reinforcer strength with single and concurrent versus progressive ratio schedules
  •  Shifts in preference and stimulus value change over time
Keywords: Preference, stimulus preference assessment, reinforcer strength

Rating: This course is recommended for behavior analysis professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of preference assessments, single-subject research designs, and simple and complex schedules of reinforcement is recommended.

Credit: 4.5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience Problems with registration, call 321-674-8382

Disclaimer: This course contains information which may be repetitious for individuals who have completed out five course BCBA certification classes.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $59.00
Add to Cart
Arranging Reinforcement Systems in Applied Settings: Lessons from Basic and Applied Research Part 2 (BEHP1045) -- 


Time:
5 Hours, 29 Minutes

Presenter: Dr. Iser DeLeon, Ph.D., BCBA

This course contains information which may be repetitious for individuals who have completed the 3rd edition ABA Online Program courses.

The course will present a stimulating review of operations that may alter stimulus value as well as relevant new research.

Objectives:
  • Variables known to influence relative response allocation
  •  Research on reinforcer variation and the effect of choice
  • Motivating operations and their influence on choices of food, activities and performance
  • Praise and social reinforcers and a behavioral review of “extrinsic” and “intrinsic” motivation
  • Token reinforcer preference and associated response rates

Keywords: Stimulus, reinforcer, preference, stimulus value, motivation, motivating operations

Rating: This course is recommended for behavior analysis professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of preference assessments, single-subject research designs, and simple and complex schedules of reinforcement is recommended. Students may consider taking BEHP1044, Part 1 of this course, prior to taking this course.

Credit: 5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience problems with registration, call 321-674-8382

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $65.00
Add to Cart
Arranging Reinforcement Systems in Applied Settings: Lessons from Basic and Applied Research Part 3 (BEHP1046) -- 


Presenter: Dr. Iser DeLeon, Ph.D., BCBA

Disclaimer: This course contains information which may be repetitious for individuals who have completed our five course BCBA certification classes.

This course presents an ample review of the basic framework of behavioral economics and the practical application of these principles in applied settings.

Objectives:
  • The effects response effort requirement on reinforcer consumption
  •  Treatments of problem behavior using demand elasticity and substitutability
  •  Non-contingent reinforcement and behavioral momentum, the relation of these two concepts, and the unwanted effects of each
  •  Application of these principles to working with individuals with developmental disabilities.
Keywords: Behavioral economics, response effort, problem behavior, non-contingent reinforcement, behavioral momentum, developmental disabilities

Rating: This course is recommended for behavior analysis professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of single-subject research designs, non-contingent reinforcement, and behavioral momentum is recommended. Students may consider taking BEHP1044 and BEHP1045, Parts 1 and 2 of this course, prior to taking this course.

Credits: 5.5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience Problems with registration, call 321-674-8382

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $72.00
Add to Cart
Do Punishment Contingencies Belong in Functional Treatment? (BEHP1053) -- 


Presenter:
Dr. Ennio Cipani, Ph.D. 

This course examines the functional classification and treatment of problem behaviors, both socially and non-socially mediated. Further, it delves into the controversial topic of punishment, and explores the role of punishment contingencies in treatment.

Objectives:
  • Function-based Diagnostic
  • Categories Analysis and Identification of behavioral function
  • Under which conditions is extinction impractical?
  • Can a compelling case be made for the use of a punishing stimulus?
 
Keywords:
Punishment, functional treatment, behavioral function, extinction, problem behavior

Rating: This course is recommended for individuals who are familiar with functional treatment and functional assessment. Additionally viewers should be very familiar with the concepts and principles of behavior analysis, especially Reinforcement and Punishment.

Credits: 3 Type II BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

 


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
So You Wrote the Perfect Behavior Plan, Now What? or Performance Management in Human Service Settings (BEHP1067) -- 


Instructor:
Corey Robertson, M.S., BCBA

Being a professional behavior analyst is hard! Often, rather than providing direct services, the behavior analyst finds herself in a consultative role, supporting teachers, staff, parents, and other caregivers in the development and implementation of the behavior plan. In order to maximize the effectiveness of the proposed intervention, the consulting behavior analyst must be able to develop and maintain behavior-change repertoires in those responsible for the individual’s plan. This presentation will review the literature on training, feedback, and contingencies in changing behavior at the organizational level, and will present some personal examples of performance management strategies the author has used in various settings.

Objectives:
  • Summarize the literature related to in training, feedback, and contingency management (pay for performance) in general
  • Summarize literature specific to interventions in human services
  • Give examples of strategies to improve staff performance in human service settings
  • Develop pinpoints for staff performance
  • Develop a method of monitoring staff performance


Keywords: Organizational behavior management, +Performance management, staff support, training, feedback, goal setting, pay for performance, contingencies. 

Rating: This course is recommended for those who work with parents, staff, or teachers to implement behavior plans. Basic knowledge of the concepts and principles of Applied Behavior Analysis is helpful, but not required. No prior knowledge of Organizational Behavior Management nor performance management is necessary. 

Credits:1.5 Type II BACB CEs, 1.5 General HRCI, Two weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.                
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Basics of Learning Efficiencies: What it is, How to Calculate it and Why You Should Care (BEHP1069) -- 

           
Time: 53 Minutes

Presenter: Mai Linh Pham, MS, BCBA

This presentation is intended to be an introduction to a simple yet very useful assessment tool. The presentation will cover what learning efficiencies entail, how to interpret learning efficiency data, and how to calculate learning efficiency data. It will include the opportunity to practice plotting a learning efficiency of the material covered in the presentation. There will be discussion on setting performance goals and learning efficiency goals as well as a variety of examples and uses of learning efficiencies.

Objectives:
  • Overview of learning efficiency
  • Utilizing the benefits of tracking learning efficiency
  • Distinguishing between performance goals and learning efficiency goals
  • Plotting and tracking learning efficiency data graphically
Keywords: learning efficiencies, performance goals, assessment tool, performance improvement

Rating: This course is intended for individuals with basic background knowledge in data collection and interpreting graphic displays.

Credits: 1 Type II BACB CE

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Reinforcement-Based Interventions for Problem Behavior in IDD: Considerations for Adoption in the Natural Environment (BEHP1092) -- 


Time:  2 hours, 30 minutes

Presenter:
Iser G. DeLeon, Ph.D., BCBA-D

The standard of care for severe behavior problems of persons with intellectual and developmental disabilities involves: 1) conducting assessments to determine the variables that give rise to and support problem behavior, and 2) hypothesis-driven intervention that addresses these causes. Typical interventions involve disrupting the contingency between problem behavior and the consequences that support it (i.e. extinction), while establishing or strengthening alternative behavioral repertoires to displace problem behavior. These aims, however, can be accomplished via numerous arrangements that vary with respect to the parameters with which alternative responses are reinforced (e.g., NCR schedules, DRO schedules, DRA schedules, DRH schedules, etc.) and with consideration to how practical and practicable it is to implement extinction in the natural environment. While many alternatives are available, clinicians have had little guidance about which form of intervention to select, and under which circumstances, to enhance the likelihood that interventions will be effective initially, over time, and in the face of inevitable challenges to treatment integrity. Towards this end, I will provide a brief introduction to these alternatives, then devote the majority of the presentation to describing decision matrices for selecting one form of intervention over another given the circumstances in which those interventions will be implemented.

Keywords: severe behavior, natural environment, individuals with intellectual disabilities, developmental disabilities, assessment, intervention, decision matrices, NCR, DRO, DRA, DRH 

Rating: This course is recommended for professionals with background knowledge of the concepts and principles of behavior analysis. Prerequisite knowledge of functional assessment methodologies and single-subject research design is recommended.

Credits: 2.5 Type II BACB CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Language of Emotions (BEHP1126) -- 


Time:
2 Hours, 43 Minutes

Presenter: Andy Bondy, Ph.D

In his book, Verbal Behavior, B.F. Skinner stresses the function of communication. His analysis includes “private events”, that is, how we learn to talk about things that happen inside us. I am the Master of my Emotions reviews traditional approaches to teaching children with autism to communicate emotions as well as responses to such language from other people. Skinner’s analysis is incorporated into the design of effective lessons with very young children, teenagers or adults. This webcast suggests teaching strategies for those with autism that may lead to successful acquisition of these complex language skills.

Objectives:
           
  • To describe how children typically learn to comment about "private events
  • The type of information adults respond to when teaching children to tell us about their emotions, and what may be missing for children with autism
  • Why traditional approaches to teaching "the language of emotions" may not be effective and how they can be improved
  • How to take advantage of existing emotional displays and how to create situations that are likely to induce such feelings                
  • Why it is not really easy to teach “really"
  • Why it will be helpful to attend the full-day workshop, The Language of Emotions            

Keywords:  Emotions, private events, autism, teaching, communication, function, language

Rating: This course is recommended for BCBAs and BCaBAs and those with background knowledge of behavior analysis working with children with autism. Knowledge of Skinner’s analysis of verbal behavior is recommended.


Credits: 3 Type II BACB® CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Knowledge is Power (PDP0605) -- 



Time:
3 Hours, 40 Minutes

Presenters:
           

Tristam Smith, Ph.D.
             Claudia Dozier, Ph.D.
             Anna Pettursdottir, Ph.D.

Objectives:

Attention as a Reinforcer for Socially Relevant Behavior

Claudia Dozier Ph.D.

  • The learner will be able to list and describe at least two important reasons for the use of and study of various forms of attention for increasing socially appropriate behavior.
  • The learner will be able to describe at least two procedures that have been used to “condition” attention as a reinforcer as well as list at least three limitations of the research on the use of these procedures.
  • The learner will be able to list five factors that may influence the preference for and reinforcing efficacy of attention and describe two possible areas of research regarding these factors.

Evolution of Research on Interventions for Individuals with Autism Spectrum Disorder: Implications for Behavior Analysts

Tristram Smith, Ph.D.

  • Summarize the methodology and findings of recent, multidisciplinary research on interventions for individuals with autism spectrum disorders (ASD)
  • Describe the complementary role of single-subject and group comparison studies in developing and validating ASD interventions
  • Identify three priorities for future research on ABA interventions for ASD

The Role of Conditioned Reinforcement in Interventions to Establish Early Vocalizations

Anna Petursdottir, Ph.D.

  • Be able to explain how the concept of automatic conditioned reinforcement has been used to account for increases in child vocalizations after the child is exposed to pairings of adult speech sounds with preferred stimuli.
  • Be able to identify the strengths and limitations of the literature on stimulus-stimulus pairing to establish early speech sounds in children diagnosed with autism spectrum disorder.
  • Be able to describe operant discrimination training and response-contingent pairing as two alternative procedures to establish speech sounds or other stimuli as conditioned reinforcers.

Keywords: multidisciplinary research, group design, attention, vocalizations, babbling, stimulus-stimulus pairing, operant discrimination training, autism, reinforcement

Rating: This course is recommended for behavior analysts and for professionals who teach children with autism who also have a strong background knowledge of ABA. 

Credit: 4.00 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.


Price: $52.00
Add to Cart
ABA - Historical & Biographical
Inside the Box – An Interview with Dr. Jack Michael (BEHP1023) -- 

           
Time:
2 Hours, 30 Minutes

Presenter: Tate McGhee, MS, BCBA featuring Dr. Jack Michael

This interview with Dr. Jack Michael, conducted by Tate McGhee, is one of historical significance. Dr. Michael recalls “Chance Events", B.F. Skinner, his thoughts on Science and Human Behavior , and some of the family and friends who have shared his life. His stories of the past and his views of the future combine with his current interest in Verbal Behavior and Motivation to fascinate viewers.

Objectives:

  • Identify the first “chance event” impacting Jack Michael’s choice of vocation.
  • Describe the specific influence which led Jack Michael toward “Skinnerian” thinking.
  • List the four ways an individual learns to talk about private events.
  • Describe the challenge Professor Myerson gave Jack Michael for Behaviorism.
  • Discuss the approach of cognitive psychology versus behavioral psychology on increasing exercise in stroke victims.
  • Describe the Nursery School coloring challenge and the outcome.
  • Discuss the selection of problem behaviors at Saskatchewan State Psychiatric Hospital and the outcomes.
  • Discuss the importance of the publication of The psychiatric nurse as a behavioral engineer in JEAB in 1959 (Ayllon & Michael)
  • List and describe the two most significant events in Behavior Analysis in the last 35 – 40 years.
  • According to Jack Michael what is the future of Behavior Analysis?
                       
Keywords: Jack Michael, Skinner, verbal behavior, behavior analysis, history, Science and Human Behavior

Rating: This course is recommended for any individual interested in behavior analysis. No prerequisites are required.

Credit: 3 Type II BACB® CEs

Access: Two weeks from time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Jerry Shook - Visionary and Founder of the Behavior Analyst Certification Board (BEHP1125) -- 


  

All net proceeds go to the Association of Professional Behavior Analysts
toward the annual APBA Jerry Shook Award

Time:
2 Hours, 16 Minutes

Presents a compilation of an interview by Mark Sundberg and reflections of many individuals (Richard Malott, James Carr, Judith Favell, Jim Johnston, Neil Martin, Paolo Moderato, Sharon Chien, Jane Howard, Jose Martinez-Diaz and others)
to commemorate Dr. Shook's outstanding contributions to the field of behavior analysis. Includes Dr. Shook's background, the history of the BACB, international expansion, autism work and university influence, as well as future challenges for the
field.

Objectives:

  • Describe Jerry Shook's introduction to Behavior Analysis 
  • Describe the initiation and growth of the Behavior Analysis Certification Board
  • Discuss four examples of Jerry Shook’s impact on prominent Behavior Analysts interviewed 
  • Discuss generally how Jerry Shook’s work affected the field of Autism
  • Discuss international growth of Behavior Analysis
  • Describe noted challenges to the field of Behavior Analysis
Keywords:  BACB, Universities, History, Certification, Founder, Autism, Challenge, Shook

Rating: This CE is appropriate for any interested in the history of the field of Behavior Analysis. No background in Behavior Analysis is required. 

Credits: 2.5 Type II BACB® CE's, Two Weeks           
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. 

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. If you experience Problems with registration, call 321-674-8382 or 321-674-8340.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
The Hard Problem of Consciousness: Its History in Behavior Analysis (BEHP1134) -- 


Time:
25 Minutes 

Presenter: T. V. Joe Layng, Ph.D. 

T
his presentation provides a short introduction to talks by T.V. Joe Layng, Ph.D.  Florida Tech is providing this short talk free of charge to enable behavior analysts a preview of this distinguished behavior analyst. See other offered talks listed below.

         
BEHP1132: Topical and Systemic Presentation 
          BEHP1133: Some Instructional Dos and Don'ts​
          BEHP1135: Emotions and Emotional Behavior
          BEHP1136: Toward a Contingency Analytic Account of Private Experience

Contrary to “common wisdom” behavior analysts have been tackling the problem of consciousness for some time. The effort began with Watson and was addressed by Skinner and Goldiamond whose approaches share much in common with that of the philosopher Ludwig Wittgenstein. This history is traced and a behavior analytic approach described that provided not only a basis for behaviorist work, but for the neurosciences as well.
 Objectives:
  • Describe Skinner’s approach to the study of private experience.
  • Describe the role of instructional control in understanding private experience.
  • Explain the role of “question asking” in the development of consciousness.
  • Explain how we can use the analogy of music in a stereo to help us locate consciousness.
Keywords: History, Goldiamond, Wittgenstein, Skinner, Watson, Neuroscience, private events, emotions

Rating: This theoretical course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.

Credits: This course does not provide BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. If you experience problems with registration, call 321-674-8382 or 321-674-8340.
Refund Policy

Refunds are not provided once a course has been accessed.



Price:  There is no charge to complete this course.
Add to Cart
ABA - OBM and Performance Management
Performance Based Pay (BEHP1121) -- 


            The content in this course is similar to the ABA Online Program course BEHP5018.
If you have completed or plan on completing BEHP5018, please do not register for this course.


Time:
4 Hours, 7 Minutes           

Presenter: Byron Wine, Ph.D., BCBA-D

Provides an overview of performance-based pay systems in organizations. Presents the sometimes-contentious case for a properly designed performance-based pay system and research supporting the concept.

Objectives:

  • Define pay for performance
  • Describe how PFP is superior to traditional pay
  • Be able to state how to set up a PFP system
  • Be able to calculate pay in PFP system
  • State considerations when transitioning to a PFP system

Keywords: OBM, PFP, compensation, open book management

Rating: This course is intended for individuals who have a basic understanding of OBM, and are interested in how to design performance based pay systems. Essentials of OBM, or another introductory course in OBM is a pre-requisite for this course.

Credits: 5 type II BACB CEs, 4 General HRCI Credits


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $75.00
Add to Cart
ABA - OBM/PM/Systems Analysis/BBS
Introduction to OBM: How to Train, Evaluate, and Manage Staff (BEHP1095) -- 

           
Time: 2 Hours, 29 Minutes

Presenter:
Byron Wine, Ph.D., BCBA-D

Introduces empirically derived methods to train, manage and evaluate employees from a behavior analytic perspective. Includes the most challenging aspects of clinical work (staff management and direct care staff; implementing complex procedures with difficult consumers). Also includes an overview of behavior analytic literature on managing staff behavior.

Objectives:
  • Identify how to objectively evaluate employee performance

  • Learn how to objectively measure quality

  • State and discuss when and how to effectively train staff members

  • State and discuss common antecedents interventions used with employees

  • State and discuss common consequence interventions used with employees

  • State and discuss the components of Reid’s 7-step outcome management process

  • State common problems associated with leadership and how to overcome them

Keywords: Staff management, training, staff evaluation, OBM, leadership, evaluation

Rating: This course is recommended for any individual interested in the effective management of employees. No prerequisites are required although behavior analytic background is strongly recommended.

Credits:
3 Type II BACB
® CEs, 3 General HRCI Credits

           
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.                              


Price: $39.00
Add to Cart
OOPS! 13 Management Practices That Waste Time and Money (BEHP1110) -- 
 

***Material in the course is contained in BEHP1114 Essentials of Organizational Behavior Management***

Time: 1 Hour, 20 Minutes

Presenter: Aubrey Daniels, Ph.D. 

Covers the 13 common management strategies that waste time and money, and fall short from a behavioral perspective. Highlights the importance of applying the science of behavior to employee management to create a productive and fulfilling work environment.

Objectives:
  • Participants will be able to describe why the use of positive reinforcement is the best strategy for an organizational environment
  • Participants will be able to state why delay discounting is important in an organization
  • Participants will be able to describe why each of the 13 highlighted practices is ineffective in an organizational setting
  • Participants will be able to state and describe each of the 5 steps of the behavior change process

Keywords: management, strategies, business, work, environment

Rating: This course is recommended for BCBAs, BCaBAs and those interested in using behavior analysis as applied to the effective management of employees. A background knowledge in behavior analysis is recommended.

Credit: 1.5 Type II BACB® CEs
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Behavior Analysis and Traffic Safety (BEHP1113) -- 


Time:
3 Hours, 5 Minutes

Presenter:
Ronald Van Houten, PhD

This presentation explains how one conducts research studies in the area of traffic safety.  Information is provided on how typical measures are used, how to select a measure and a variety of behavioral principles that are usually employed.  Examples are then discussed from work in the areas of pedestrian safety, increasing seatbelt use, and reducing motorist speeding behavior.  These examples will illustrate how the measures are used and how treatments are selected.

Objectives:
  • Participants will be able to list three types of measurement used in traffic safety.
  • Participants will be able to list and provide examples of the five general treatment strategies in traffic safety.
  • Participants will discuss how five of the following have been useful to increase pedestrian safety:
    • Advance or Offset Stop Bars
    • Leading Pedestrian Phase
    • Hot buttons
    • Buttons that confirm press
    • Wide turning radius and wide lanes
    • Countdown signals and signals that remind you to look
    • Signs that prompt drivers of turning vehicles to look
  • Participants will be able to discuss the areas of change for both pedestrians and drivers to increase pedestrian safety.
  • Participants will be able to describe the behavior principles for signs, markings, and signals.
  • Participants will be able to describe three important considerations in the use of a treatment packagefor pedestrian safety.
  • Participants will be able to discuss the use of a lenient criterion (20 km/hr over the speed limit), versus the use of a stringent criterion (10 km/hr over the speed limit) and the effects on drivers speeding.

Keywords: Traffic safety, pedestrian, seatbelt, motorist, speeding

Rating: This course will be useful for individuals interested in traffic safety in the field of behavior analysis. Participants should be familiar with the basics of Behavior Analysis in terms of importance and basics of reading behavioral research.

Credits:
3.5 Type II BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Essentials of Organizational Behavior Management (OBM) (BEHP1114) -- 
The content in this course is similar to the ABA Online Program course BEHP5017.
If you have completed or plan on completing course BEHP5017, please do not register for this course.



Time:
9 Hours, 50 Minutes

Presenters:  Byron Wine, Ph.D., BCBA-D and Aubrey Daniels, Ph.D.


An introduction to the field of Organizational Behavior Management (OBM). As a sub-discipline of ABA, OBM is the application of behavior analysis to business settings. Overview OBM, assessment, and behavior change procedures. Discuss how to maintain behavior change, develop effective leadership, deal with problematic behavior, and how to apply behavior analytic codes of ethics in a business setting. Presentation from Aubrey Daniels, ineffective management practices.

Learning Objectives:
  • Define OBM
  • Describe how OBM differs from other approaches
  • State how to pinpoint targets in organizations
  • Describe how to conduct assessments in organizations
  • State common interventions used in organizations
  • Describe how changes can be maintained in organizations
  • Recognize ineffective management practices

Keywords: Staff management, training, staff evaluation, OBM, leadership

Rating: This course is recommended for individuals interested in the effective management of employees. No prerequisites are required although a background knowledge in behavior analysis is recommended.


Credits: 11.5 BACB® Type II CEs or 9.5 General HRCI Credits

Access: 28 days from the date of registration.


Note*: The 28 days begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $170.00
Add to Cart
Behavioral Systems Analysis (BEHP1115) -- 

The content in this course is similar to the ABA Online Program course BEHP5020D.
If you have completed or plan on completing course BEHP5020D, please do not register for this course.

Time:
11 Hours, 20 Minutes

Presenters:
Heather McGee Ph.D., Byron Wine, Ph.D., BCBA-D and Donnie Staff, M.S.

Covers the behavioral systems analysis (BSA) approach in OBM. Presents organizations as systems, and introduce the tools used to assess the levels of the system.  Provided examples of intervention strategies, as well as how to combine performance management and systems approaches using lecture and case examples.

Objectives:
  • State how BSA and performance management are used together
  • State the levels of analysis
  • State the tools used at each level of organizational analysis
  • Describe common pitfalls in process improvement
  • Describe how to create the tools used in BSA; Describe how to implement a BSA analysis in a human services setting

Keywords: OBM, systems analysis, organizational consulting, process improvement

Rating: This course is intended for individuals who have a basic understanding of OBM and would like to examine how to affect change across an organizational setting using a systems approach. Essentials of OBM, or another introductory course in OBM is a pre-requisite for this course.

Credits: 13.50 BACB Type II CEs, 11.00 General HRCI Credits, Four Weeks


Note*: The four weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A four week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $203.00
Add to Cart
Behavior Based Safety (BEHP1116) -- 



The content in this course is similar to the ABA Online Program course BEHP5020A.
If you have completed or plan on completing course BEHP5020A, please do not register for this course.



Time:
9 Hours, 57 Minutes


Presenters: Byron Wine, Ph.D., BACB-D, Sigurdur Sigurdsson, Ph.D., and Ron VanHouten, Ph.D.

Introduces behavior based safety (BBS), traditional safety programs, and why a special OBM process is necessary for safety behavior. Covers procedures for developing a comprehensive safety process. Additional topics such as case studies, and maintenance procedures. Concludes with an examination of pedestrian and driver safety.

Learning Objectives:

  • Describe why traditional safety programs are often not effective
  • Describe the challenges associated with lone workers and how to overcome them
  • Identify the main components of the BBS process
  • State methods to maintain the safety process
  • State at least three interventions used to increase pedestrian and driver safety

Keywords: OBM; BBS; safety process; traffic safety; pedestrian safety

Rating:
This course is intended for individuals who have a basic understanding of OBM, and are interested in how to apply OBM techniques to the problem of safety. Essentials of OBM, or another introductory course in OBM is a pre-requisite for this course.

Credits: 12 Type II BACB® CEs, 10 General HRCI Credits

Access:
 4 weeks from time of registration


Note*: The 4 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $180.00
Add to Cart
Training in OBM (BEHP1118) -- 



Time:
2 hours, 44 minutes

Presenter: Byron Wine, Ph.D., BCBA-D

Most industries require some form of training before employees can begin work. Unfortunately, many of these training procedures are ineffective and time consuming. This course provides a detailed examination of training employees from a behavior-analytic perspective. Participants will learn how to develop training for employees beginning with developing objectives, tests, and practice strategies. Then, several instructional methods as well as common strategies for overcoming training problems will be discussed in detail.

Learning Objectives:
           

  • Describe the role of training in an organization
  • Describe how to write objectives
  • State the benefits of fluency in training
  • State the difference between instruction and practice
  • Define pyramidal training

Keywords: Training, pyramidal training, objectives, training measurement 

Rating:
This course is recommended for any individual interested in the effective management of employees.

Credits: 3 Type II BACB CEs or 2.50 HRCI General Credits, Two Weeks


Note: Two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two week extension can be purchased for an additional $15.00; contact abace@fit.edu

If you experience problems when registering, please call 321-674-8382, Option 2.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $45.00
Add to Cart
Behavior Analysis Basics for OBM (BEHP1138) -- 

          
Time:
1 Hour, 45 Minutes
 

Presenter: Byron Wine, Ph.D., BCBA-D

Provides an introduction to Applied Behavior Analysis (ABA). Designed for individuals with no formal training in ABA.

Objectives:

  • State the definition of ABA
  • Provide definitions for: behavior, response, environment, and learning
  • Describe how to best measure behavior if given examples
  • Describe the difference between operant and respondent conditioning

Keywords: Applied Behavior Analysis, Introduction, ABA basics, OBM

Rating: Introductory course for individuals interested in the field of OBM.

Credits: This course does not provide CE credits for behavior analysts.
                       
          


Refund Policy

Refunds are not provided once a course has been accessed.



Price:  There is no charge to complete this course.
Add to Cart
Level I OBM Certificate Course (BEHP1145) -- 

The content in this course is similar to ABA Online Program courses BEHP5017, BEHP5020A, BEHP5020D and BEHP5018. If you have completed or plan on completing
these courses, please do not register for this course.

****This course is a combination of courses:
BEHP1114, BEHP1115, BEHP1116, BEHP1117 and BEHP1118****
 

Time:
35 Hours, 25 Minutes

Presenters: Byron Wine, Ph.D., BCBA-D, Aubrey Daniels, Ph.D., Craig Onstott, MBA, Donnie Staff, M.S., Heather McGee, Ph.D., Ron VanHouten, Ph.D., Sigurdur Sigurdsson, Ph.D.

This course serves as an introduction to the field of Organizational Behavior Management (OBM). As a sub-discipline of ABA, OBM is the application of behavior analysis to business settings. Behavior in business is viewed through the performance management, as well as the behavioral systems analysis, perspectives. Additional topics include safety, training, and business concepts.

Objectives:

• Define OBM
• State common interventions used in organizations
• State how BSA and performance management are used together
• State the tools used at each level of organizational analysis
• Describe why traditional safety programs are often not effective
• Identify the main components of the BBS process
• State the steps in writing a business plan
• Describe basic concepts related to financial management
• Describe the role of training in an organization
• Describe how to write objectives

Keywords: Organizational Behavior Management, Behavior-based safety, Systems Analysis, Training

Rating: This course is recommended for individuals interested in the effective management of employees. No prerequisites are required although a background knowledge in behavior analysis is recommended.


Credits: 40 Type II BACB CEs or 36.5 HRCI General Credits, 4 Months
Note*: The four months begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $575.00
Add to Cart
How to Take a Systems Approach at Home, at School and at Work (BEHP1149) -- 


Time:
1 hour, 53 minutes

Presenter:
Manuel "Manny" Rodriguez, M.S.

A recent publication in the Journal of Organizational Behavior Management calls attention the need to shift our application paradigm from a dyadic perspective to a systems perspective.  The article is written for the organizational behavior management (OBM) practitioner, however the implication is for the field of Applied Behavior Analysis, OBM being a sub-field of behavior analysis. 

The article is written by the world renowned author, consultant and professor Dr. William Abernathy and provides both a perspective in delivering behavior analytic consulting as well as a practical set of tools.

The CE provides the highlights of the scholarly article, including the tools and techniques using the case study, concluding with applications for the practitioner from the point of view of the articles, author and the CE presenter.

Objectives:

• Compare and contrast what is meant by a Dyadic versus a Systems Perspective.
• List the Performance System Design Tools and the Performance System Management Tools.
• Name the benefits and challenges to performance systems interventions.
• Prepare a performance system.
• Examine potential applications for the Behavior Analysts.

Keywords: OBM, PFP, Management

Rating: 
This course is intended for individuals who have a basic understanding of OBM, and are interested in how to design performance based pay systems. Essentials of OBM, or another introductory course in OBM is a pre-requisite for this course.

Credit:
Type II BACB CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.


Refund Policy

Refunds are not provided once the course has been accessed.


Price: $26.00
Add to Cart
ABA - Presentations in Spanish
No Me Enseñes Trucos. Enséñame Habilidades. (BEHP1098) -- 

Cómo utilizar el análisis funcional y las secuencias del desarrollo, para enseñar habilidades de la conducta verbal

Tiempo: 1 hora, 36 acta

Instructor: Carlos A. Zuluaga, MS, BCBA

Uno de los retos más difíciles cuando se trabaja con niños con deficiencias verbales, es seleccionar qué habilidades deben de enseñarse, y cuáles serían las secuencias más apropiadas para su aprendizaje. En este evento, usted aprenderá los fundamentos básicos del análisis funcional del lenguaje desarrollado por B. F. Skinner y cómo utilizar e interpretar el Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) para desarrollar programas de conducta verbal y seleccionar objetivos de educación individual.

Lo que aprenderá:

En las _ horas que dura este evento, usted aprenderá a:

  • Identificar características del análisis funcional de la conducta verbal
  • Identificar los operantes verbales
  • Identificar ejemplos de los operantes verbales
  • Identificar métodos de evaluación de la conducta verbal
  • Identificar los componentes del VB-MAPP
  • Identificar dónde se encuentran diferentes habilidades en el VB-MAPP
  • Identificar el propósito de cada componente del VB-MAPP
  • Calcular puntajes en las diferentes formas del VB-MAPP
  • Interpretar resultados del VB-MAPP
  • Seleccionar objetivos apropiados basados en los resultados del VB-MAPP

Palabras clave:  VB-MAPP,  Operante verbal,  Análisis funcional, Análisis funcional del lenguaje, Deficiencias del lenguaje,  Lenguaje,  Conducta verbal, Intervención temprana, Habla

Quién debe registrarse: Este evento será de gran interés para los profesionales que trabajan con niños con deficiencias del lenguaje (analistas del comportamiento en el área de intervención temprana, patólogos del habla, profesores de educación especial, etc.) y los padres de estos niños.

Ganar: 2.00 Type II BACB® CEs


   


Notarse*: El momento que compra el curso, empieza las dos semanas; no cuando entra en el sistema. Puede comprar una exención de dos semanas por $15 más; para más información, póngase en contacte con
abace@fit.edu for details.

Si tiene problemas registrándose, por favor llama (321) 674-8382, y oprima 2.
   
Refund Policy

Refunds are not provided once a course has been accessed.

 



Price: $26.00
Add to Cart
ABA - Scott Center and Other Conferences
The Verbal Behavior Approach: Home Programming for Children with Autism (BEHP1063) -- 


Presenter:
Mary Lynch Barbera, BCBA

Information is provided to help children with autism learn language and other important skills. Strategies are highlighted from the book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders, and guidance is offered using scientifically proven strategies of Applied Behavior Analysis (ABA), specifically utilizing B.F. Skinner’s Analysis of Verbal Behavior. This workshop is applicable to parents and professionals working with children with autism and other developmental disorders.

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear

Credit: 1.5 Type II CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $15.00
Add to Cart
Large Scale Implementation of the Verbal Behavior Model (BEHP1064) -- 


Presenter: Amiris Di Puglia, M.D., BCBA.

The Verbal Behavior Supports Project provides applied behavior analytic services to students with autism in over 100 classes within the Commonwealth of Pennsylvania. Language instruction is guided by the analysis of verbal behavior and includes both intensive teaching through a discrete trial format as well as natural environment teaching. The main goal of these presentations will be to provide preliminary demonstrations of positive changes in student functioning along dimensions of behavior associated with autism.

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear. 

Credits: 1.5 Type II CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.            


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $15.00
Add to Cart
New Directions in Autism Research (BEHP1065) -- 


Time:
1 Hour, 16 Seconds

Presenter: Anita Miller Sostek, Ph.D.

This presentation highlights the genetic and environmental factors involved in autism, along with promising research diagnosis, screening and treatment approaches for ASD. The recent increase in prevalence of autism spectrum disorders is presented with discussion of “The Autisms” actually being multiple conditions with multiple etiologies. Early intervention, innovative technologies for those who are older, and, treatment of medical conditions associated with ASD for improved quality of life are detailed.           

Credit:
1 Type II BACB CEs, Two Weeks

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear.
         
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. 
       
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $10.00
Add to Cart
ABA - Supervision
Introduction to Behavior Analytic Supervision (BEHP1078) -- 



Time:
2 hours, 13 minutes

Presenter: Corey Robertson, M.S., BCBA

“Credentialing” in behavior analysis is an important milestone for the profession, as well as a safeguard for consumers. Supervision is a vital part of the training and gate-keeping of new professional members, but, guidelines for the supervision process are insufficient. This presentation is part of a series devoted to excellence in behavior analytic supervision, and will introduce behavior analytic supervision, current models in clinical supervision in related fields, a review of the current literature in supervision, and how we may determine professional skill sets required for effective supervision.

Objectives:                    

  • Discuss the history of credentialing in behavior analysis and supervision’s important role
  • Identify the BACB requirements for supervised experience, including types of experience, nature and frequency of supervision meetings, and documentation requirements.
  • Identify current models in clinical supervision in related fields
  • Identify the professional skills sets required for effective supervision

Course Prerequisites: Students taking this course should have knowledge of behavior analysis and behavior analytic principles. Basic knowledge of interventions used in organizational behavior management is recommended.            

Keywords: Supervision, BCBA, clinical supervision, competency, training, Experience, Ethics, Behavior Analyst Supervision, Credentialing, Supervision Process, Behavior Analyst Training, professional skill sets

Credits: 2.5 Type II BACB CEs, Two Weeks 

(Per the BACB® this course cannot be counted towards Ethics)


This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00, please contact abace@fit.edu for details. If you experience problems during registration, please contact 321-674-8382.             


Price: $33.00
Add to Cart
Additional Considerations in Behavior Analytic Supervision (BEHP1079) -- 

                       
(Per the BACB® this course cannot be counted towards Ethics)

Time:
1 hour, 40 minutes

Presenter: Corey Robertson, M.S., BCBA

The decision to act as supervisor of those seeking certification in behavior analysis, or even  of those already certified, entails many considerations, both legal and ethical.  This presentation, the second of a series devoted to excellence in behavior analytic supervision, will discuss the differences between legal and ethical considerations, cover general legal principles all supervisors should be aware of, and risk management strategies that may reduce liability, and review the BACB® Professional Disciplinary and Ethical Standards, and Guidelines for Responsible Conduct related to the behavior analyst as Supervisor. In addition, ethical considerations regarding accepting supervisees, providing supervision, and termination of supervision will be discussed, as well as best practices in supervision, as determined by other fields, will be shared.

Objectives:
  
  • Define ethics and how it pertains specifically to certification and supervision
  • Identify and apply the Guidelines for Responsible Conduct for Behavior Analysts: The Behavior Analyst as Supervisor
  • Identify legal issues related to Supervision
  • Identify ethical considerations in selecting supervisee
  • Identify ethical considerations in providing supervision
  • Identify ethical considerations in terminating supervision
  • Discuss ethical dilemmas related to behavior analytic supervision.

Course Prerequisites: Students taking this course should have knowledge of behavior analysis and behavior analytic principles. Basic knowledge of interventions used in organizational behavior management is recommended.

Keywords: Supervision, BCBA, clinical supervision, competency, training, Experience, Ethics, Behavior Analyst Supervision, Credentialing, Supervision Process, Behavior Analyst Training, professional skill sets

Credits: 2 Type II BACB CEs, Two Weeks

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
If you experience problems with registration, call 1(321)674-8382.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Logistics in Providing Supervision (BEHP1080) -- 


(Per the BACB® this course cannot be counted towards Ethics)


Time:
 50 Minutes, 1 Second

Instructor: Corey Robertson, M.S., BCBA

In addition to the considerations in providing supervision already covered in this course sequence, there are logistical considerations as well. This presentation, the last in a series devoted to excellence in behavior analytic supervision, will explore business considerations a supervisor may wish to address, cover the requirements of the supervision contract, address documentation of various aspects of the supervised experience, and provide resources that may aid the supervisor in providing a quality supervision experience.

Objectives:
  • Identify legal issues in providing supervision, including professional liability, business and tax considerations, contract requirements, etc.
  • Identify the required components of a supervisory contract, and use a sample contract for supervision
  • Describe various ways to document supervision activities
  • Identify useful technologies in providing supervision
Keywords: Supervision, BCBA, clinical supervision, competency, training, Experience, Behavior Analyst Supervision, Credentialing, Supervision Process, Behavior Analyst Training, professional skill sets.

Rating: Students taking this course should have knowledge of behavior analysis and behavior analytic principles. Basic knowledge of interventions used in organizational behavior management is recommended.

Credits: 1 Type II BACB® CE, Two Weeks

Access: Two weeks from the time of registration.

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. 

If you experience Problems with registration, call 1(321)674-8382.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Developing the Competent Behavior Analyst (BEHP1081) -- 

(Per the BACB® this course cannot be counted towards Ethics)

Time: 2 Hours, 2 Minutes

Instructor: Corey Robertson, M.S., BCBA

The supervisor’s ultimate task is to assist in the development of their supervisee into a truly competent behavior analyst. This presentation, the third of a series devoted to excellence in behavior analytic supervision, will explore first the critical skills and repertoires a competent behavior analyst must master; secondly, the techniques the supervisor must master in order to effectively teach these skills and repertoires; and finally, how the supervisor can evaluate the effectiveness of their own supervision practices.

Objectives:
           

  • List and describe critical competencies of a professional behavior analyst, and the history of their development
  • List and describe methods for developing competencies in the supervisee, including behavior skills training and the delivery of performance feedback
  • List and describe methods to evaluate the effectiveness of supervision practices

Keywords: Supervision, BCBA, clinical supervision, competency, training, Experience, Behavior Analyst Supervision, Credentialing, Supervision Process, Behavior Analyst Training, professional skill sets.            

Rating: Students taking this course should have knowledge of behavior analysis and behavior analytic principles. Basic knowledge of interventions used in organizational behavior management is recommended.

Credits: 2.5 Type II BACB® CE, Two weeks

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.



Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details. If you experience Problems with registration, call 1(321)674-8382.           


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Behavior Analytic Supervision and Legal & Ethical Considerations (BEHP1093) -- 
**Notice: This course consists of courses BEHP1078 and BEHP1079**


Instructor: Corey L. Robertson, M.S., BCBA

Supervision is a vital part of training new behavior analysts; however guidelines for the supervision process are insufficient.  These two presentations introduce:  behavior analytic supervision, models in clinical supervision, a review of the literature in supervision, and determination of professional skill sets required for effectiveness. Secondly they discuss legal and ethical considerations and principles, and risk management strategies that may reduce liability, and reviews the BACB® Professional Disciplinary and Ethical Standards, and Guidelines for Responsible Conduct related to the behavior analyst as Supervisor.

           

Keywords: Supervision, legal considerations, ethics, liability, best practice, professional skill sets, credentialing

Credit: 4.5 Type II BACB® CEs or 2 Type II BACB® Ethics Requirements, Two weeks*

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.

*The two weeks begin at time of purchase, not time of log in. Purchasing multiple course subscriptions will not extend your access. You may purchase a
 two-week extension for an additional $15.00, please email abace@fit.edu for details.

If you experience registration difficulties, please call 321-674-8382, Option 2.           


Price: $49.95
Add to Cart
Excellence in Behavior Analytic Supervision (BEHP1122) -- 
           
****This course is a combination of courses: BEHP1078, BEHP1079, BEHP1080, and BEHP1081****

(Per the BACB® this course cannot be counted towards Ethics)

Time:
8 Hours

Instructor: Corey L. Robertson, M.S., BCBA

Supervision is a vital part of the training and gate-keeping of new professional members, and requires a sound model of supervision,  various legal and ethical considerations, a supervisor repertoire sufficient to teach all the critical skills and repertoires the supervisee must master, and attention to detail in the provision of supervision and documentation of the experience.

Course Objectives:

BEHP1078- Introduction to Behavior Analytic Supervision

  • Discuss the history of credentialing in behavior analysis and supervision’s important role
  • Identify the BACB requirements for supervised experience, including types of experience, nature and frequency of supervision meetings, and documentation requirements.
  • Identify current models in clinical supervision in related fields
  • Identify the professional skills sets required for effective supervision

BEHP1079- Legal & Ethical Considerations in Behavior Analytic Supervision

  • Define ethics and how it pertains specifically to certification and supervision
  • Identify and apply the Guidelines for Responsible Conduct for Behavior Analysts: The Behavior Analyst as Supervisor
  • Identify legal issues related to Supervision
  • Identify ethical considerations in selecting supervisees
  • Identify ethical considerations in providing supervision
  • Identify ethical considerations in terminating supervision
  • Discuss ethical dilemmas related to behavior analytic supervision.

 BEHP1081- Developing the Competent Behavior Analyst

  • List and describe critical competencies of a professional behavior analyst, and the history of their development
  • List and describe methods for developing competencies in the supervisee, including behavior skills training and the delivery of performance feedback
  • List and describe methods to evaluate the effectiveness of supervision practices

BEHP1080- Logistics in Providing Supervision

  • Identify legal issues in providing supervision, including professional liability, business and tax considerations, contract requirements, etc.
  • Identify the required components of a supervisory contract, and use a sample contract for supervision
  • Describe various ways to document supervision activities
  • Identify useful technologies in providing supervision
Keywords: Supervision, BCBA, clinical supervision, competency, training, Experience, Behavior Analyst Supervision, Credentialing, Supervision Process, Behavior Analyst Training, professional skill sets

Rating: Students taking this course should have knowledge of behavior analysis and behavior analytic principles. Basic knowledge of interventions used in organizational behavior management is recommended but not required

Credits:
8 Type II BACB® CEs

Access: 4 Weeks from the time of registration.
 

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.          
Note: The 4 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00, please contact abace@fit.edu for details. If you experience problems during registration, please contact 321-674-8382.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $89.00
Add to Cart
Developing the Competent Behavior Analyst and Logistics in Providing Supervision (BEHP1123) -- 

****This course is a combination of courses: BEHP1080, and BEHP1081****
          

Time:
2 Hours, 50 Minutes

Presenter:
Corey L. Robertson, M.S., BCBA

The supervisor’s ultimate task is to assist in the development of their supervisee into a truly competent behavior analyst, and this task involves many considerations. These two presentations explore the critical skills and repertoires a competent behavior analyst must master, the techniques the supervisor must master in order to effectively teach these skills and repertoires and how the supervisor can evaluate the effectiveness of their own supervision practices. In addition, logistical considerations are addressed, such as business considerations, the requirements of the supervision contract, and documentation of various aspects of the supervised experience. 

Objectives:

BEHP1081- Developing the Competent Behavior Analyst
  • List and describe critical competencies of a professional behavior analyst, and the history of their development
  • List and describe methods for developing competencies in the supervisee, including behavior skills training and the delivery of performance feedback
  • List and describe methods to evaluate the effectiveness of supervision practices

BEHP1080- Logistics in Providing Supervision

  • Identify legal issues in providing supervision, including professional liability, business and tax considerations, contract requirements, etc.
  • Identify the required components of a supervisory contract, and use a sample contract for supervision
  • Describe various ways to document supervision activities
  • Identify useful technologies in providing supervision
Keywords: Supervision, BCBA, clinical supervision, competency, training, Experience, Behavior Analyst Supervision, Credentialing, Supervision Process, Behavior Analyst Training, professional skill sets

Rating: Students taking this course should have knowledge of behavior analysis and behavior analytic principles. Basic knowledge of interventions used in organizational behavior management is recommended but not required

Credit: 3.5 Type II BACB® CEs

This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB, Supervisor Training Curriculum Outline.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. 

If you experience Problems with registration, call 1(321)674-8382.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
ABA - Theoretical, Conceptual, Philosophical
Topical and Systemic Presentation (BEHP1132) -- 


Time: 2 Hours, 12 Minutes

Presenter:
T. V. Joe Layng, Ph.D.

Approaches to clinical Intervention involve reducing a disturbing pattern (DP) or increasing a target pattern; with regimens that feature self-monitoring, feedback, reward or punishment (as one of several topical approaches) Another approach involves resolving consequential matrices, or building new patterns, that resolve the matrices so the DP is no longer required. This approach is considered systemic. Both the described topical and systemic approaches are presented with case studies and are not mutually exclusive.

Objectives:

  • Define consequential contingency
  • Describe the consequential and alternative contingency elements in contingency packages.
  • Contingency management and functional analysis.
  • Constructional and pathological approaches.
  • Four main components of a constructional intervention
  • Relation between the constructional interview, case presentation guide, program worksheets, and logs.
  • Explain why the recurrence of disturbing behavior may occur.
  • Distinguish between linear and nonlinear contingency analysis.

Keywords: Intervention, Disturbing Pattern (DP), self-monitoring, topical approach, systemic approach, consequential matrix, target patterns, covert stimuli, contingency management, constructional approach, anxiety, agoraphobia, emotion

Rating: This course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.            

Credits: 2.5 Type II BACB® CEs, Two Weeks


Note: The 2 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A 2-week extension can be purchased for an additional $15.00, please contact abace@fit.edu for details. If you experience problems during registration, please contact 321-674-8382.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
The Hard Problem of Consciousness: Its History in Behavior Analysis (BEHP1134) -- 


Time:
25 Minutes 

Presenter: T. V. Joe Layng, Ph.D. 

T
his presentation provides a short introduction to talks by T.V. Joe Layng, Ph.D.  Florida Tech is providing this short talk free of charge to enable behavior analysts a preview of this distinguished behavior analyst. See other offered talks listed below.

         
BEHP1132: Topical and Systemic Presentation 
          BEHP1133: Some Instructional Dos and Don'ts​
          BEHP1135: Emotions and Emotional Behavior
          BEHP1136: Toward a Contingency Analytic Account of Private Experience

Contrary to “common wisdom” behavior analysts have been tackling the problem of consciousness for some time. The effort began with Watson and was addressed by Skinner and Goldiamond whose approaches share much in common with that of the philosopher Ludwig Wittgenstein. This history is traced and a behavior analytic approach described that provided not only a basis for behaviorist work, but for the neurosciences as well.
 Objectives:
  • Describe Skinner’s approach to the study of private experience.
  • Describe the role of instructional control in understanding private experience.
  • Explain the role of “question asking” in the development of consciousness.
  • Explain how we can use the analogy of music in a stereo to help us locate consciousness.
Keywords: History, Goldiamond, Wittgenstein, Skinner, Watson, Neuroscience, private events, emotions

Rating: This theoretical course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.

Credits: This course does not provide BACB CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. If you experience problems with registration, call 321-674-8382 or 321-674-8340.
Refund Policy

Refunds are not provided once a course has been accessed.



Price:  There is no charge to complete this course.
Add to Cart
Toward a Contingency Analytic Account of Private Experience (BEHP1136) -- 



Time:
1 Hour, 21 Minutes

Presenter: T. V. Joe Layng, Ph.D.

Ludwig Wittgenstein in The Philosophical Investigations wrote:

Interlocutor: But you will surely admit that there is a difference between pain-behaviour accompanied by pain and pain-behaviour without any pain?’

Wittgenstein: Admit it? What greater difference could there be?

Interlocutor: And yet you again and again reach the conclusion that the sensation itself is a nothing.’

Wittgenstein: Not at all. It is not a something but it is not a nothing either!

Wittgenstein: The conclusion was only that a nothing would serve just as well as a something about which nothing could be said. We have only rejected the grammar which tries to force itself on us here…
 
How can there be a something about which nothing can be said? And what then differentiates it from a nothing? While this has been a problem for those trying to understand Wittgenstein, it may be the key for a behavior analytic approach to private experience. We make the error Wittgenstein was attempting to warn us about when we try to treat private experience as a something we can directly talk about, e.g. covert stimuli or behavior or consequences. There is no private image we see and respond to, there is no private speech produced and listened to. As Skinner (1963), in Behaviorism at Fifty, observes, “It took man a long time to understand that when he dreamed of a wolf, no wolf was actually there. It has taken him much longer to understand that not even a representation of a wolf is there.” Yet we have private experience.  We can account for private experience not by trying to move the outside inside, overt behavior to covert behavior, but by taking our lead from Skinner (1963) that private experience is part of behavior, or perhaps more precisely part of a contingency. And, we may consider that the concept of behavior be extended to considering that seeing is the behavior of seeing, hearing is the behavior of hearing, and so on for all the senses. And, that seeing or hearing in the absence of the thing seen or heard is simply seeing and hearing under the control of stimuli other than that which typically govern what is seen or heard. And much like the location of sweetness is not in the sugar nor in the tongue, but in the relation of the two as function of natural selection, private experience cannot be separated form the contingency from which it is a function, and cannot be spoken of directly, but it may perhaps be understood.

Objectives:

  • Distinguish between Watsonian, methodological, and radical behaviorism.
  • Describe Skinner’s approach to private experience.
  • Describe the Goldiamond experiments that suggest no image or sensation is actually privately seen or felt.
  • Describe how a we learn to talk about our private experience.
  • Distinguish between being a part of behavior (or a contingency) and behavior.
  • Describe how the behavior of driving can occur with do car or road present?
  • Describe the difference between seeing/hearing in the presence of a stimulus and seeing/hearing when the thing seen or heard is absent.
  • Explain why hearing yourself privately speak is not evidence for sub vocal speech.
  • Describe the role of SDi guidance in comprehension.
  • Explain how we may account for “free thinking.”
  • Explain the role of the “program” in investigating thinking.

Keywords:Thinking, Skinner, Radical, Watsonian, Methodological, private, emotions, thinking, behaviorists, covert stimuli, dimensional and instructional control, private events, SD, hearing, speaking, contingency

Rating:This course is recommended for BCBAs and BCaBAs with background knowledge of the concepts and principles of behavior analysis.

Credits: 1.5 Type II BACB CEs, Two Weeks


Note: The 2 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; please click here to purchase an extension. If you experience difficulty while registering please email abace@fit.edu            
Refund Policy

Refunds are not provided once a course has been accessed.    



Price: $20.00
Add to Cart
ABA - Verbal Behavior
B.F. Skinner's Analysis of Verbal Behavior, Part 1 (BEHP1024) -- 


Time:
4 Hours, 37 Minutes

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This presentation covers the basic elements of Skinner’s (1957) analysis of verbal behavior. The content of the course covers the first five Chapters of Skinner’s book. Practice exercises are provided to teach students how to classify samples of verbal behavior.

Objectives:
  • How Skinner’s analysis of language differs from the many traditional treatments
  • Dependent and independent variables in the analysis of language and the basic elements for verbal behavior research.
  • The elementary verbal operants: mand, tact, echoic, intraverbal, and textual and transcriptive relations.
Keywords: Skinner, verbal behavior, verbal operants , mand, tact, echoic, intraverbal, texual, transcription

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required

Credit: 5 Type II BACB
® CEs
 
Access:
Two weeks from the time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $75.00
Add to Cart
B.F. Skinner's Analysis of Verbal Behavior, Part 2 (BEHP1025) -- 


Time:
 5 Hours, 7 Minutes of Video.

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This presentation covers several advanced topics from Skinner’s (1957) book, Verbal Behavior. The content of the course covers Chapters 6 through 17. Several suggestions on empirical research relevant to Skinner’s analysis of verbal behavior are presented.

Objectives:
  • The role of the listener in verbal interactions and variables that can affect verbal interactions
  • Verbal extensions and Skinner’s analysis of private events and radical behaviorism
  • Multiple control
  • The autoclitic
  • Self-editing
Keywords: Skinner, verbal behavior, private events, radical behaviorism, multiple control, autoclitic, self-editing

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. We recommend that individuals complete BEHP1024: B.F. Skinner’s Analysis of Verbal Behavior Part 1 prior to taking part two of the course. Part one (BEHP1024) covers the first five chapters of Skinner’s (1957) analysis of verbal behavior. Part two (BEHP1025) covers chapters six through 17.

Credit: 6 Type II BACB
® CEs
 
Access:
Two weeks from the time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00 contact
abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $85.00
Add to Cart
Applications of Verbal Behavior: Language Assessment (BEHP1026) -- 

Time: 5 Hours

Presented by: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This webinar will present a language assessment program (The VB-MAPP) that is based on Skinner’s analysis of verbal behavior, and the language acquisition milestones of typically developing children.

Objectives:
  • Describe the pros and cons of traditional language assessment
  • Explain how Skinner’s analysis of verbal behavior adds to existing assessment programs
  • Define and exemplify the basic elementary verbal operants (i.e., mand, tact, intraverbal)
  • Complete a VB-MAPP Milestone Assessment
  • Complete a VB-MAPP Barriers Assessment
  • Complete a VB-MAPP Transition Assessment
  • Describe how to use the VB-MAPP Task Analysis and Tracking System
  • Describe how to use the VB-MAPP for conducting empirical research

Keywords: Skinner, verbal behavior, VB-MAPP, assessment, language acquisition, barriers

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credit: 5 Type II BACB® CEs
 
Access:
Two weeks from the time of registration.

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $75.00
Add to Cart
Applications of Verbal Behavior: Language Intervention (BEHP1027) -- 

            
Time: 5 Hours, 39 Minutes
       
Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This course will describe how to develop and implement a language intervention program based on the results of a VB-MAPP assessment. A brief overview of the body of empirical research that supports the use of Skinner’s analysis of verbal behavior for children with language delays will be presented, as well as recommendations for a variety of teaching.

Objectives:
  • Basic elements of a verbal behavior intervention program
  • Issues and recommendations regarding the use of an augmentative communication system
  • Methods of data collection
  • Suggestions for program designs, generalization, and teaching procedures for structured teaching sessions (DTT) and less structured teaching opportunities (NET)
  • Program recommendations for a child whose scores fall in Level 2 and 3 of the VB-MAPP.
  • Guidelines for transitioning a child to less restrictive teaching environments
Keywords: Skinner, verbal behavior, VB-MAPP, assessment, augmentative communication, discrete trial teaching, natural environment teaching

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. We recommend that individuals complete BEHP1026 prior to taking this course.

Credit: 6.5 Type II BACB
® CEs, Two weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $89.00
Add to Cart
A Tutorial of B.F. Skinner’s Verbal Behavior (BEHP1028) -- 


Time:
9 Hours, 43 Minutes

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

This is a unique tutorial of B.F. Skinner’s classic (1957) Verbal Behavior. Skinner’s analysis of language is reviewed and the basic verbal operants are presented with practice exercises designed to teach the student how to classify samples of verbal behavior. In addition, more advanced topics of “radical behaviorism” are presented.

*This course is comprised of the following courses:
  • BEHP 1024: B.F. Skinner’s Analysis of Verbal Behavior: Part 1
  • BEHP 1025: B.F. Skinner’s Analysis of Verbal Behavior: Part 2
Keywords: Skinner, verbal behavior, Radical Behaviorism, language, verbal operants

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credit: 11 Type II BACB® CEs,
Four weeks

Note: The four weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details. If you experience problems with registration, call 321-674-8382.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $130.00
Add to Cart
How to Conduct Language Assessment & Intervention Using the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) (BEHP1029) -- 


Time:
10 Hours, 41 Minutes

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

*This course is comprised of the following courses:
  • BEHP1026: Applications of Verbal Behavior: Language Assessment
  • BEHP1027: Applications of Verbal Behavior: Language Intervention
 The VB-MAPP (2008) is a practical and powerful tool based on Skinner’s analysis of verbal behavior and language acquisition milestones of typically developing children. Designed for children with autism, and others who demonstrate language delays, this instrument is reviewed including both the assessment and intervention procedures, for the practitioner.

Keywords: Skinner, verbal behavior, VB-MAPP, assessment, language acquisition

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credit: 11.5 Type II BACB® CEs, 4 Weeks.
           

Note: The four weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $135.00
Add to Cart
Verbal Behavior: From Skinner’s Analysis to Sundberg’s Assessment and Intervention via the VB-MAPP (BEHP1030) -- 


Time:
20 Hours

Presenter: Dr. Mark L. Sundberg, Ph.D., BCBA-D

Individuals can choose to take single classes in the series below , however participation in all four is recommended for full understanding of the material.

*This course is 8 weeks long, as opposed to our 2 week format.

B.F. Skinner’s classic (1957) Verbal Behavior is reviewed in detail including the verbal operants and more advanced topics of “radical behaviorism”. Following this verbal behavior theory, the behaviorally-based VB-MAPP (2008) using language acquisition milestones of typically developing children is presented. Practitioners will learn assessment and intervention procedures for children with autism and others with language delays.

*This course is comprised of the following courses:
  • BEHP1024: B.F. Skinner’s Analysis of Verbal Behavior: Part 1
  • BEHP1025: B.F. Skinner’s Analysis of Verbal Behavior: Part 2
  • BEHP1026: Applications of Verbal Behavior: Language Assessment
  • BEHP1027: Applications of Verbal Behavior: Language Intervention

Keywords: Skinner, verbal behavior, language, verbal operants, VB-MAPP, assessment, language intervention, barriers

Rating: This course is recommended for professionals with basic background knowledge of behavior analysis. Prerequisite knowledge of Skinner’s Analysis of Verbal Behavior is not required.

Credits: 22.5 Type II BACB® CEs, 8 Weeks

Note: The 8 weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $250.00
Add to Cart
Teaching Early Mands to Children with Autism: Natural Environment Teaching (BEHP1052) -- 


Time:
3 Hours


Presenters:

Holly Kibbe - MS, BCBA
              Cherish Twigg - MS, BCBA

Gives detailed information on how and which early manding objectives to use to teach children with autism. Teaches what natural environment teaching is and how to distinguish it from intensive teaching. Presents specific procedures for teaching the first vocal and sign mands to early learners. Explains practical guidelines to help increase appropriate mands. Gives recommendations on what data to take and graph and how to analyze for effective teaching.

Objectives:

 

 

  • The differences between natural environment teaching and intensive teaching
  •  Specific procedures for teaching the first vocal and sign mands to early learners
  •  Practical guidelines to increase appropriate mands
  •  Data collection and graphing

Keywords: Autism, mands, verbal behavior, natural environment teaching, sign language

Rating: 
This course is recommended for behavior analysts and professionals who teach children with autism having a  background  knowledge of ABA.           

Credit: 3 Type II BACB® CEs, Two Weeks            


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
Role of Transitive Conditioned Motivating Operation (CMO-T) in Teaching Language, Social Skills and Pragmatic Skills to Children with Autism (BEHP1056) -- 

Presenter: Dr. Vincent J. Carbone Ed. D., BCBA-D

This course will include a discussion of a behavioral analysis of motivation and the role it plays in teaching language and social skills. Video clips of teaching methods with children with autism will be used to illustrate and supplement the discussion.
 
Objectives:

  • Conditioned transitive motivating operation (CMO-T) examples and evidence in clinical practice
  • The use of CMO-Ts to teach mands for missing items and information
  • Extensions of CMO-T research to language pragmatic skills and social skills
  • Conditioning of sight of another’s eye, social attention, and actions of another child as reinforcers

Keywords: Motivation, verbal behavior, CMO-T, social skills, language, autism

Rating: This course is recommended for individuals who work with children diagnosed with autism. While no prerequisite courses are required, basic background knowledge of motivation, verbal behavior, and interpreting research findings is helpful.

Credit: 2.5 Type II BACB CEs, Two weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

 A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.               


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
The Role of the Conditioned Motivating Operation During Discrete Trial Instruction of Children with Autism (BEHP1057) -- 



Time:
3 Hours

Presenter: Dr. Vincent J. Carbone Ed. D., BCBA-D

This course presents antecedent - based instructional modifications to reduce escape and avoidance behavior during instruction. A conceptually systematic analysis of instructional methods is offered as a tool for improving effective teaching. Video illustrations of application of the concepts will be provided.

Objectives:
  • The role of motivation in teaching children with autism
  • The reflexive motivation operation (CMO-R)
  • Basic research and classroom examples of the CMO-R
  • Clinical implications of the CMO-R
Keywords: Motivation, verbal behavior, CMO-R, language, autism, antecedent, escape, avoidance

Rating: This course is recommended for individuals who work with children diagnosed with autism. While no prerequisite courses are required, basic background knowledge of motivation, verbal behavior, and interpreting research findings is helpful.

Credit: 3.5 Type II BACB® CEs

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Increasing the Vocal Verbal Behavior of Children with Autism (BEHP1058) -- 

           
Time: 3 Hours

Presenter: Dr. Vincent J. Carbone Ed. D., BCBA-D

This course provides overview of the behavior analytic methods that have been shown to increase vocal production in some children with autism. Experimental data and published reports are presented in support of the methods discussed. Video demonstrations and case studies are presented as illustrations of implementation in clinical settings.

Objectives:
           
  • Overview of basic principles of behavior and Skinner’s analysis of verbal behavior
  • Procedures to increase vocal production during mand training
  • Vocal shaping procedures
Keywords: Verbal behavior, vocal behavior, Skinner, autism, sign language, mand training

Rating: This course is recommended for parents and individuals who work with children with autism. No prerequisite knowledge is required. Basic concepts of ABA and VB are briefly reviewed.

Credit: 3.5 Type II BACB® CEs, Two weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.
 
A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
A Behavioral Analysis of Linguistic Structure: Increasing the Length of Utterance In Children with Autism (BEHP1059) -- 

           
Time:
2 Hours, 30 Minutes

Presenter:
Dr. Vincent J. Carbone Ed. D., BCBA-D

This course presents B.F. Skinner's natural science approach to analyzing the development of grammar and morphosyntactic structure. A guide for teaching these skills to children who don’t acquire them typically is offered through discussion, data presentation and video illustration.

Objectives:                        
  • Traditional versus behavioral approaches to language development
  • Mean length utterance (MLU) as a measure of language development
  • Behavioral analysis of increasing complexity of verbal behavior, including the autoclitic
  • Problems of increasing MLU without meeting prerequisites

Keywords: Mean length utterance, autism, verbal behavior, Skinner, language, autoclitic

Rating: This course is recommended for individuals who work with children with autism. Background knowledge of Skinner’s analysis of verbal behavior is recommended but not required.            

Credit: 3 Type II BACB CEs, Two Weeks            


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.


A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details
.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
The Verbal Behavior Approach: Home Programming for Children with Autism (BEHP1063) -- 


Presenter:
Mary Lynch Barbera, BCBA

Information is provided to help children with autism learn language and other important skills. Strategies are highlighted from the book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders, and guidance is offered using scientifically proven strategies of Applied Behavior Analysis (ABA), specifically utilizing B.F. Skinner’s Analysis of Verbal Behavior. This workshop is applicable to parents and professionals working with children with autism and other developmental disorders.

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear

Credit: 1.5 Type II CEs, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $15.00
Add to Cart
Large Scale Implementation of the Verbal Behavior Model (BEHP1064) -- 


Presenter: Amiris Di Puglia, M.D., BCBA.

The Verbal Behavior Supports Project provides applied behavior analytic services to students with autism in over 100 classes within the Commonwealth of Pennsylvania. Language instruction is guided by the analysis of verbal behavior and includes both intensive teaching through a discrete trial format as well as natural environment teaching. The main goal of these presentations will be to provide preliminary demonstrations of positive changes in student functioning along dimensions of behavior associated with autism.

Please note: These courses are recordings from a live conference. For that reason the audio quality is lower than that of our studio recorded courses, and some of the vignettes may be difficult to see or hear. 

Credits: 1.5 Type II CEs, Two Weeks


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.            


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $15.00
Add to Cart
Teaching Social Skills to Individuals Diagnosed with Autism (BEHP1075) -- 


Time:
1 hour, 1 minute

Presenter: Dr. Joyce Tu, Ed.D., BCBA-D

This presentation will begin by discussing the differences between social verbal vs. social non-verbal behaviors.  Then, we will discuss some common ways of teaching social skills to children diagnosed with autism.  First, we will identify some critical components to conduct a successful social skills group.  Second, we will discuss teaching social skills using social stories.  Third, we will talk about using video modeling to teach social skills.  Finally, we will define descriptive autoclitics in Skinner’s analysis of verbal behavior.  Some preliminary data will be shared and specific teaching strategies for descriptive autoclitics will be identified

Objectives
  • Conducting a successful social skills groups
  • Teaching social skills using social stories
  • Video modeling to teach social skills
  • Autoclitics and specific strategies to teach them.
Keywords: Social Skills, Verbal Behavior, Video Modeling, Autoclitics

Rating: This course is recommended for professionals who have basic background knowledge of behavior analysis, including prerequisite knowledge of verbal operants and interpreting research findings.

Credits: 1 Type II BACB CE, Two Weeks

Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $13.00
Add to Cart
Preference and Reinforcement Assessment (BEHP1083) -- 


**Important: This course contains information included in course BEHP5012.
If you have completed or have registered for course BEHP5012, please do not register for this course**

Time: 1 hour, 46 minutes

Presenter: Dr. Meagan Gregory, BCBA

Highlights the importance of accurate reinforcement identification and provides an overview of preference assessment methodology. Discusses reinforcer assessment methodology. Also highlights seminal research describing various preference assessment methods and discusses additional preference assessment topics considerations. Applies to BCaBA or BCBA practitioners working with a wide variety of consumers.

Key Words: Indirect Assessment, Concurrent Operant, Direct Assessment, Preference Assessment, Reinforcer Identification, Reinforcer Sampling, Single Operant, 

Rating: This course is recommended for behavior analysis professionals with background knowledge of the concepts and principles of behavior analysis. This course is appropriate for BCaBA or BCBA practitioners working with a wide variety of consumers at the level of learning how to define and conduct various preference assessments.

Credits: 2 Type II BACB CEs, Two Weeks
           


Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.                                


Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
No Me Enseñes Trucos. Enséñame Habilidades. (BEHP1098) -- 

Cómo utilizar el análisis funcional y las secuencias del desarrollo, para enseñar habilidades de la conducta verbal

Tiempo: 1 hora, 36 acta

Instructor: Carlos A. Zuluaga, MS, BCBA

Uno de los retos más difíciles cuando se trabaja con niños con deficiencias verbales, es seleccionar qué habilidades deben de enseñarse, y cuáles serían las secuencias más apropiadas para su aprendizaje. En este evento, usted aprenderá los fundamentos básicos del análisis funcional del lenguaje desarrollado por B. F. Skinner y cómo utilizar e interpretar el Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) para desarrollar programas de conducta verbal y seleccionar objetivos de educación individual.

Lo que aprenderá:

En las _ horas que dura este evento, usted aprenderá a:

  • Identificar características del análisis funcional de la conducta verbal
  • Identificar los operantes verbales
  • Identificar ejemplos de los operantes verbales
  • Identificar métodos de evaluación de la conducta verbal
  • Identificar los componentes del VB-MAPP
  • Identificar dónde se encuentran diferentes habilidades en el VB-MAPP
  • Identificar el propósito de cada componente del VB-MAPP
  • Calcular puntajes en las diferentes formas del VB-MAPP
  • Interpretar resultados del VB-MAPP
  • Seleccionar objetivos apropiados basados en los resultados del VB-MAPP

Palabras clave:  VB-MAPP,  Operante verbal,  Análisis funcional, Análisis funcional del lenguaje, Deficiencias del lenguaje,  Lenguaje,  Conducta verbal, Intervención temprana, Habla

Quién debe registrarse: Este evento será de gran interés para los profesionales que trabajan con niños con deficiencias del lenguaje (analistas del comportamiento en el área de intervención temprana, patólogos del habla, profesores de educación especial, etc.) y los padres de estos niños.

Ganar: 2.00 Type II BACB® CEs


   


Notarse*: El momento que compra el curso, empieza las dos semanas; no cuando entra en el sistema. Puede comprar una exención de dos semanas por $15 más; para más información, póngase en contacte con
abace@fit.edu for details.

Si tiene problemas registrándose, por favor llama (321) 674-8382, y oprima 2.
   
Refund Policy

Refunds are not provided once a course has been accessed.

 



Price: $26.00
Add to Cart
Playing Catch-up: A review of recent publications in The Behavior Analyst (BEHP1111) -- 


Time
: 1 Hour, 33 Minutes

Presenter:
Bryon Neff, Ph.D, BCBA-D

When is the last time you read a research article (or two or three)? As a practicing behavior analyst, it is important to stay current with scholarly literature. In fact, our governing body, the Behavior Analyst Certification Board, BACB®, created Guidelines for Responsible Conduct which clearly states that behavior analysts must base professional decisions on, and maintain competence by making contact with, scholarly literature (1.01 – Reliance on Scientific Knowledge, 1.03 – Professional Development and 2.10 – Treatment Efficacy). Carr and Briggs (2010) identified obstacles practitioners face accessing current research and provided “Strategies for Making Regular Contact with the Scholarly Literature.” This presentation attempts to further reduce response effort and extend their suggested strategies to a live, on-line review of recent articles published in the 2012 issue of The Behavior Analyst. Bryon Neff will review, highlight and provide commentaries on the topics of operant variability and Constraint-Induced Movement Therapy, CIMT, in an attempt to help busy, over-extended, multi-tasking behavior analysts catch-up on what’s happening in the field of behavior analysis.
           

Objectives:
 

  • Describe methods used to improve limb movement and increase verbal (vocal) behavior in people with brain disease and nerve injuries.
  • Define within-trial contrast (WTC)/state-dependent valuation (SDV) and identify limitations with the current WTC/SDV research literature.
  • Give examples of operant relations and identify the behavioral process that establishes operant relations.
  • List dimension of behavior of behavior.
  • Determine if operant variability can be taught (reinforced).

Key Words: Differential reinforcement, operant variability, motivating operations, preference shifts, constraint-induced therapy, behavior analysis

Rating: This course is recommended for individuals who have an understanding of the basic concepts and principles of behavior analysis who are interested in recent behavior analytic literature regarding operant variability and Constraint-Induced Movement Therapy (CIMT).

Credit: 1.5 TYPE II BACB® CEs, two weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
The Use and Benefits of PECS: The Picture Exchange Communication System (PECS) (BEHP1127) -- 


Time:
3 Hours, 9 Minutes

Presenter:
Andy Bondy, Ph.D

T
he Picture Exchange Communication System (PECS) is an evidence-based strategy used to rapidly teach communication skills to those with limited functional speech.  PECS promotes communication within a social context, without lengthy prerequisite training.  This talk begins with a brief overview of the Pyramid Approach to Education. Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions, using a variety of attributes, and commenting.  An added attraction for preschool children with autism and related disabilities is the high proportion of children who acquire independent speech. Relevant recent research regarding PECS and various outcome measures are presented and recent myths and misconceptions associated with PECS are reviewed.

Objectives:
  • How to implement all six phases of PECS with students, using a behavior analytic orientation
  • Strategies for creating opportunities for communication across the day
  • Relationship between PECS and other communication training approaches
  • Criteria for transitioning from PECS to other communication modalities
  • Myths and misconceptions associated with PECS
Keywords: Language, PECS, autism, teaching, communication, Pyramid Approach to Education

Rating:
This course is recommended for BCBAs and BCaBAs and those with background knowledge of behavior analysis working with children with autism.

Credit:
3.5 Type II BACB CEs, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $46.00
Add to Cart
Skinner’s Verbal Behavior and its Relation to PECS (BEHP1129) -- 


Time: 1 Hour, 45 Minutes

Presenter:
Andy Bondy, Ph.D

Skinner looks at basic units of language and environmental relations in his book Verbal Behavior. Understanding how these language units (verbal operants) are acquired, helps learners master simple and complex parts of language. Rather than a focus on form or mode of communication, this talk describes core language functions, each defined  by it’s functional relevance. Subtle changes in teaching complex verbal operants may result in significant differences in student learning, regardless of modality. Skinner’s analysis also shows why certain parts of language are so difficult for individuals with autism to learn.


Objectives:
                  
  • Define “verbal behavior” and “vocal” behavior
  • Name the three antecedent conditions for verbal behavior
  • List three primary verbal operants
  • Analyze pure versus multiply controlled verbal operants
Keywords: Language, verbal operants, Skinner, autism, teaching, modality

Rating:
This course is recommended for professionals with basic background knowledge of behavior analysis working with children with autism. Knowledge of Skinner’s analysis of verbal behavior is recommended but not required.  Parents may also benefit from this course.   

Credit:
2 Type II BACB CEs, Two Weeks
Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.            

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
Knowledge is Power (PDP0605) -- 



Time:
3 Hours, 40 Minutes

Presenters:
           

Tristam Smith, Ph.D.
             Claudia Dozier, Ph.D.
             Anna Pettursdottir, Ph.D.

Objectives:

Attention as a Reinforcer for Socially Relevant Behavior

Claudia Dozier Ph.D.

  • The learner will be able to list and describe at least two important reasons for the use of and study of various forms of attention for increasing socially appropriate behavior.
  • The learner will be able to describe at least two procedures that have been used to “condition” attention as a reinforcer as well as list at least three limitations of the research on the use of these procedures.
  • The learner will be able to list five factors that may influence the preference for and reinforcing efficacy of attention and describe two possible areas of research regarding these factors.

Evolution of Research on Interventions for Individuals with Autism Spectrum Disorder: Implications for Behavior Analysts

Tristram Smith, Ph.D.

  • Summarize the methodology and findings of recent, multidisciplinary research on interventions for individuals with autism spectrum disorders (ASD)
  • Describe the complementary role of single-subject and group comparison studies in developing and validating ASD interventions
  • Identify three priorities for future research on ABA interventions for ASD

The Role of Conditioned Reinforcement in Interventions to Establish Early Vocalizations

Anna Petursdottir, Ph.D.

  • Be able to explain how the concept of automatic conditioned reinforcement has been used to account for increases in child vocalizations after the child is exposed to pairings of adult speech sounds with preferred stimuli.
  • Be able to identify the strengths and limitations of the literature on stimulus-stimulus pairing to establish early speech sounds in children diagnosed with autism spectrum disorder.
  • Be able to describe operant discrimination training and response-contingent pairing as two alternative procedures to establish speech sounds or other stimuli as conditioned reinforcers.

Keywords: multidisciplinary research, group design, attention, vocalizations, babbling, stimulus-stimulus pairing, operant discrimination training, autism, reinforcement

Rating: This course is recommended for behavior analysts and for professionals who teach children with autism who also have a strong background knowledge of ABA. 

Credit: 4.00 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.


Price: $52.00
Add to Cart
ABA- Behavior Analysis in the Legal System
Using the Law to Secure Health Benefits For Children With Autism (BEHP1140) -- 


Time:
1 Hour, 44 Minutes

Presenter:
Neil D. Kodsi 

Lawyers frequently must become knowledgeable about science and medicine to present scientific evidence in the courtroom. Mr. Kodsi will discuss his March 2012 victory in Federal Court regarding ABA and how science and medicine prevailed to require the State of Florida to cover ABA for all autistic children on Medicaid. Then, he will discuss the legal significance of this and other cases showing that the courts are starting to look at this issue as having been scientifically proven, making cases like this easier to win in the future.

Objectives:

  • Learn about court decisions on ABA and Autism and the scientific bases for the Court decision
  • Learn about existing State laws that can help their patients secure health benefits and insurance coverage for ABA therapy.
  • Gain a better understanding of their role in the legal process as potential advocates for science and medicine as well as serving as advocates for their individual patients.

Keywords: Autism, legal, court, law, Medicaid, Florida, advocate

Rating: This course will be useful for individuals involved in the field of behavior analysis and interested in a focus on the key legal victories in the area of autism specifically in Florida, but as a backdrop for other states as well.

Credit: 2 BACB Type II CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

 for details.               

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $26.00
Add to Cart
ABA- Gerontology
Decreasing Behavioral Symptoms of Dementia (BEHP1143) -- 


Time:
2 Hours, 31 Minutes

Presenter: Maranda A. Trahan, Ph.D., BCBA-D

Behavioral and psychological of dementia (e.g., aggression, agitation, wandering) impact the individual’s quality of life, daily functioning, and dementia progression. The burden BPSD places on a caregiver increases their decision to institutionalization, which also increases cost of care. Functional behavioral assessments have been used to determine function and effective interventions. The purpose of this training is to review behavior analytic methods to decrease BPSD.

Objectives:

  • Define “BPSD”
  • Name three alternate terms for BPSD
  • List eight topographies of BPSD
  • List six side-effects of BPSD
  • State the prevalence of BPSD
  • List two general common management approaches
  • Discuss the behavioral approach to BPSD
Keywords: Gerontology, dementia, Alzheimer’s, caregiver, symptoms, geriatric, functional assessment

Rating:  Appropriate for practitioners who seek to better understand the behavior exhibited by individuals with various types of dementia, and behavioral research-based assessment and treatment strategies.

Credits: 3.00 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $39.00
Add to Cart
ICYMI: ABA in Dementia Care - 2014 Literature Review (BEHP1144) -- 


Time:
2 Hours, 22 Minutes

Presenter: Maranda A. Trahan, Ph.D., BCBA-D

Approximately 5 million older Americans are diagnosed with dementia and that number is expected to triple over the next few decades. There is a growing momentum among behavior analysts to practice in the field of dementia care, given that applied behavior analytic procedures have proven to decrease challenging behaviors (e.g., agitation) and increase desirable behaviors (e.g., engagement). It is imperative that clinicians and researchers alike stay current with recent publications in order provide best practice or ask relevant experimental questions. The purpose of this presentation is to review the five articles published on dementia care in behavior analytic journals. Topics reviewed include challenging behaviors (e.g., hoarding, bizarre speech), verbal behavior, and complex learning behaviors. Overall, findings showed that challenging behaviors can be managed via antecedent-manipulations, participants can (re)learn to mand, and responding can come under stimulus control. All studies demonstrated the clear advantage of using behavior analytic procedures to manage dementia symptoms.

​​​​​​Objectives:

  • List behavior excesses and deficits in this patient population
  • Categorize topics published (challenging behavior, verbal behavior, complex learning behavior)
  • Describe the need for research on these topic areas
  • Outline methods used in recent research publications
  • Analyze results- determine if experimental control was demonstrated and if results answered the experimental question
  • Interpret result reasoning and formulate further discussion
  • Identify further research opportunities

Keywords: Dementia, Alzheimer, nursing home, mand training, challenging behavior, bizarre speech, refusal, hoarding, cooperation, engagement, reinforcement, attention, antecedent/ antecedent based interventions, verbal behavior, mands

Rating: Appropriate for practitioners who seek to better understand the behavior exhibited by individuals with various types of dementia, and behavioral research-based assessment and treatment strategies.

Credit:
2.5 Type II BACB CEs, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems when registering, please call 321-674-8382, Option 2.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $33.00
Add to Cart
Human Resources
So You Wrote the Perfect Behavior Plan, Now What? or Performance Management in Human Service Settings (BEHP1067) -- 


Instructor:
Corey Robertson, M.S., BCBA

Being a professional behavior analyst is hard! Often, rather than providing direct services, the behavior analyst finds herself in a consultative role, supporting teachers, staff, parents, and other caregivers in the development and implementation of the behavior plan. In order to maximize the effectiveness of the proposed intervention, the consulting behavior analyst must be able to develop and maintain behavior-change repertoires in those responsible for the individual’s plan. This presentation will review the literature on training, feedback, and contingencies in changing behavior at the organizational level, and will present some personal examples of performance management strategies the author has used in various settings.

Objectives:
  • Summarize the literature related to in training, feedback, and contingency management (pay for performance) in general
  • Summarize literature specific to interventions in human services
  • Give examples of strategies to improve staff performance in human service settings
  • Develop pinpoints for staff performance
  • Develop a method of monitoring staff performance


Keywords: Organizational behavior management, +Performance management, staff support, training, feedback, goal setting, pay for performance, contingencies. 

Rating: This course is recommended for those who work with parents, staff, or teachers to implement behavior plans. Basic knowledge of the concepts and principles of Applied Behavior Analysis is helpful, but not required. No prior knowledge of Organizational Behavior Management nor performance management is necessary. 

Credits:1.5 Type II BACB CEs, 1.5 General HRCI, Two weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.                
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Introduction to OBM: How to Train, Evaluate, and Manage Staff (BEHP1095) -- 

           
Time: 2 Hours, 29 Minutes

Presenter:
Byron Wine, Ph.D., BCBA-D

Introduces empirically derived methods to train, manage and evaluate employees from a behavior analytic perspective. Includes the most challenging aspects of clinical work (staff management and direct care staff; implementing complex procedures with difficult consumers). Also includes an overview of behavior analytic literature on managing staff behavior.

Objectives:
  • Identify how to objectively evaluate employee performance

  • Learn how to objectively measure quality

  • State and discuss when and how to effectively train staff members

  • State and discuss common antecedents interventions used with employees

  • State and discuss common consequence interventions used with employees

  • State and discuss the components of Reid’s 7-step outcome management process

  • State common problems associated with leadership and how to overcome them

Keywords: Staff management, training, staff evaluation, OBM, leadership, evaluation

Rating: This course is recommended for any individual interested in the effective management of employees. No prerequisites are required although behavior analytic background is strongly recommended.

Credits:
3 Type II BACB
® CEs, 3 General HRCI Credits

           
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.                              


Price: $39.00
Add to Cart
Essentials of Organizational Behavior Management (OBM) (BEHP1114) -- 
The content in this course is similar to the ABA Online Program course BEHP5017.
If you have completed or plan on completing course BEHP5017, please do not register for this course.



Time:
9 Hours, 50 Minutes

Presenters:  Byron Wine, Ph.D., BCBA-D and Aubrey Daniels, Ph.D.


An introduction to the field of Organizational Behavior Management (OBM). As a sub-discipline of ABA, OBM is the application of behavior analysis to business settings. Overview OBM, assessment, and behavior change procedures. Discuss how to maintain behavior change, develop effective leadership, deal with problematic behavior, and how to apply behavior analytic codes of ethics in a business setting. Presentation from Aubrey Daniels, ineffective management practices.

Learning Objectives:
  • Define OBM
  • Describe how OBM differs from other approaches
  • State how to pinpoint targets in organizations
  • Describe how to conduct assessments in organizations
  • State common interventions used in organizations
  • Describe how changes can be maintained in organizations
  • Recognize ineffective management practices

Keywords: Staff management, training, staff evaluation, OBM, leadership

Rating: This course is recommended for individuals interested in the effective management of employees. No prerequisites are required although a background knowledge in behavior analysis is recommended.


Credits: 11.5 BACB® Type II CEs or 9.5 General HRCI Credits

Access: 28 days from the date of registration.


Note*: The 28 days begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $170.00
Add to Cart
Business Essentials for Behavior Analysts (BEHP1117) -- 


Time:
1 Hour, 24 Minutes

Presenter:
Craig Onstott, MBA

Provides business essentials for behavior analysts who possess a limited business repertoire. Includes business structures, entrepreneurship, and profit-and-loss statements.

Objectives:
  • The entrepreneur and the small business
  • Opportunities that exist in today’s business world
  • Business entity structures available and which one may be best for their business venture
  • The business plan
  • Small business management basics
  • Financial management basics
Rating: This course is for behavior analysts who have limited experience or coursework in business practice. 

Keywords: Entrepreneur, small business, business structure, business plan, business strategy

Credits: 1.00 General HRCI Credit

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $23.00
Add to Cart
Global Team Leadership (ICCM1000) -- 



Presenter:
Dr. Richard Griffith, Director, Institute for Cross Cultural Management, Florida Institute of Technology

Description:

Leading global teams is a key skill for Senior International HR practitioners. This 90-minute course is designed to ensure adequate planning and preparation has taken place prior to the formation of an International team to ensure its future success. This presentation is part of a series devoted to best practice in relation to both forming and leading culturally diverse teams. It will introduce a calibration tool against which to assess yourself, models of excellence, key concepts that will affect decision-making and practical case studies to demonstrate the importance of understanding and embracing cultural differences.

Learning Objectives:   

  • Describe the importance of planning and preparation in forming your International HR team and the accomplishment of strategic objectives.
  • Consider your current level of cultural calibration and explain the processes you will apply to plug any gaps.
  • Recognize ‘best practice’ cultural awareness and how to apply this to cultivate a fully functional International team.
  • Interpret organizational politics and describe how this can affect your team dynamics and decision-making. 

Rating:  This course is aimed at Senior HR professionals who are either already working in an International context or have recently been given responsibility for leading an international team.

Credit: 1.5 HR General Hours



Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.             

Refund Policy

Refunds are not provided once a course has been accessed.

           


Price: $80.00
Add to Cart
Cross-Cultural Influence Tactics: An Introduction for HR Managers (ICCM1001) -- 


Time
: 90 Minutes

Presenter: Dr. Richard Griffith

Address what influence tactics are and how to use them effectively in different cultures. This course is directed toward HR Professionals who want to enhance their knowledge of the use of influence tactics in their own and other cultures.  Topics discussed in this course include outcomes of using influence tactics effectively, direction of influence, and the importance of taking an individual approach when using influence tactics.  The course then delves deeper into an exploration of the cultural dimensions and how to use these as a framework for utilizing influence tactics. 

Learning Objectives:
  • Define and recognize the eleven most common influence tactics
  • Recognize in which contexts specific influence tactics are culturally appropriate
  • Apply GLOBE’s cultural dimension framework to various situations

Keywords: ICCM, Institute of Cross-Cultural Management, Global Leadership, Culture, Cross-cultural, HR, Human Resources, GPHR, Global Professional in Human Resource, SHRM, Society for Human Resource Management, Recertification, Influence, Influence Tactics, Influencing

Rating:
This course is directed toward HR Professionals who want to enhance their knowledge of the use of influence tactics in their own and other cultures.

Credit: 1.5 General HRCI


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.             

Refund Policy

Refunds are not provided once a course has been accessed.

           


Price: $80.00
Add to Cart
Cross-Cultural Equivalence: Conducting Global Assessments (ICCM1002) -- 

         
Time:
 65 Minutes

Presenter: Dr. Richard Griffith

Illustrates on the concept of cross-cultural equivalence as based on current leading research. Useful in conducting international selection, program evaluations, and climate surveys. Measurement that has been proven equivalent across cultures is a necessary component to a successfully integrated global HR system as without equivalence meaningful comparison is impossible. HR Practitioners who participate in this course should gain knowledge about the decisions surrounding measurement in multiple countries and how to avoid common pitfalls.

Objectives:

  • Explain the importance of measurement equivalence in cross-culture research
  • Define 5 different types of equivalence
  • Recognize ways to identify inequivalence
  • Identify ways to handle and prevent inequivalence

Keywords: ICCM, Institute of Cross-Cultural Management, Culture, Cross-cultural, HR, Human Resources, GPHR, Global Professional in Human Resource, SHRM, Society for Human Resource Management, Recertification, cross-cultural measurement, cross-cultural equivalence

Rating: This course is directed toward HR Professionals who want to enhance their capabilities to use assessments and surveys cross-culturally.

Credit: 1.5 HRCI General Credits, Two Weeks.           


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact
abace@fit.edu for details
Refund Policy

Refunds are not provided once a course has been accessed.

           


Price: $80.00
Add to Cart
Communication Skills for Managers of Global Virtual Teams (ICCM1003) -- 


Time: 1 Hour, 30 Minutes

Presenter: Dr. Richard Griffith

The purpose of this e-Learning course is to address what global virtual teams (GVTs) are and how managers can communicate effectively within them.  This course is directed toward HR Professionals who want to enhance their knowledge of communication skills within traditional and GVTs.  The global and cross-cultural nature of a GVT presents challenges that managers need to recognize and respond to effectively. Topics discussed in this course include what GVTs are, what challenges managers of GVTs face, and guidelines for successful communication. 

Objectives:
  • Define what a global virtual team (GVT) is and how it is different from traditional teams in the workplace
  • Identify what communication skills are important for managers of GVT
  • Describe the communication challenges that managers of GVTs face and determine appropriate courses of action

Keywords:
ICCM, Institute for Cross Cultural Management, Global Leadership, Culture, Cross-Cultural, HR, Human Resources, GPHR, Global Professional in Human Resources, SHRM, Society for Human Resource Management, Recertification, Communication Skills, Global Virtual Teams, GVTs, Manager

Rating: This course is directed toward HR Professionals who want to enhance their knowledge of communication skills within traditional and global virtual teams.

           
Credit: 1.5 General HRCI, Two Weeks

Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15; contact abace@fit.edu for details.             

Refund Policy

Refunds are not provided once a course has been accessed.

           


Price: $80.00
Add to Cart
Techniques for Communication (PDP0611) -- 


Time:
90 Minutes

Presenter: Tom Davis            

Introduces different ways people act out when dealing with an irate customer or co-worker, and how to de-escalate such situations. Exposes students to techniques to better communicate in stressful stiuations. Also covers how verbally calming an upset person can open
communication so the situation can become a cooperative and productive interaction.

Objectives:

• Prepare to deal with irate and emotionally charged people
• Become better equipped to deescalate situations and accomplish the assigned task
• Be able to make the workplace a less stressful and more harmonious environment.
• Be able to utilize techniques to show a person you are interested and listening
• Have the ability to create a cooperative atmosphere and resolve situations without conflict

HRCI General Credit: 1.5

Access:
Two weeks from the time of registration.
             
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact abace@fit.edu for details.

If you experience problems during registration, call 1(321)674-8382.

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Interviewing Principles (PDP0614) -- 

           
Time:
55 minutes

Presenter: Tom Davis

Objectives:
  • Be more confident in his/her interviewing of persons
  • Learn questioning methods
  • Observation techniques

Keywords: interviewing practices, interviewing techniques, effective interviewing, in depth interviewing, principles of interviewing, principles of kinesic interviewing, interview questions, how to conduct an interview

Rating: This course is ideal for law enforcement officers, security officers, and individuals charged with conducting interviews of people.          

HRCI General Credit: 1.00         
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

 



Price: $20.00
Add to Cart
Managing the Difficult Situations. How to Handle Relational Conflicts in the Work Environment (PDP0622) -- 


Time:
  45 Minutes

Presenter:
Wendy Evans            

Covers reasons employees do not come forward to report concerning comments or behaviors. Provides tips on how to enhance proactive reporting. Explores the importance of documentation and explains the value in a threat management or crisis management team in the workplace.

Objectives:
           
  • Examples of workplace violence
  • Exploration of issues which can precipitate difficult or even violent confrontations in the work environment
  • Warning Signs or Precipitators which lead to the difficult situations
  • Critical Indicators which necessitate immediate reporting and action on the part of managers
  • Explore the difficult reality there is no fool-proof remedy for eliminating difficult situations
  • De-escalation of actual conflict
  • Policy, protocol, progressive discipline and appropriate documentation by managers.
  • Threat or Crisis Management Team concept is explained
  • Learn what steps will be taken in the investigation of a concerning situation in the work environment.

Keywords: Human resources, workplace, legal, concerning comments, troubling comments, behaviors of concern, confrontation, confront, troubled employee, manager, report, documentation, strange behaviors

Rating: This course is ideal for managers, human resources or security professionals; however, it is equally useful for any employee dealing with people in the course of his/her job duties.       

Credit: 1 HRCI General Recertification Hours, Two Weeks


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
The Investigative Process: Ensuring thorough, timely and effective investigations (PDP0627) -- 



Time:
57 Minutes

Presenter:
Wendy Evans

Many of us think of popular television shows or movies when we consider the investigative process.  Detectives solve complex cases in 60 minutes after the “smoking gun” evidence is discovered at the last minute—sealing the fate of the weekly “bad guy.”  In reality, the investigative process is a tool used by managers to resolve a negative issue in the workplace.  These issues could range from misuse of a company credit card or expense account to a threat of violence or a concerning statement which must be immediately addressed.  Investigations can be as simple as one or two interviews and a review of records by a manager; however, they can at times be complex and critical to business continuity.  During these more significant events in the life of a company, a trained investigator may be required to conduct a more extensive investigation.

This course will provide first-line managers, supervisors, security professionals or the human resources professional with tools and points to consider as they embark on the investigative journey.  This course will also provide the “dos and don’ts” of documentation.  There is a saying if something isn’t memorialized in writing—then it didn’t happen.  This course will assist the learner with investigative steps to include preparation of the report which brings the investigation to conclusion.
            
           
Keywords:
Human resouces, security, managers, investigate
           

Rating:
This course is ideal for managers, human resources or security professionals.
           

Credits:
 1 HRCI General Credit, Two Weeks    


Note*: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00. Please contact abace@fit.edu for details.
      

Refund Policy

Refunds are not provided once a course has been accessed.



Price: $20.00
Add to Cart
Parent Resources
100 Free Services Available in the Public School (SCPW1002) -- 

            
The Scott Center for Autism Treatment: Webinar

100 Free Services Available in the Public School

  Webinar description: Many parents are unaware of the services and accommodations available to their children in public schools. And schools do not always provide this information readily. This webinar will enlighten parents about their child’s rights and the numerous free services and accommodations available to children through public schools.

  Presenter: Pam Lindemann

For the past 18 years, Pam has been helping families advocate for services from the public school system.  The founder of the IEP Advocate, Inc., Pam and her team have built the largest private educational advocacy organization in the state of Florida.  Whether it’s getting the child eligible for an IEP, attending an IEP meeting, managing very difficult cases against school districts or teaching one of her popular advocate training classes, Pam’s mission is to educate, encourage and empower parents so they can be better advocates for their children.

Disclaimer: This webinar is intended for parents and practitioners who wish to learn about education plans.
This webinar is not eligible for CE credit.

Technical support provided by the Department of Continuing Education at Florida Institute of Technology.


Price:  There is no charge to complete this course.

View Schedule
 
PDP
Bioceramics: Advances & Challenges for Affordable Healthcare (BMEP1001) -- 


Time:
3 hours, 38 Minutes

Presenter: Dr. Larry Hench            

The ethical and technical challenges facing affordable healthcare in the 21st century are addressed, with an emphasis on the evolution and clinical applications of bioactive ceramic materials. Topics include tissue bonding, regenerative medicine, state-of-the-art medical implants and long-term viability, along with socio-economic implications and ethical considerations. Alternative approaches to tissue repair will be discussed, and the advent of third generation materials will be addressed.

Objectives:

• Learn concepts of different types of cell and tissue reactions to metallic, polymeric, ceramic and glass-ceramic materials used for medical devices
• Develop knowledge of new materials with bioactive properties and mechanisms of bonding to living tissues
• Establish an understanding of the clinical applications of biomedical materials, their potential benefits and limitations based upon age and medical condition of the patient
• Learn methods to analyze survivability and risk assessment of medical devices and compare with patient lifetimes

Keywords: bioceramics, tissue regeneration,biomedical materials, biomedical implants, polymers, healthcare, transplants, ethics, bioactive glass

Units: 3.5 Professional Development Units (PDU) 

Access:
Two weeks from the time of registration.
                                   
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact pdpregistration@fit.edu for details.            

Refund Policy

Refunds are not provided once a course has been accessed.

   


Price: $250.00
Add to Cart
Surface Chemistry and Characterization of Bioactive Glasses (BMEP1002) -- 


Time:
6 Hours, 30 Minutes

Presenter: Dr. Larry Hench            

A synopsis of how biomaterials were discovered, with reviews of animal models and clinical applications. This short course also provides a detailed explanation of the mechanisms involved in bioglass bonding to bone and soft tissues, as well as toxicology, biocompatibility, and further details of the surface chemistry and characterization of bioglass. 

Objectives:

• Explore the history of bioactive materials, including the first revolutionary experiments and inspiration for this area of research.

• Learn about the strength of the bone-bioglass bond and how this strength is measured in a variety of models.

• Explore how bioglass bonds to tissues and consider the vast number of questions resulting from the nature of bioactive material bonds.

• Analyze the mechanisms of bone bonding, through the exploration of surface characterization methods and analyses of surface reactions.

• Learn about the technologies utilized for characterization and surface analysis of bioactive glasses and ceramics.

• Obtain an overview of compositional dependence, toxicology and, biocompatibility of bioglasses.

• Explore the surface characterization process of bioactive glasses, including how to establish a strategy for characterization and how to determine the best method of quality assurance. 

Keywords: bioceramics, bonding, tissue regeneration, bone regeneration, biomedical materials, biomedical implants, polymers, surface chemistry, characterization, transplants, bioactive glass, bioactive materials, quality assurance

Units: 3.5 Professional Development Units (PDU) 

Access:
 30 days from the time of registration.
                                   
Note: The 30 days begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access. A two-week extension can be purchased for an additional $15.00; contact pdpregistration@fit.edu for details.

If you experience problems during registration, call 1(321) 674-8382.


Price: $295.00
Add to Cart
Criminal Assessment Profiling (PDP0615) -- 
           
           
Time: 1 hour, 10 minutes

Presenter: Tom Davis

Teaches basic principles applied when constructing an offender profile. Identifies traits to assist in applying the profiling principles. Discusses ways data can be used by the investigator. Applies to law enforcement investigators and individuals who are interested in pursuing an investigative career.

Objectives:
  • Expose the student to the Criminal Assessment Profiling Program and the principles applied.
  • Reveal various situations where the Profiling principles may be of use in an investigation
Keywords: criminal profiling, profile, crime scene, profiling principles, criminal investigative services, criminal investigation, offender profiling, profile contents

Rating: This course is ideal for law enforcement officers, security officers, and individuals interested in pursuing an investigative career. 

Credits: 1 Professional Development Unit       
           
Note: The two weeks begin at time of purchase, not time of log in; purchasing multiple course subscriptions will not extend your access.

A two-week extension can be purchased for an additional $15.00; contact
abace@fit.edu for details.
Refund Policy

Refunds are not provided once a course has been accessed.

           


Price: $20.00
Add to Cart
TEST COURSE TEMPLATE FOR GUIDED REVIEW (TESTCOURSE1GUIDEDREVIEW)

Price: $250.00
Add to Cart


For more information, please contact Florida Tech, Continuing Education Dept. at 1-321-674-8382 or email at abace@fit.edu