Where

Talbot Hotel Stillorgan
Stillorgan Road
Co Dublin

MAP TO HOTEL

When

08 through 10 February 2016
Workshop begins promptly at 9:00 AM and ends at 4:30 PM. Workshop workbooks, coffee breaks are included. Lunch is on you own.

Fee

Before 08 January: €500 per person
After 08 January: €600 per person 

Contact

John Marshall
Institute for Applied Behavior Analysis
+1 (864) 271-4161
jmarshall@iaba.com

About the Workshop Leader

ELIZABETH C. HUGHES, PhD

Dr. Hughes is a Clinical Psychologist and Clinical Director of the Institute for Applied Behaviour Analysis in Los Angeles, California. She spends much of her time as a guest lecturer, training personnel in school districts and service organizations regarding positive behaviour practices, group behaviour intervention, the design of comprehensive curriculum plans, and The Behavioural-Developmental Model. She specializes in the diagnosis and treatment of pervasive developmental disorders, including individuals on the Autism Spectrum, the creation of training programs for professionals and parents, and the continued refinement of IABA’s comprehensive behavioural­ developmental curriculum.

10 Key Components of PBS

Values
1. Prevention and reduction of challenging behaviour occurs within the context of increased quality of
life, inclusion, participation, and the defence and support of valued social roles
2. Constructional approaches to intervention design build stakeholder skills and opportunities and
eschew aversive and restrictive practices
3. Stakeholder participation informs, implements and validates assessment and intervention practices
Theory and evidence base
4. An understanding that challenging behaviour develops to serve important functions for people
5. The primary use of applied behaviour analysis to assess and support behaviour change
6. The secondary use of other complementary, evidence-based approaches to support behaviour
change at multiple levels of a system
Process
7. A data-driven approach to decision making at every stage
8. Functional assessment to inform function-based intervention
9. Multicomponent interventions to change behaviour (proactively) and manage behaviour (reactively)
10. Implementation support, monitoring and evaluation of interventions over the long term

Gore, Nick J; McGill, Peter; Toogood, Sandy; Allen, David; Hughes, J Carl; Baker, Peter; Hastings, Richard P; Noone, Stephen J; Denne, Louise D (2013), ‘Definition and scope for positive behavioural support’, International Journal of Positive Behavioural Support, vol. 3, no. 2, pp. 14-23(10)

Positive Behavior Practices

FROM CORE VALUES TO CORE PRACTICE
A guide to the application of positive interventions for challenging behavior

Dublin | 8 - 10 February 2016

A 18-hour Certificate Program in Positive Behavior Practices

This hands-on workshop covers the basic concepts of behaviorism and Positive Behavior Support practices, along with implementation of strategies based on IABA's Multi-Element Model, which includes skill building programs and behavior reduction strategies.The workshop will also provide an orientation to generic Positive Behavior Supports applicable to a variety of situations. In addition, data collection strategies and behavior incident reports will be discussed and practiced and role-plays of various situations will provide hands-on experience. Participants will receive a Certificate certifying they have completed a 18-Hour workshop in "Positive Behavior Support: From Core Values to Core Practice" and passed the associated knowledge tests.

This workshop is aimed at professionals and paraprofessionals working with individuals with behaviors of concern in the home, school, and/or community settings, for example, special needs assistants or teachers, psychiatric assistants or nurses, carers, behavior support staff.

 The Positive Behavior Practices workshop provides non-aversive methods to prevent and respond to behaviors of concern, aka challenging behavior. The training is designed to facilitate service providers in creating and delivering safe, effective, and enjoyable programs for individuals with behaviors of concern.

Training Objectives

DAY 1: Basics of Applied Behavior Analysis

You will learn to:

  1. Understand what ABA is
  2. Identify and define challenging behavior to ensure consistency across providers
  3. Utilize the ABCs of behaviorism
  4. Understand the concepts of reinforcers and punishers
  5. Identify hypothesized reasons behind challenging behavior
  6. Create and complete simple data collection procedures
  7. Understand the concept of Episodic Severity
  8. Use Data-Based decision making

DAY 2: The Multi-Element Model

You will learn to:

  1. Define all parts of the MEM
  2. Identify Proactive Strategies
  3. Identify Focused Support Strategies
  4. Identify Replacement Skill Teaching procedures
  5. Identify Reactive Strategies
  6. Identify alternatives to punishment
  7. Understand and explain why Reactive Strategies are not used to change behavior over time

DAY 3: Positive Behavior Practices

You will learn to:

  1. Create Safe, Effective, and Enjoyable support strategies
  2. Implement various generic supports for individuals with challenging behavior
  3. Link reasons behind behavior with appropriate strategies
  4. Evaluate program efficacy using visual feedback
  5. Ensure staff consistency with program implementation

Role-Plays and Program Modification

You will learn to:

  1. Apply the concepts covered during Modules 1-9 to real-world situations
  2. Identify changes necessary to make supports maximally effective
Create a Safe, Effective and Enjoyable environment for all involved

 

WHAT THE PARTICIPANTS ARE SAYING


    “Lizzie’s delivery was fluid and this was indicative of her depth of knowledge of this body of work. It offered a comprehensive program which can be easily applied to a case. I liked the case scenarios we worked through... It had all the elements of a good presentation for me. I felt that I walked out with a good tool... Thank you.”

    “Lizzie was incredibly entertaining and incredibly knowledgeable — a rare combination.”

    “Lizzie gave examples from preschool to elderly — varying diagnoses, varying settings, and varied intervention type. Really all bases were covered, everyone got their clinical needs met and questions answered.”

    “The writing plans practice where Lizzie could guide us step by step and then correct errors in real time was one of the most helpful training opportunities I have had in my entire career.”