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TigerLIFE Behavioral Unit

TigerLIFE is a program that offers academic, social, vocational, and independent living skills to individuals with intellectual and/or physical disabilities. It provides research-based interventions and is supported by trained professionals in applied behavior analysis and special education.

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TigerLIFE Behavioral Unit

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  1. TigerLIFE Behavioral Unit J. Brian Smith, Ed.D., BCBA Marissa Harris, M.S., Ed.D. Graduate Student

  2. 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

  3. 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)

  4. 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

  5. TigerLIFE Behavioral Services Behavioral Unit Consultants Director Grad Interns Instructors Students Staff Community

  6. Nature of Intern SupervisionBACB 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

  7. 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…)

  8. 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

  9. 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

  10. The relationship: ABA & PBIS • 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

  11. 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

  12. 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

  13. Why PBIS? • Continuum of behavioral supports • Team-based decision making • Universal screening • Implementation fidelity • Continuous progress monitoring • Data driven decision making -pbis.org

  14. 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

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