1. TigerLIFE Behavioral Unit J. Brian Smith, Ed.D., BCBA Marissa Harris, M.S., Ed.D. Graduate Student

2. TigerLIFE Synopsis TigerLIFE Program of Studies –Completion award –Academic, social, vocational and independent living skills Population –Individuals 18 – 29 years of age –Diagnosed intellectual and/or physical disabilities Potential Barrier –Behavior

3. Graduate Program College of Education –Instruction and Curriculum Leadership department Applied Behavior Analysis (ABA) –Special Education (M.S.) –Special Education (Ed.D.) –Non-degree certification (must have a master's degree) Behavior Analysis Certification Board (BACB)

4. Applied Behavior Analysis (ABA) Overview ABA is a scientific discipline that is devoted to understanding and improving human behavior for the better (Cooper, Heron, & Heward, 2007). In general, behavior analysts ask, “Why does behavior change over time?” and answer that question by primarily looking at various environmental factors that may be influencing someone’s behavior. TigerLIFE Behavioral Unit –Goal Function Research based interventions

5. TigerLIFE Behavioral Services InstructorsStudentsStaff Community Behavioral Unit ConsultantsDirectorGrad Interns

6. Nature of Intern Supervision BACB Experience Standards – ver. 8/24/2015 Development of performance expectations Observation, behavioral skills training, and delivery of performance feedback Modeling technical, professional, and ethical behavior Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires Review of written materials (e.g., behavior programs, data sheets, reports) Oversight and evaluation of the effects of behavioral service delivery Ongoing evaluation of the effects of supervision

7. Appropriate Activities BACB Experience Standards – ver. 8/24/2015 Conducting assessments related to the need for behavioral intervention (e.g., stimulus preference assessment, functional assessment, staff performance assessment) Designing, implementing, and systematically monitoring skill- acquisition and behavior reduction programs Overseeing the implementation of behavior-analytic programs by others Training, designing behavioral systems, and performance management Other activities normally performed by a behavior analyst (e.g., attending planning meetings regarding the behavior analytic program, researching literature, and etc…)

8. Behavioral Unit Responsibilities Design, implement and evaluate BIP for students Develop and assist with staff training Assist instructor with classroom management strategies Transport and observe specific students within TigerLIFE classes and inclusion classes Develop competency checks for instructors Assist instructors with development of individualized instruction Create forms and templates for documentation purposes Assist instructors with lower functioning classrooms when necessary Observe and collect data on both students and teachers

9. TigerLIFE Behavioral Services Universal  Positive behavioral interventions and supports  Organizational behavior management  Conflict resolution strategies Individualized  Behavioral support plans  Academic supports  Staff training  Parent / family training  Safety skills

10. Generalization: skills/behavior occur in environments other than where they were taught Effective: interventions are monitored to evaluate impact on target behavior(s) Technological: procedures are described clearly and concisely Applied: socially significant behaviors are selected Conceptually systematic: interventions consistent with principles demonstrated in the literature Analytic: decisions are data based Behavior: target behavior(s) is measurable and observable The relationship: ABA & PBIS

11. PBIS (PBS) origins are rooted in ABA Evidence-based interventions Data – based decision making Outcome oriented Generalization of behavior Functional assessment and analysis

12. Positive Behavioral Interventions and Supports (PBIS) “A [multi-tiered] framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students” www.pbis.org

13. Continuum of behavioral supports  Team-based decision making  Universal screening  Implementation fidelity  Continuous progress monitoring  Data driven decision making - pbis.org

14. Potential Outcomes Identification of students that need additional supports Student will be equipped with necessary social skills to obtain and retain employment Improved relationships through the generalizations of skills across people and settings