ABA Business Courses
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DEVELOPING AN ABA PRACTICE AND MAINTAINING CLINICAL QUALITY: WHAT EVERY ABA BUSINESS OWNER NEEDS TO KNOW
Instructed by: Brian Conners, Ph.D., BCBA
BACB CEUS: 12 (10 Learning: General, 1 Ethics, & 1 Supervision)
Abstract: ABA business owners are often practitioners themselves that decide to venture out on their own after working in the field. And sometimes, ABA business owners are not practitioners at all and have no clinical background but come from business or corporations in the private equity space that are looking to invest in ABA companies. This course is designed for either the clinician or non-clinician to learn how to develop an ABA company that is rooted in strong clinical service to the clients that they are aiming to attract. This 10-module series gives the ABA business owner a roadmap to creating a strong clinical department for their practice that embodies the highest professional standard of patient care while adhering to culturally relevant and ethical practices.
Module 1: Developing a Clinical Model Learning Objective 1: Be able to identify different service-delivery models for ABA treatment Learning Objective 2: Determine 3 different clinical models for treatment Learning Objective 3: Plan for and write the appropriate service-delivery and clinical model for ABA treatment for your business Module 2: Curriculum Design and Instruction Learning Objective 1. List the critical components to curriculum design and instruction Learning Objective 2. Identify pre-existing curriculum in ABA that can be adopted for an ABA business Learning Objective 3. Determine strategies for designing your own ABA curriculum for instruction Module 3: ABA Policies and Procedures Learning Objective 1. Learn how to use an ABA approach to policy and procedure development Learning Objective 2. Use an ABC analysis to developing policies and procedures Learning Objective 3. Ethical and professional issues in policy development Module 4: Developing a Supervision Model Learning Objective 1. Identify the most common supervision models in behavior analysis Learning Objective 2. Examine best practices in supervision and performance feedback Learning Objective 3. Inclusion of culture in supervision Learning Objective 4: Developing a supervision model in your ABA business Module 5: Providing Ethical Treatment: Standards of Care Learning Objective 1. Identify components of ethical treatment in ABA Learning Objective 2. Learn an ethical and legal decision-making model for ABA business owners Learning Objective 3. List the common standards of care in ethical treatment Module 6: Staff Training and Development Learning Objective 1. List the most common issues with staff training and development Learning Objective 2. Identify best practices in staff training and development for ABA professionals Learning Objective 3. How to use BST in staff training and development Module 7: Cultural Considerations in Clinical Treatment and Developing an Inclusive Practice Learning Objective 1. Identify culturally sensitive practices for client intake Learning Objective 2. Determine ABA clinical practices and areas of cultural adaptation (e.g., assessment, Functional Communication Training, parent/caregiver training, etc.) Learning Objective 3. Pinpoint ethical and professional issues for practitioners in ABA treatment related to culture Module 8: Staff Recruitment, Retention, and Evaluations Learning Objective 1. Learn strategies for recruiting quality ABA staff Learning Objective 2. Determine best practices in retaining ABA staff Learning Objective 3. Performance evaluation and strategies to increase work enjoyment for ABA staff Module 9: Reducing Staff Burnout Learning Objective 1. Identify symptoms and behaviors associated with burnout Learning Objective 2. Ways to develop a company culture to prevent staff burnout Learning Objective 3. How to support staff that are experiencing burnout Module 10: Conducting Program Evaluations to Monitor Clinical Quality Learning Objective 1. Learn how to develop a logic model Learning Objective 2. Identify methods of conducting a program evaluation Learning Objective 3. How to design a program evaluation for your ABA business |
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AN OBM ROADMAP FOR THE ABA BUSINESS OWNER: ORGANIZATIONAL BEHAVIOR MANAGEMENT PROGRAM FOR THE ABA BUSINESS ELITE PROFESSIONAL
Instructed by: Manuel "Manny" Rodriguez, DBA, BCBA
BACB CEUS: 13 (11 Learning: General, 1 Ethics, & 1 Supervision)
Abstract: As clinical practitioners in the field of ABA get the entrepreneurial bug to start their own ABA business, they get inundated with information and guidance on how to start a business. The ABA Entrepreneurs are sometimes guided by mentors, friends who also have their own business, and of course state and federal departments dedicated to startup businesses. At some point, the ABA Business Owner gets to the moment needing help, employees to provide direct services, and supervisors to support those employees. In the most recent years, ABA has seen a rapid growth in the number of service providers, and then that same entrepreneur gets a reality check – have I ever really learned how to run a business and most importantly, manage the people who I am now responsible for? In our experience, the answer is typically “no!” Fortunately, the same science that these entrepreneurs use for their clinical practice, namely ABA, has a “cousin” of sorts applying the same science in the context of business…it’s called Organizational Behavior Management (OBM). This 10-module series provides the ABA Business owner with a unique experience to learn, apply, and get feedback on critical elements to a business, backed by science – OBM to be specific. The subject matters such as setting a clear vision and goals, managing strategic projects, building clarity to enable performance, and coaching to advance performance. Each session will build on the other helping the ABA Entrepreneur to develop OBM systems and processes enabling performance for the short and long term.
Module 1: Setting Vision and Goals Learning Objective 1. Identify the key elements to a vision statement Learning Objective 2. List the criteria of ACORN test Learning Objective 3. Write a vision statement meeting the ACORN test Module 2: Strategic Projects Learning Objective 1. List the critical components to a strategic plan Learning Objective 2. Classify the types of strategic plans Learning Objective 3. Revise a strategic plan Learning Objective 4. Identify a focus area for a strategic plan Module 3: Building Clarity to Enable Performance Learning Objective 1. Label the steps to setting clear expectations Learning Objective 2. List the steps to evaluating the direction you set Learning Objective 3. Compare and contrast performance expectations Module 4: Supports to Performance Learning Objective 1. Identify the most common “supports” to performance Learning Objective 2. Classify which supports to sue based on a scenario Learning Objective 3. Evaluate the supports for a given job tasked Module 5: Beyond Training: Skill Building and Learning Learning Objective 1. Identify the process for effective talent development Learning Objective 2. List the steps to a needs analysis Learning Objective 3. Identify 2 key focus areas for training Module 6: Motivating people to performance Learning Objective 1. List the most common issues regarding employee motivation Learning Objective 2. Identify strategies organizations utilize to motivate employees Learning Objective 3. Choose 2 motivation strategies for your organization to considers you Module 7: Coaching to advance performance Learning Objective 1. Identify the definition of coaching Learning Objective 2. List the steps to coaching Learning Objective 3. Identify steps to evaluate effectiveness of coaching Module 8: Organizational Systems Learning Objective 1. Identify the definition of an organizational system Learning Objective 2. List the 3 main components of a Behavioral Systems Analysis Learning Objective 3. Identify a key process area to improve upon Module 9: Analyzing Performance Challenges Learning Objective 1. Identify the most common performance challenges in ABA clinical therapy companies. Learning Objective 2. Identify the categories of the Performance Diagnostic Checklist Learning Objective 3. Analyze a performance challenge using scenarios Module 10: Leaving a lasting legacy … Learning Objective 1. Identify the definition of Legacy Learning Objective 2. List the elements to a legacy Learning Objective 3. Write a legacy statement |
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A POST-COVID WORLD: PLANNING AND STRATEGIZING FOR SUCCESS AS AN ABA BUSINESS OWNER
Instructed by: Manuel "Manny" Rodriguez, DBA, BCBA & Brian Conners, Ph.D., BCBA
BACB CEUS: 4 (21 Learning: General, 1 Ethics, & 1 Supervision)
Abstract: In the era of COVID-19, it has been a challenging time for ABA business owners. Many ABA business owners have struggled to keep their doors open to their agencies or clinics and are now trying to figure out the future of how to return back to a “new normal” in the ABA business world. This 4-module course sequence will address some of the key issues and concerns of ABA business owners returning back after COVID-19 including ethical and professional issues, resetting goals and reexamining ABA business models from an OBM perspective, employee performance management with remote working, and supervision related issues in behavior analysis during this time. These courses will offer recommendations to ABA business owners in how to overcome some of these challenges during this transitionary period.
Module 1 (1 General Learning CEU) Resetting Goals and Reexamining Your ABA Business Model: Creating Financial Stability in a Post-COVID World Learning Objectives:
Is Remote Working Here to Stay? Ways to Reshape Your ABA Company Culture and Increase Staff Enjoyment Learning Objectives
ABA Supervision: The Good, The Bad, and The Ugly in a Post-COVID World Learning Objectives
Ethics, Professionalism, and Law: What ABA Business Owners Need to Know About Re-Opening After COVID-19 Learning Objectives
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OTHER course offerings
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OBM PRACTICES FOR BEHAVIOR ANALYSTS AS BUSINESS OWNERS
Instructed by: Manuel "Manny" Rodriguez, M.S., BCBA
BACB CEUS: 3.5 (2.5 Learning: General and 1 Ethics)
Abstract: For many practitioners, we are faced with challenges related to staff performance, productivity and efficiency, business related matters, and complex change across the organization we work for or lead. Fortunately, there exists within our own field research- based practice in the context of the workplace, namely organizational behavior management (OBM). For decades now, OBM practitioners and researchers have identified a series of tools and techniques to improve and sustain human performance in organizational settings. Many ABA practitioners do not get educated or trained in OBM formally, and over the last several years many OBM practitioners have begun introducing OBM to the ABA clinical practitioner to close the gap. The focus of this 3.5 credit CEU workshop is to provide OBM practices for ABA practitioners who are interested or are already pursuing launching their own business. The learning objectives for this workshop are to: (1) Identify the four core OBM concepts and principles for the business owner; (2) List the challenges for each core concept and principle and potential solutions to resolve the challenges; (3) List the common performance challengers ABA companies face and research based solutions; (4) List the 5 P’s of an OBM Project.; (5) Review how to apply the 7 dimensions of ABA to an OBM work scope; (6) Review a stage gate approach to managing an OBM project; (7) Review various practices in running an ABA company ethically; (8) Identify organizational systems to support the practitioner and the business; (9) Understand common issues ABA business owners ask about and how to address them from an OBM and business perspective.
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ENSURING CULTURAL COMPETENCE, CULTURAL HUMILITY, AND SENSITIVITY AMONG BEHAVIOR ANALYSTS: ATTENDING TO MULTICULTURALISM AND DIVERSITY ISSUES IN SERVICE PROVISION
Instructed by: Mary Jane Weiss, Ph.D., BCBA-D, LABA
BACB CEUS: 4 Ethics Learning (General)
Abstract: Behavior analysts are just beginning to operationally define cultural competence, cultural humility, and cultural sensitivity in service provision. It is important for behavior analysts to understand the ways in which cultural variables broadly and specifically impact the development of collaborative relationships with families, and impact all of our professional interactions and relationships. In this talk, we will review how the Professional and Ethical and Compliance Code for Behavior Analysts guides practitioners in this important realm. We will also review resources from other fields that help identify core commitments, aspirational ideals, and target behaviors to develop a repertoire of cultural humility skills. In addition, the skills needed for successfully navigating these challenges will be discussed. Implications for teaching, training, and supervision will be highlighted. Learning Objectives include: 1. Participants will identify sections of the Code that specify the need for cultural humility and sensitivity in service provision 2. Participants will identify core skills necessary for the development of competence in multicultural service provision and for the development of a repertoire of culturally humble professional behavior 3. Participants will apply concepts and procedures to sample scenarios regarding service provision in this context 4. Participants will be introduced to samples of tools from other fields, and will consider how we can approach training and supervising behavior analysts in this area.
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BEHAVIOR ANALYSIS AND CULTURAL DIVERSITY: BEST PRACTICES
Instructed by: Adriana Rodriguez, M.A., BCBA
BACB CEUS: 1 Learning (General)
Abstract: In recent years, the topic of including diversity awareness within applied behavior analysis has been widely discussed. As we grow as a field, so is the diversity of individuals that we are likely to work with. Individuals from different parts of the world and with different values, beliefs, attitudes, etc. It is important to keep these differences in mind when working with our clients. The purpose of this presentation is to provide the viewer with specific skills that can be use when working with families with a diverse cultural background. Throughout the presentation, examples and current research on the topic as supplemental materials to the learning objectives will be introduced. Participants will be able to: (1) Define culture as behavior analysts; (2) Review the importance of understanding culture as a behavior analyst; (3) Develop cultural awareness skills; (4) Provide culture-centered interventions; and (5) Review current research in applied behavior analysis related to culture.
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BEHAVIOR ANALYSIS IN MAINSTREAM EDUCATION
Instructed by: Samantha Jade Parker BSc (Hons), MSc, PGDip, BCBA.
BACB CEUS: 1 Learning (General)
Abstract: This course outlines how to start to incorporate behaviour analysis into a mainstream education setting in the UK. This is based on my 5 years worth of experience working in education (October 2020). As a participant, you will gain some starting points for considering or starting to work in a mainstream or educational setting. We will look at contextual fit, preference assessments, school systems, examples of interventions, 1:1 sessions and several more relevant topics. This course would be beneficial for anyone who is considering or who is starting out in a mainstream or educational setting. Participants will gain some starting points for a BCBA who is considering/starting out in a mainstream or educational setting and learn to have an understanding of behaviour and the mainstream setting.
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