Principles and Concepts of Behavior Analysis, Sigurdur Sigurdsson, PhD.
Functional Assessment: Ada Celeste Harvey, PhD, BCBA-D Experimental Evaluation of Interventions: Christina Alligood, PhD, BCBA-D Behavior Change Procedures: David Wilder, PhD, BCBA-D Organizational Behavior Management: David Wilder, PhD., BCBA-D Biological Basis of Behavior/Psychopharmacology: Ada Celeste Harvey, PhD, BCBA-D Experimental Analysis of Behavior: Christopher Podlesnik, PhD.
Radical Behaviorism: Christopher Podlesnik, PhD.
Professional Ethics: Ada Celeste Harvry, PhD, BCBA-D Research Ethics: Alison Betz, PhD, BCBA-D Advanced Treatment Planning: Eb Blakely, PhD, BCBA-D Clinical Assessment in Behavior Analysis: Ivy Chong, PhD, BCBA-D Behavior Analysis and Dementia: Maranda Trahan, PhD, BCBA-D Essential for Living/Functional Curriculum Development: Patrick McGreevy, PhD, BCBA-D Establishing Behavior & Building Behavioral Repertoires: Katie Nicholson, PhD, BCBA-D Pre-Practicum: Ivy Chong, PhD, BCBA-D.
Duties: Conduct functional assessments and evaluate basic learning abilities and skill levels (VB-MAPP, ABBLS, Essential For Living), develop/write individualized behavior support plans and skill acquisition programs, provide direct/indirect support services for children/adolescents and families in the home, collect/graph and analyze behavior and skill acquisition data to determine client progress.
Duties: Provide direct care service and support (intensive teaching and parent training) for children and families in the home and clinical setting, conduct functional assessments and evaluation of basic skills and learning abilities (ABLLS), develop/write and implement behavior support plans and skill acquisition programs, write quarterly reports and summaries of client progress, graph and analyze behavioral data.
Florida Institute of Technology Ada Celeste Harvey, PhDBCBA-D
Lodestone Academy Ryan O'Donnell, MS, BCBA & Anita LeeOrlando, FLSupervisor
Provide direct care service (intensive teaching and implementation of behavior support plans) for adolescents in a school based setting for individuals with severe problem behavior, implement crisis management protocols and procedutes (Safety Care), collect, graph & analyze behavioral and skill acquisition data, participate in functional analyses/functional assessment, conduct client specific research and develop behavioral protocols/procedures based on behavioral literature.
Sally M. Izquierdo, MA, BCBA University of New York
Supervised Independent Field Work (BCaBA.
Child Development Center of the HamptonsWainscott, NYParaprofessional
Sag Harbor Union Free School DistrictSag Harbor, NY
Supervisor: Elizabeth Hantz, MA, BCBA.
Duties: Provide behavioral/educational support for a student with cerebral palsy in a Pre-School program for typically developing children, collect behavioral data, weekly observation and meetings with behavior analyst to discuss student data and progress, meet with parents on a daily basis to provide feedback on student progress and daily activities, attend weekly sessions with physical therapist, occupational therapist, and speech pathologist, implement programs as indicated by related service providers, provide training and support to other direct care staff during transition to kindergarten.
Provide behavioral/educational support for students in nursery and pre-school program, with/without clinical diagnoses, based on student need and risk or threat of injury to self or others, attend weekly sessions with school psychologist/social worker, occupational therapist, physical therapist, and speech/language pathologist, attend weekly meetings with school principal, bi-weekly consultation with district behavior analyst.
Florida Institute of Technology Evelyn Sprinkle, PhD., BCBA-DAssistant Professor
Sally M. Izquierdo, MA, BCBA, Patricia LoeweEducational Leader
Provide 1:1 behavioral/educational support for children with developmental disabilities in an inclusion-based school setting: Implement behavior intervention plans, provide individualized support/differentiation of instruction in the inclusion-based classroom, run teaching sessions (discrete trial training, natural environment/incidental teaching) in an intensive teaching setting, graph behavioral and skill acquisition data, assist in functional assessment and development of behavior intervention plans, conduct assessments of basic skill/learning abilities (VB-MAPP), write report summaries of skill based assessments, write skill acquisition programs for individual students, collect and graph behavioral and skill acquisition data, attend weekly meetings with teachers and behavior analyst to discuss data and student progress, attend weekly group trainings in verbal behavior and intensive teaching and support with behavior analyst, attend daily/weekly sessions with physical therapist, occupational therapist, speech language pathologist, provide behavioral support/implementation training for related service providers, provide recommendations for future IEP goals across related service providers, write protocols for transition to other therapists and updates to student behavior intervention plans, assist behavior analyst with development of teacher/staff based training programs.