Autism Spectrum Disorder Treatment Services

In this time of transitions and closings, we would like to offer the following information and resources. Below are resources that have been located from various sources on the net. We have combined them here for ease and convenience.

Schedule changes may be particularly difficult for learners with autism spectrum disorders (ASD).  Even very small or slight disruptions to a routine can cause distress and confusion, and sometimes result in behavior problems.  These behavioral reactions might be due to the increased stress, fear, and anxiety that arise due to a lack of predictability, which makes them feel less safe and less secure.

Learners who are used to the highly structured experience of a classroom or an ABA Center may have difficulty adjusting to increased time in a less structured setting during this time of closings.  Even if they may not be able to articulate it, learners with ASD may be hypersensitive to anxiety exhibited by the others around them and may act out or withdraw in response.

It is often difficult for children with ASD to understand verbal explanations.  This is particularly true when trying to communicate concepts such as illness, how long something will last, or what is going to happen in the future. Visual strategies are proven to be effective ways of communicating with children that have ASD.  Below are resources on how to create picture schedules and social narratives to assist in communicating schedule changes.

For learners who picture schedules are not helpful, a Social Narrative might be a way to prepare for change and give direction on appropriate behavioral responses.  A Social Narrative tells a story about the way events are likely to unfold in a new situation, emphasizes relevant details and how a child should respond.  Take a look at the following video for an example of a social narrative about taking a break from school: https://www.youtube.com/watch?v=Zio3BVQHQws&list=PLQnwECjj19TraqmhPBOZEJ3MKMI_2fGYI&index=4&t=0s

This one is a powerpoint social narrative: https://www.flipsnack.com/KeshetChicago/coronavirus-social-story/full-view.html?fbclid=IwAR1WCQuETJW0TeN7znpoE_u7qEE-zv4khQExMjW-iffgRYXBXUI4qcpAKR8

This last resource is a comic strip conversation:

 

The Household Checklist also includes some of the following recommendations:

  • Develop an emergency contact list and discuss emergency plans with your family, including extended relatives, as well as friends and neighbors you may include in your plan. Include names and numbers of everyone in your personal autism support network, as well as your medical providers, local law enforcement, emergency responders.
  • Contact local organizations who may be able to help if you need support.
  • Check and restock your household medical supplies, such as a thermometer, fever-reducing medications and other medications you may need for co-occurring medical conditions. You may want to include this as part of a emergency supply kit, including a flashlight, batteries, cash and important documents. Locate your IEP if you have one, and any medical records or evaluations you may have related to autism. Your IEP is a federal document and can help you with making learning plans while schools are closed.
  • Ensure you have sufficient food and other household necessities, including preferred or non-allergenic foods and other items, to make it easier to avoid leaving home during times of restricted movement.
  • Reach out to others to maintain social support for the whole family. Autism Speaks social media, social media groups for autistic people and their families, and other virtual support groups are some online resources for finding empathy and ideas while your family is homebound. Contact your local PTA (or Special Education PTA if you have one) to email the community and create a local or neighborhood database of families who need childcare, families whose children may be available to babysit or provide other childcare assistance.

You may also find these resources from Autism Speaks helpful:

Autism Speaks advice on coping with a natural disaster includes many tips you may find helpful.

The National Association of School Psychologists’ COVID-19 information page offers resources in five languages and specific guidance for students with disabilities.

The Parent/Caregiver Guide to Helping Families Cope With the Coronavirus Disease 2019 (COVID-19) from the National Child Traumatic Stress Network includes age-specific tips for helping children cope with stress

Many of Autism Speaks Tool Kits are available in several languages, and more are being translated to respond to family needs during the COVID-19 outbreak.

Follow the Department of Education’s Information and Resources for Schools and School Personnel.

The World Health Organization also published an action kit for families and schools for COVID-19 related closures.

Other states, including Ohio, have published several checklists to help individuals/families, business, healthcare workers and others prepare.

As always, please call our Autism Response Team at 1-888-AUTISM2 or email help@autismspeaks.org for questions and access to tools, resources and supports. For information specific to the coronavirus and the most up-to-date information on the situation, please visit CDC.gov and the CDC’s coronavirus information site.

Programs and Services

Center Based Services
We offer both one-on-one and group Applied Behavior Analysis (ABA) therapy teaching formats at the Houston-Lantrip Center in Abilene, Texas.

ABA therapy is a very individualized programming approach to autism treatment. Depending upon what is most beneficial and appropriate for clients, we offer both one-on-one therapy sessions, and small group-based teaching environments. This includes skill-based assessments conducted by an experienced BCBA in domains of language skills, socialization, challenging behaviors, academic and daily living skills to help your child function independently and effectively.

In-Home Services
Programming for in-home autism spectrum services includes supervised technician’s coming into the home setting, or community area, to work one-on-one with your child. Clients generally receive in-home therapy to promote generalization of skills. In addition, caregivers receive individualized training on effective procedures and how to continually utilize these procedures.

If you’re interested in working for us, you can see open behavior technician jobs here.

To effectively understand why certain behaviors, occur and others do not, we must first understand the “how” and “why” of human behavior. Understanding these components from a functional and evidence-based viewpoint is vital to treatment programming that has the best probability of success. ABA is the scientific discipline that systematically analyzes the environmental contingencies responsible for behaviors. ABA is generally defined as the process of applying behavioral principles to change specific behaviors and simultaneously evaluating the effectiveness of the intervention through direct observation and teaching trials data. ABA emphasizes both prevention and remediation of problem behavior. Significant attention is given to the antecedent conditions and consequences that elicit and maintain behavior. This analysis guides our teaching and allows us to plan programs that are specific to the needs of each client.

Over the past 40 years, an extensive body of literature has documented the successful use of ABA-based procedures to reduce problem behavior and increase appropriate skills for individuals identified with autism spectrum disorders, related exceptionalities, as well as behavioral excesses and deficits which may be troublesome to the individual. There are numerous national and state legislation in support of ABA based services, with international collaborative reports stating that ABA principles have the most significant and convincing empirical efficacy and support for the treatment of individuals identified with autism spectrum disorders.

Our Scope of Specialties

  • Functional Communication Development
  • Play & Socialization
  • Weakening Challenging Behaviors
  • Teaching and Strengthening Pro-social Behaviors
  • Adaptive Living Skills
  • Pre-requisites to Academic Skills
  • Academic Skills

Our Standards

  • 1:1 Ratio of Client to Therapist to Maximize Learning
  • Developmentally Sequenced Assessments and Programming
  • Regularly Scheduled Progress Meetings
  • Research-Based Approach
  • Qualified, Certified, and Licensed Staff
    • BCBA, BCaBA, RBT
  1. Schedule a free 30-minute tour of our clinic with Dr. Miller, Director of Applied Behavior Analysis Services. Call our front desk at 325-670-1005.
  2. Fill out our online application, and insurance form, and turn them in with your Doctor’s referral.
  3. We verify benefits and get authorization for the evaluation hours from your insurance.
  4. Schedule the evaluation, typically 1 full day.
  5. We will complete the evaluation report and write a treatment plan based upon the assessment, observed needs, and information from intake – up to 1 week may be needed for a complete report.
  6. Caregiver meeting to review report, recommendations and therapy schedule.
  7. We will then submit the agreed upon report to insurance for authorization for therapy.
  8. Begin therapy services!

The HLC provides training and workshops from experts in different areas.  Trainings are available to both HLC families and the public. We present research-based information to ensure the highest quality of learning. Scroll down to view upcoming events.

Schedule of Teacher Trainings

Upcoming

  • Summer Instruction for Teaching Personnel: June 7-11, 2021
  • Summer Instruction for Teaching Personnel: July 21-25, 2021

Information on Summer Instruction Opportunities

Description
Personnel interested in learning the most effective methods of teaching and programming for students/clients on the spectrum are invited to apply for week long summer training at the HLC.  A full schedule of didactic instruction, and supervised hands on work with a student/client will be initiated. All assessments and materials are included.

Participant Activities

  • Classroom type didactic instruction covering foundational ABA principles and procedures.
  • Summative and formative assessments over competencies covering the teaching modules.
  • Hands on training and work with a student/client supervised by HLC personnel.
  • Assessment of a student/client utilizing the VB-MAPP, ABLLS, and/or EFLs (I can provide links to these assessments if you think warranted).
  • Functional Assessment of Problem Behaviors
  • Development of written and oral reports based upon the appropriate skills based assessment given.

Daily Schedule

  • 8:30 a.m.–11:45 a.m. – Didactic Instruction
  • 12 p.m.–1 p.m. – Lunch on your own
  • 1:15 p.m.–3:45 p.m. – Hands-on work with student/client
  • 3:45 p.m.–5 p.m. – Debriefing and small group work

Training Format
This one-week training opportunity will be supervised by Dr. Trube Miller, BCBA. At least four HLC employees will assist with presenting training materials and coordinating the experiential activities for participants in the afternoons for the hands on portion of the training.

Participants will be asked to indicate on the application what type of learner they most wish to work with. Our goal is to provide participants with a learning experience that best matches their training needs. For example, if you have lots of effective experience with non-vocal, early learners, a more beneficial training experience may be to work with a vocal learner who needs explicit social skills training.

Application

Registration
All needed learning materials, assessments, and consumables are included in the training fees. Registration fee in the amount of $2,500 is due by the first of the training month participants register for.

All five days must be attended in order to receive a certificate of attendance (and possibly CEUs). No refunds will be given once the training program has begun.

Summer Social Skills Programs

Social Foundations is a social skills program exclusive to HSU Houston-Lantrip Autism Center that provides therapeutic opportunities for children and youth to learn and develop positive and effective socialization skills. The curriculum behind the fun is evidenced-based and provides the opportunity for group leaders to track your learner’s progress during their time with us!

Groups meet weekly throughout the summer (June-August) here at the beautiful Houston-Lantrip Center. Learners are matched with peers of similar age, skill levels, strengths and challenges to work on. Group sizes are small and are led by highly experienced BCBAs, Registered Behavior Technician’s.

Summer groups offer a unique opportunity for children and youth to enjoy a therapeutic experience, while learning valuable social skills at the same time. Our summer program seeks to use a variety of themes and activities in order to teach your learner how to navigate the complicated conditions of social skills. Through educational and clinical opportunities that extend from fun lessons to outdoor games and hands on adventures, we, here at Social Foundations, encourage individual growth through exploratory lessons and play!

Wednesdays – Fridays | 9 a.m.–12 p.m. | 9 consecutive weeks beginning June 10, 2020!

  • Evidence-Based Lessons
  • Structured Peer Activities
  • Supported Free Play to Build Naturalistic Social Skills
  • In-house Field Trips with Social Learning Opportunities
  • Parent Training and Progress Notes

Our curriculum is designed to strengthen the awareness and building blocks needed for foundational skills for social success.

Participants must commit to the majority of the sessions in order to gain the most out of the experience. Groups are supervised by BCBAs who have had vast experience with implementing social groups. The learner to staff ratio is 2:1 or 4:1 depending on the group’s curriculum track and needs.

Call our registration desk for more information: 325-670-1005.

Social skill groups are small (4 to 6 clients to a group) cohesively-designed groups focusing upon learning skills that are needed to function effectively in our society.  Topics and curriculum are based upon the needs of the formed groups.

Social Skills Group Enrollment Process

We are now accepting applications for our Community Foundation funded social skill groups! Download the application. Complete the form and fax it to 325-670-1221 or drop it off in person at the Houston-Lantrip Center.

Step 1: Application
The first step in the enrollment process is the completion of an application. The information obtained through the application will assist our team in determining whether our service delivery model appears to be the best fit for your child’s needs. Upon receipt of the application, our intake coordinator will be in touch with you regarding the next steps in the process. Please allow up to five business days for us to get in contact.

Step 2: Initial Phone Intake
This phone call allows us to get to know more about the needs of your child; what motivated you to specifically seek out a social skills program and to discuss the overall goals for social skill lessons. The initial information helps us to further determine whether our service delivery model is a best fit for your child’s needs.

Step 3: Assessment
Caregivers the child spends time with will be asked to complete an assessment/ questionnaire with the sole purpose of providing the Houston-Lantrip Center more information about your child’s specific and unique areas of strengths and challenges. Social skill groups are highly individualized programs and the information provided through assessments will be utilized to prioritize individual goals and objectives. We may also request additional information such as your child’s most recent IEP or other relevant reports and evaluations.

Step 4: Forming Groups
Based upon all the information obtained from above, we will work diligently to assign students to groups with peers of similar age, interest, and need.  We also will match formed groups with appropriate peer models. If there is not an opening in a group that will be a best fit a family may be wait listed or referred to other forms of therapy, such as one-on-one center-based services. We appreciate your patience and cooperation through the decision making and placement process.

Step 5: Teaching Program
At the Houston-Lantrip Center we are committed to best practice, implementation of evidence-based strategies and staying current in the field of social skills instruction. Teaching programs will be reviewed and given to families at the onset of services. Information about teaching methodologies and targeted skills will reviewed. Data is systematically collected on goals and objectives and analyzed regularly to identify trends and make data driven decisions.

Step 6: Progress Reporting
We value family communication and welcome collaboration with other service providers to best meet the needs of all our clients. Data and session notes are given on a regular basis to families and progress reviewed to ensure targeted skills are being acquired and generalizing to other environments.

Step 7: Registration
When all requested information has been obtained, and registration confirmed, families will be given a start date. All groups are held once per week at the Houston-Lantrip Center unless otherwise noted.

Trube Miller-Assistant Professor of Educational StudiesDr.  Trube Miller received her undergraduate degree from Southeastern Oklahoma State University and began working in the public-school systems as a general education teacher, and school counselor. During this time, she encountered a very special student identified with autism. Seeking more training in this area, led to obtaining her doctorate from the University of North Texas in Denton. This program encouraged her belief in the science of Applied Behavior Analysis.

Dr. Miller finished her graduate while continuing to work full-time in public schools. She completed supervision for her Behavior Analyst certification through the Central Texas Autism Center with Kelle Rich, BCBA. She believes the combination of counseling and behavior analysis is extremely effective in serving families, learners, and supervision needs of staff at the HLC Autism Center. She is a proud Abileneian, and along with her husband and boys enjoys Texas Rangers Baseball, Duke BlueDevils Basketball, and Denver Bronco’s Football.

Mikayla Angwin was born and raised in Colorado. She received her Bachelors of Science degree in Biology from Colorado State University. She began working in the field of Applied Behavior Analysis in 2016 and quickly fell in love with the field and the children she was helping. She completed a Masters of Education degree in Applied Behavior Analysis from Arizona State University and is currently pursuing her BCBA certification. She has been privileged to provide therapy to children with Autism Spectrum Disorders (ASD) and related disorders in both home and clinical settings. She is thrilled to be a part of the Houston-Lantrip Center and help children reach their highest potential. When she’s not at the clinic, she spends her time running, drawing, and playing fetch with her two dogs.

Kaylee Gentry was born and raised in Abilene, Texas. She graduated from Hardin-Simmons University in December 2019. She received her Bachelor’s Degree in Interdisciplinary Studies with a Specialization in Special Education. Kaylee has experience working in the classroom setting with children with a variety of exceptionalities and ages. Her mentor at Hardin-Simmons introduced her to the world of Applied Behavior Analysis and she became intrigued with studying behavior and helping children with exceptionalities. Kaylee has been accepted to graduate school, and will begin in Fall 2020 at her alma mater to pursue her BCBA while she works at Houston-Lantrip Center for Literacy and Learning. She is thrilled to be a part of the team and is looking forward to serving the community. She loves spending time relaxing with her family and friends. She spends her extra time outdoors, photographing wonderful clients, and doing her best to enjoy all the little things in life.

Rachel Goulet is the Clinical Operations Manager for the Houston-Lantrip Center for Literacy and Learning. She holds a Bachelor’s degree in Business Administration from McMurry University and a Master’s in Business Administration from Hardin-Simmons University. Prior to coming to HSU and the HLC, Mrs. Goulet spent several years as an expense and revenue analyst for the largest division of a heavy machinery company. She has been at Hardin-Simmons University in various roles since 2016. In her free time, Rachel enjoys spending time with her family, friends, and pets.

Brittiany Kirk graduated from the University of Texas Dallas in May 2013 with a Bachelor’s of Arts degree in Interdisciplinary Studies with a concentration in Child Development.

Brittiany has been passionate about working with children for almost two decades, with over 8 years of ABA experience, as well as various special needs camps, home, community and center experiences, she is committed to making a difference in the lives of these very special children. She is extremely dedicated and passionate about seeing the daily progress made with the children that she works with. Brittiany has experienced great success, using her exceptional play skills with the children that she works with each day. Brittiany plans to further her education and knowledge of Autism in the near future.

The Human Services Administration Undergraduate Bachelor of Behavioral Studies (BBS) program includes a specialization in Applied Behavior Analysis (ABA). The ABA specialization strand provides students skills requisite to seeking leadership or specialist roles in social services, criminal justice programs, child welfare organizations, developmental disabilities, health care services, gerontology, program management, educational settings for preschool-aged children, or residential treatment programs. https://www.hsutx.edu/academics/undergraduate-majors-minors/human-services-administration-degree/

Graduates of the Human Services Administration, B.B.S. program are required to successfully complete 55 hours of foundational curriculum classes, 33 hours of Human Service Administration. The specialization track for ABA is 24 hours. Students in this specialization will have the opportunity to receive direct supervision hours through the Houston-Lantrip Center that accumulate towards the opportunity for certification as a Board Certified assistant Behavior Analyst (BCaBA).

You can find all courses and requirements in the HSU online course catalog.

More information on guidelines from the Behavior Analyst Certification Board regarding becoming credentialed as a BCaBA can be found at https://www.bacb.com/bcaba/.

The Master of Education in Special Education with emphasis in ABA is focused on preparing graduate level students to work with a variety of populations in the areas of education, social services, counseling, gerontology, child welfare, health care both private and public, and specifically the arena of autism spectrum disorders.

Curriculum 30 non-thesis hours – online graduate program
30 (non-thesis) graduate semester hour program leading to a Master of Education in Special Education with an emphasis in Applied Behavior Analysis.

Local graduate students: Offers a two-year program with online courses combined with the opportunity for 20-130 hours per month of supervised* fieldwork at the Houston-Lantrip Center for Literacy (HLC) at Hardin-Simmons University, or another approved supervision site in the local geographic area. At the end of this program, candidates who have successfully completed all coursework and fieldwork requirements will be eligible to sit for the BCBA certification exam.

Distance/non-local graduate students: Offers a two-year program with online courses combined with the opportunity for 20-130 hours per month of supervised* fieldwork at an approved site. At the end of this program, candidates who have successfully completed all coursework and fieldwork requirements will be eligible to sit for the BCBA certification exam. The degree program is taught online within 30 non-thesis hours with a core curriculum of 9 hours and specialized curriculum of 21 hours. Students have the opportunity to receive direct supervision hours through the Houston-Lantrip Center that accumulate towards the opportunity for certification as a BCBA.

*Supervision is only needed if the student desires the option of sitting for the exam to obtain their credential of Board-Certified Behavior Analyst (BCBA)

For students who are interested in this graduate program for teaching purposes in special education, these supervision hours are not required.

More information on guidelines from the Behavior Analyst Certification Board regarding becoming credentialed as a BCBA can be found at https://www.bacb.com/bcba/

Mission Statement
The mission of the HSU Master of Education in Special Education is to prepare individuals who demonstrate excellence in the practice of Applied Behavior Analysis and are enlightened by Christian faith and values.

The Program Philosophy
The philosophy of the Special Education graduate program at HSU is based upon the understanding of the environmental contingencies that reinforce prosocial behaviors that are beneficial to everyone.  The BEHV graduate program provides varied and rich learning experiences that seek to  (a) prepare graduates in ABA to work in a variety of career fields; (b) to provide graduates with the most current evidence-based knowledge and most effective skill sets needed to become BCBAs; (c) to provide graduates with expertise to be successful researchers and interventionists in order to be a lifelong contributor to the overall field of special education and ABA.

Learning Outcomes 

Students graduating from the program will:

  • Differentiate the historical foundations and current practices in special education and ABA from other fields of practice.
  • Assimilate how and where the practice of ABA can collaborate and be utilized effectively with other fields, professionals, and environments.
  • Understand the foundational principles of ABA, and be able to effectively use these principles across people, settings, and behaviors in order to improve outcomes for all those they serve.
  • Integrate their acquired knowledge and skill sets of current evidence-based practices into the field of special education.
  • Demonstrate competency in all current BACB task list categories.

MEd Core Curriculum (9 hours)

Course Course Title Course Description
EDUC 5380 Digital Media and Curriculum Integration This course emphasizes twenty first century skills including digital literacy, inventive thinking and collaboration. Students will explore the power of using multimedia projects by integrating digital products into a curriculum unit. Students will increase computer skills using software that combines a variety of multimedia including: text, still images, audio, video, video podcasting, and web publishing.  Spring (even years)
EDUC 6301 Introduction to Research Techniques An orientation to the methodology and skills needed to conduct research. Emphasis is place upon the preparation and submission of a formal research proposal. Examples of quantitative and qualitative designs and statistical methods will be included. Fall (even years)
EDUC 6305 Trends and Issues in Education This course explores the critical trends and issues studied and debated in the field of education. Students will examine current trends, historical origins, recurring issues, research findings, and resulting changes in policy, practice, and advocacy. Students will develop critical thinking and analysis skills needed to investigate and address educational issues. Fall (odd years)

Special Education with ABA emphasis (21 hours)

Course Prefix  Course Title Course Description 
BEHV 6310* Introduction to Applied Behavioral Analysis This course introduces students to the principles of scientific inquiry in applied behavioral science. In-depth discussion and analysis of behavioral principles and definitions of current topics are presented in the context of solving individual and societal issues across the life-span, with special emphasis in early childhood education, public health, developmental disabilities (autism spectrum disorders), delinquency, independent living skills, and educational systems. Fall
BEHV 6312* Behavioral Assessment of Exceptional Learners The strategies, tactics, and ethics of evaluating assessment and

intervention techniques through the use of scientific methods in applied behavioral

science are presented. Emphasis placed on conducting functional assessment

approaches are presented in the larger context of behavioral assessment. Research

articles and experiential learning relevant to indirect, descriptive, and experimental

functional assessment approaches matched to the selection of appropriate interventions are reviewed. Spring Prerequisite  BEHV 6310 and EDUC 6301

BEHV 6314* Applied Behavioral Strategies for Neurodiverse Learners This course focuses on a variety of evidence-based approaches

to assist in teaching behavioral and socially relevant skills. Analysis of problematic

behaviors from a functional viewpoint matched with corresponding effective

strategies, with an emphasis on the development of behavior intervention plans, and positive behavioral supports/interventions for learners with challenging behaviors.Topics within the course include, but are not limited to: universal supports,individualized supports, large-group strategies, and behavior change components. Consideration of ethical issues will be addressed and discussed through behavior analytic literature.  Spring Prerequisites:  BEHV 6310 and EDUC 6301

BEHV 6316* Program Planning for Neurodiverse Learners This course focuses on designing and implementing behavior

change systems from start to finish, including data collection, training packages, and fidelity measures. Students will also explore issues in the funding and systems involved in the provision of treatment. Summer I Prerequisites:  BEHV 6312 and BEHV 6314

BEHV 6318* Legal, Ethical, and Professional Issues in Behavior Analysis This course addresses and reviews ethical and legal requirements of implementation of behavioral intervention plans, professional

conduct, accountability, confidentiality, quality of services/life, and professional

safeguards. The Behavior Analysis Certification Board ethical standards are addressed and discussed at length. Ethical and legal issues in teaching, research, and service delivery are also addressed. This course will also include instruction in the preparation of manuscripts submitted for publication in peer-reviewed journals.

Summer II Prerequisites:  BEHV 6316

READ 6319 Assessment and Instruction III: The Disabled Reader Students will learn the interrelated components of phonological awareness, phonics, fluency, vocabulary, comprehension, and oral/written language as they pertain to struggling and disabled readers. Students will learn how to administer formal reading assessments for the purpose of diagnosing reading disabilities and use the results to design inform and adjust reading instruction. Emphasis will be given to identification and treatment of reading difficulties, dyslexia, and reading disabilities.  Fall (odd years)

Prerequisites:  BEHV 6318

BEHV 6320* Internship in Applied Behavior Analysis Students work in field settings under the immediate supervision of a faculty member in the department. The purpose of this internship is to provide experience in applying behavioral principles and processes in a setting where faculty feedback is continuously available. Students may already have the bulk of their required supervision hours completed (2000 to 1500 hours), or they may fulfill up to 500 hours during this course. All students will participate in ongoing or new research being conducted at the HLC.

Spring (even years) Prerequisites:  BEHV 6318, READ 6319, and EDUC 6305

 Course Offerings

Fall 2020 Spring 2021 Summer I Summer II
BEHV 6310

EDUC 6301

 

BEHV 6312

BEHV 6314

 

BEHV 6316 BEHV 6318
Fall 2021 Spring 2022  
 

READ 6319

EDUC 6305

 

 EDUC 5380

BEHV 6320

BACB Content Area Aligned with Proposed Courses

BACB Required Curriculum Content Area Required Minimum Hours from fieldwork and/or class content  ABA Courses Total Coursework Hours 
6310 6312 6314 6316 6318 6320
 

Ethical and Professional Conduct

 

45

 

45

 

45 hours

 

Concepts and Principles of Behavior Analysis

 

45

 

15

 

30

 

15

 

60 hours

 

Measurement (including data analysis)

 

25

 

5

 

15

 

10

 

30  hours

 

Experimental Design

 

20

 

10

 

10

 

20 hours

 

Identification of the Problem & Assessment

 

30

 

25

 

10

 

30 hours

Fundamental Elements of Behavior Change & Specific Behavior Change Procedures  

45

 

25

 

15

 

10

 

50 hours

 

Intervention & Behavior Change Considerations

 

10

 

5

 

5

 

10

 

20 hours

 

Behavior Change Systems

 

10

 

5

 

5

 

10

 

20 hours

 

Implementation, Management, & Supervision

 

10

 

25

 

25 hours

 

Discretionary

 

30

 

10

 

10

 

10

 

30 hours

Prerequisites
All applicants for the Master of Education in Special Education with an emphasis in ABA degree must hold a bachelor’s degree from a regionally accredited college or university. All candidates are evaluated on an individual basis.

Admission Criteria
The evaluation criteria include, but are not limited to:

  1. Undergraduate GPA (minimum of 2.75 overall or 3.0 in last 60 hours).
  2. Submission of official GRE scores is strongly encouraged, but not required for applicants whose undergraduate cumulative or last 60 hours GPA is 3.25 or higher.  Applicants are encouraged to aim for at least the 50th percentile in all three sections of the GRE.  Applicants must submit scores that are less than five years old, with exceptions for those who have a completed master’s degree from HSU.
  3. Submission of undergraduate academic record.
  4. Professional resume that delineates previous work, educational experiences, membership and involvement in professional organizations, and scholarly activities.  Resume should support potential for strong performance as a graduate student.
  5. A professional statement (1–3 pages) stating goals and rationale for applying to the Master of Education in Special Education with an emphasis in Applied Behavior Analysis.  This statement, should include a brief description of career experiences (teaching, working with special populations, etc.), and explain how they are linked to educational aspirations.  Any research and/or evaluation experiences, should be noted as well.  Personal statement should be well articulated and demonstrate professional writing quality (formal; accurate grammar and spelling).
  6. At least two written letters of recommendations.  Academic references are strongly preferred and should be in an appropriate position to make recommendation (e.g., current or former advisor or professor; school administrator).  Professionally applicable sources are accepted, but are not preferred. Recommendation letters should address potential as a graduate student; include references to how applicant will benefit from the graduate program in future professional roles and attest to applicant’s professional and academic skills.

Early Admission Option
Undergraduates attending HSU who have completed all of the core ABA courses required for a major in Human Services Administration may, with permission of the program director, take up to six hours of graduate work during the senior year and, if completed with a grade of B or higher, apply these hours toward the graduate degree in Special Education from HSU; however, permission to take graduate-level Special Education courses as an undergraduate does not mean automatic admission to HSU’s Graduate Program in Special Education. Regular application procedures to the graduate program would be necessary following the completion of the Human Services Administration undergraduate degree.

Graduation Requirements
Successful completion of 30 hours of course-work (3.0 GPA), 85% or higher on the comprehensive exam, and an exit interview.

Comprehensive Exam and Exit Interview
A comprehensive written exam will be scheduled during students’ last Fall semester. Questions for the comprehensive exam will come from the core curriculum courses and courses within the Special Education graduate curriculum.  Exam and question format will be based upon the BACB competences, as well as faculty created questions based on additional course objectives.  Students must attain a passing grade of 85% or better.  If a student does not attain an 85% on the exam, remedial work may be required and another attempt at the exam will be given.  The comprehensive exam process must be completed within the first six weeks of the students last Fall semester.  If a passing grade is not attained, students will retake the exam after remedial work has been completed.  Students will have two more attempts to meet the 85% passing rate.  If 85% is not attained by the third attempt a student will need to consult with the program director regarding the necessary steps needed to graduate.

Students will also complete an exit interview with the BEHV program director and other BEHV faculty as needed.  Completion of the comprehensive written exam and exit interview must be completed two weeks prior to the end of the program.

In accordance with the guidelines set forth by the Behavior Analyst Certification Board (BACB), we offer a 40+hour training based upon the current RBT task list (2nd ed.) through university-based coursework.  Training consists of six-weeks of didactic online instruction mixed with experiential activities culminating with face-to-face competency-based assessment and training. Course sequences will be offered throughout semesters.

Course Schedule

Week 1 – Defining Behavior and Pre-test

The first course module in the RBT training is an outline of the comprehensive training program, a foundational overview of applied behavior analysis, explanation of tasks and expectations for the culminative course project. Last in this module is a pretest given over the RBT Task List (2nd ed.).

Topics Introduced

  • Orientation to the program
  • Professional disciplinary and ethical standards
  • RBT Pre-Test

Online modules (eight hours):

  • Measurement and assessment

Week 2Preference and Behavior Assessments

The second course module describes a variety of preference assessments and details functional behavior assessment (FBA) procedures along with experiential tasks of conducting preference assessments.

Topics Introduced

  • Introduction to preference assessments
  • Ethical and legal obligations regarding FBAs
  • Step by step instruction regarding how to conduct these assessments

Online modules (eight hours)

  • Individualized Assessment Procedures

Week 3 – Observing and Recording Behavior

The third course module will involve clinical definitions of behavior analytic principles, procedures, and prepare learners for how to prepare and conduct skill acquisition plans. In addition, asynchronous skill acquisition video modules will be covered.

Topics Introduced

  • Intensive teaching techniques
  • Stimulus control and discrimination procedures
  • Task analysis and chaining

Online modules (eight hours):

  • Contingencies of Reinforcement
  • Prompting & Shaping

Week 4 – Fidelity of Implementations

For the fourth course module, clinical definitions of more behavior analytic principles and procedures will be reviewed, along with presentations over continuous course tasks with feedback given on mastery progression of course topics. In addition, participants will view asynchronous behavior reduction video modules.

Topics Introduced

  • Naturalistic teaching procedures
  • Generalization and maintenance procedures
  • Token economies  

Online modules (eight hours):

  • Behavior Reduction Procedures

Week 5Visual Analysis

The fifth course consists of a clinical review of intervention data obtained by participants, and how to view data visually to find patterns and trends, along with maintaining a professional and effective supervisory relationship.  An overview of behavior-reduction procedures from previous modules will be covered, and asynchronous video modules focused on documentation, and reporting.

Topics Introduced

  • Communicating effectively with supervisors
  • Legal, ethical, and regulatory requirements
  •  Scope of practice

Online modules (eight hours):

  • Documentation and reporting

Week 6 – Projects and Meeting

The sixth and final course consists of a brief review of each participants’ projects followed by a post-test identical in length and structure to the pre-test completed on the first day of class. In addition, participants will meet at the HLC Friday from 5:30-8:30pm for hands on learning and role plays measured by the RBT competency based assessment.

For more information on the RBT certification, visit the BACB’s site here: https://www.bacb.com/rbt/

HLC will offer a professional training program, using the “Trainer of Trainer” model. This course will provide training to assist teachers, therapists and other personnel in learning research-based teaching strategies for students identified with social communication challenges, behavior challenges, developmental delays, barriers to educational success, and/or transition problems.

Training Includes

  • 9 classes (1 per month, with the exception of December) focusing on Applied Behavior Analysis (ABA), specifically Skinner’s Analysis of Verbal Behavior (VB).  This training is for classroom special education teachers, SLP’s, OT’s, diagnosticians, LSSP’s, Autism/Behavior Specialists, and Counseling/Psychology providers.  All trainings provided at the HLC in a traditional face to face learning environment, along with synchronous online capability for those who need this learning format.
  • Small group learning to assist organizations in training personnel to effectively work with children with Autism, as well as other students with social communication and behavioral needs with an emphasis on ESSA and IDEA requirements.
  • Focused instruction with hands on application of how to assess students/clients using the Verbal Behavior Milestones and Placement Program (VB-MAPP) with emphasis on utilizing the assessment to write effective goals and objectives for programming.
  • Didactic instruction, manuals, data sheets, video models and experiential experience implementing scientifically-based teaching strategies. All materials included with training.
  • Participants complete assignments in their own environments including data collection and video taping then present to the cohort group and receive positive and constructive feedback through a coaching model.
  • All trainings personalized to meet the individual needs of the participants.

Goals of the Training Model

  • Participants will be proficient in applying the science of ABA/VB in their naturalistic settings.
  • How to establish and maintain instructional control utilizing effective teaching procedures.
  • Write measurable and effective goals and objectives.
  • The ability to teach skills to early, intermediate and advanced learners of all ages.
  • Implement effective classroom data collection systems, program organization, scheduling, and teaching strategies.
  • Write effective intervention plans that includes Positive Behavior Intervention & Supports (Antecedent Strategies) with an importance on teaching effective replacement behaviors.
  • Assess language and additional skills using the VB-MAPP.
  • How to conduct a Functional Behavior Assessment (FBA) in a school setting
  • How to assess and teach social and play/leisure skills and program for successful inclusion.
  • Optional: Toilet training and Adaptive Daily living skills.