Course Code: REL-IDD-AAIDD-OPPBS1
Hours: 1
Type: Online Course
Content Expiration Date: 12/31/2021
Learning Objectives:
Describe how the parts of the Antecedent, Behavior, and Consequence (ABC) model work together in positive behavior support.
Explain what an antecedent to a behavior could be by providing an example.
Define reinforcement and punishment; give an example of a positive reinforcer.
Outline:
SECTION 1. Introduction A. About This Course B. Learning Objectives C. Meet Carol SECTION 2. An Overview of the Antecedent, Behavior, Consequence (ABC) Model A. What is Positive Behavior Support? B. The Values of Positive Behavior Support C. Step into the Shoes of Someone with a Developmental Disability D. Language Used in This Course E. The ABC Model F. What is an Antecedent? G. What is Behavior? H. Three Rules for Identifying Behavior I. Types of Consequences J. Summary SECTION 3. Positive and Negative Reinforcement A. What Is Positive Reinforcement? B. Examples of Positive Reinforcers C. Finding Someone’s Positive Reinforcer D. Using Praise and Feedback as Reinforcers E. A Definition of Punishment F. Punishment and Negative Consequences G. What Is Negative Reinforcement? H. Positive vs. Negative Reinforcement I. Example of Negative Reinforcement J. How A, B, and C Work Together K. Let’s Review L. Summary SECTION 4. Conclusion A. Summary B. Course Contributors C. References D. Congratulations!
Expert Reviewer: Dennis Reid, Ph.D.
Dr. Dennis H. Reid is a licensed psychologist and Board Certified Behavior Analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures.
Disclosure: Dennis Reid, Ph.D. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Marsha Parsons, M.A.
Marsha B. Parsons is Director of the Dogwood Resource Center at the J. Iverson Riddle Center in Morganton, North Carolina, and has over 45 peer-reviewed journal article publications and has coauthored 3 books. She has over 30 years of supervisory experience and offers a wide range of behavioral support services for individuals with developmental disabilities. She has given more than 75 presentations in staff training, management and motivation, evaluation, and provision of services.
Disclosure: Marsha Parsons, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Myra Lavenue, M.A.
Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University.
Disclosure: Myra Lavenue, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Entry, Intermediate level Direct Support Professionals; Intermediate level General Staff; in the following settings: Intellectual Developmental Disabilities.
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.