Supervision and the Principles of Positive Behavior Support Part 2: Implementation

Course Code: REL-IDD-AAIDD-SPPBS2

Hours: 1.25

Type: Online Course

Content Expiration Date: 12/31/2023

Learning Objectives:
Describe one scenario in which it might be helpful to ask for help in creating a Behavior Support Plan (BSP).
Summarize four guidelines for obtaining information about staff performance.
Identify three primary reasons why Behavior Support Plans (BSPs) may not be working.

Outline:
SECTION 1: Introduction A. About This Course B. Learning Objectives SECTION 2: Asking for Help with BSPs and Reasons BSPs Might Not Be Working A. Data Analysis and Behavior Support Plans (BSPs) B. When to Ask for Help with Behavior Support Plans C. Why Observing BSP Implementation Is Important D. Common Reasons Why BSPs Do Not Work E. BSP Is Not Carried Out When It Should Be F. BSP Is Not Carried Out as Written G. BSP Does Not Have All the Parts Needed H. Exercise: Reasons BSPs Do Not Work I. Summary SECTION 3. Evaluations and Performance Analysis A. BSPs Are the Supervisor’s Responsibility B. What Should a Supervisor do When it Appears a BSP is not Working? C. Key Information Required in any BSP D. Examples of Preventive Steps E. Examples of Antecedents F. Types of Consequences G. Guidelines for Following BSP Directions H. Is the Plan Practical Enough to Be Carried Out? I. Common Staff Difficulties with BSPs J. Actions to Take After Performance Analysis K. Review L. Summary SECTION 4. Staff Performance and Learning A. Steps in Performance-Based Staff Training B. Describe What to Do C. Give Staff Written Description D. Show Staff What to Do E. Observe as Staff Practice and Give Feedback F. Repeat Steps Until Learning Is Complete G. Ideas for Motivating Staff H. Develop a Plan for Positive Behavior Support Improvement I. A Review of Steps in Performance Based Training J. Summary SECTION 5: Put Into Practice A. Using What You Learned: Hands-on Experiences B. Creating Your Own Work Portfolio SECTION 6. Conclusion A. Summary B. Course Contributors C. References D. Congratulations

Instructor: Marsha Parsons, M.A.

Marsha B. Parsons is Director of the Dogwood Resource Center at the J. Iverson Riddle Center in Morganton, North Carolina, and has over 45 peer-reviewed journal article publications and has coauthored 3 books. She has over 30 years of supervisory experience and offers a wide range of behavioral support services for individuals with developmental disabilities. She has given more than 75 presentations in staff training, management and motivation, evaluation, and provision of services. Disclosure: Marsha Parsons, M.A. has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

Instructor: Dennis Reid, Ph.D.

Dr. Dennis H. Reid is a licensed psychologist and Board Certified Behavior Analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures. Disclosure: Dennis Reid, Ph.D. has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

Instructor: Myra Lavenue, M.A.

Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University. Disclosure: Myra Lavenue, M.A. has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

Target Audience:
The target audience for this course is: Advanced, Entry, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.

Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.

Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.

Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.