TigerLIFE Behavioral Unit

J. Brian Smith, Ed.D., BCBAMarissa Harris, M.S., Ed.D. Graduate

Student

TigerLIFE Synopsis• TigerLIFE Program of Studies

– Completion award– Academic, social, vocational and independent

living skills

• Population– Individuals 18 – 29 years of age– Diagnosed intellectual and/or physical

disabilities

• Potential Barrier– Behavior

Graduate Program

• College of Education– Instruction and Curriculum Leadership

department

• Applied Behavior Analysis (ABA)– Special Education (M.S.)– Special Education (Ed.D.)– Non-degree certification (must have a

master's degree)

• Behavior Analysis Certification Board (BACB)

Applied Behavior Analysis (ABA)Overview

• ABA is a scientific discipline that is devoted to understanding and improving human behavior for the better (Cooper, Heron, & Heward, 2007).

• In general, behavior analysts ask, “Why does behavior change over time?” and answer that question by primarily looking at various environmental factors that may be influencing someone’s behavior.

• TigerLIFE Behavioral Unit– Goal

• Function• Research based interventions

TigerLIFE Behavioral Services

Instructors Students Staff

Community

Behavioral Unit

Consultants Director Grad Interns

Nature of Intern Supervision

BACB Experience Standards – ver. 8/24/2015• Development of performance expectations • Observation, behavioral skills training, and delivery of

performance feedback • Modeling technical, professional, and ethical behavior • Guiding behavioral case conceptualization, problem-

solving, and decision-making repertoires • Review of written materials (e.g., behavior programs,

data sheets, reports) • Oversight and evaluation of the effects of behavioral

service delivery • Ongoing evaluation of the effects of supervision

Appropriate ActivitiesBACB Experience Standards – ver. 8/24/2015

• Conducting assessments related to the need for behavioral intervention (e.g., stimulus preference assessment, functional assessment, staff performance assessment)

• Designing, implementing, and systematically monitoring skill-acquisition and behavior reduction programs

• Overseeing the implementation of behavior-analytic programs by others

• Training, designing behavioral systems, and performance management

• Other activities normally performed by a behavior analyst (e.g., attending planning meetings regarding the behavior analytic program, researching literature, and etc…)

Behavioral Unit Responsibilities

• Design, implement and evaluate BIP for students• Develop and assist with staff training• Assist instructor with classroom management strategies• Transport and observe specific students within TigerLIFE

classes and inclusion classes• Develop competency checks for instructors• Assist instructors with development of individualized

instruction• Create forms and templates for documentation purposes• Assist instructors with lower functioning classrooms

when necessary• Observe and collect data on both students and teachers

TigerLIFE Behavioral Services

• Universal Positive behavioral

interventions and supports

Organizational behavior management

Conflict resolution strategies

• Individualized Behavioral support

plans Academic supports Staff training Parent / family

training Safety skills

• Generalization: skills/behavior occur in environments other than where they were taught

• Effective: interventions are monitored to evaluate impact on target behavior(s)

• Technological: procedures are described clearly and concisely

• Applied: socially significant behaviors are selected

• Conceptually systematic: interventions consistent with principles demonstrated in the literature

• Analytic: decisions are data based

• Behavior: target behavior(s) is measurable and observable

The relationship: ABA & PBIS

The relationship: ABA & PBIS

PBIS (PBS) origins are rooted in ABA

•Evidence-based interventions

•Data – based decision making

•Outcome oriented

•Generalization of behavior

•Functional assessment and analysis

Positive Behavioral Interventions and Supports (PBIS)

“A [multi-tiered] framework for enhancing the adoption and implementation of a continuum of

evidence-based interventions to achieve academically and

behaviorally important outcomes for all students”

www.pbis.org

Potential Outcomes• Identification of students that need

additional supports• Student will be equipped with necessary

social skills to obtain and retain employment

• Improved relationships through the generalizations of skills across people and settings