Autism & Behavioural Science

This course introduces the student to the principles of applied behaviour analysis (ABA), which is the basis for Intensive Behavioural Interventions (IBI). In addition to basic terminology, students will learn when and how to use these techniques appropriately. Students will also learn how to access and interpret journal publications in the field of autism and applied behaviour analysis.

This course examines the five major syndromes of the Autism Spectrum Disorders (ASD) including Asperger’s Syndrome, Rett Syndrome, Childhood Disintegrative Disorder and Pervasive Developmental Disorder NOS according to their core features and their diagnostic criteria. This course provides an introduction to a neurodevelopmental and behavioural understanding of children with ASD.

This course will introduce the foundations of ethical thinking and will review the different perspectives and rationale for ethical decision-making within a behavioural framework. Students will be introduced to professional codes of ethics that are essential for ethical practice. They will learn how to think critically and apply general ethical principles to particular situations through the use of case studies, practice vignettes, structured exercises and group discussions. This course will provide participant with the basis for developing ethical guidelines for practice, examining areas related to legislative acts, ONTABA/ABA standards of practice and current controversial issues. Students will also learn how to evaluate their own professional expertise and limitations for ongoing professional development planning.

This course presents the student with theories, terminology and applications underlying current approaches to teamwork and working with the families of children with Autism Spectrum Disorders. The focus will be on effective collaboration with a multi-disciplinary team, which is essential to successful intensive behavioural intervention. Students will develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner.

During this field experience, students are placed in a treatment program or learning environment for individuals with ASD. The student develops skills through application of their knowledge gained in the prerequisite courses. Students complete assignments related to the profile of an individual with ASD, observations of current programming, practicing of data collection and completion of elective assignments such as but not limited to; preference assessments and creating visual supports. Students are provided feedback on their behavioural and generic work skills during evaluation meetings.

Co-requisite: AUBS2 + AUBS4 + AUBS5 + AUBS9 + BEHA5 + AUBS1

This course introduces the student to common evidence-based behavioural approaches applied in teaching individuals with autism new skills with an emphasis on strategies for teaching language, academic skills, activities of daily living, play skills, and social skills.  Topics will be approached by providing the student with an understanding of the terms used, a description of the teaching techniques characterized in each of the models (where applicable) and a basic understanding of the conceptual elements motivating the approaches.  When feasible, hands on practice of the teaching techniques will be delivered. Topics will include traditional discrete trial training protocols, protocols developed based on Skinner’s analysis of verbal behaviour, Precision Teaching methodology, and Direct Instruction.  This course will briefly overview other approaches such as Pivotal Response Training, Incidental Teaching, Picture Exchange Communication System, and visual learning strategies.

Non Violent Crisis Intervention teaches safe, non-harmful behaviour management techniques designed to de-escalate crisis situations. Human service workers learn the framework required to promote the best care, welfare, safety, and security for clients, themselves, and colleagues. The main focus is on the verbal de-escalation process.

In this course, the student will be introduced to a variety of procedures used to assess and treat challenging behaviours presented by individuals with Autism Spectrum Disorders.  The topics covered will include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours, e.g., stereotypy, pica, aggression, self-injury, etc.  Emphases will be placed on ethical considerations such as the utilization of the least intrusive, least restrictive model and “effective treatment”. Techniques covered will include antecedent control strategies, schedules of reinforcement, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures.

Prerequisite(s): AUBS1 + AUBS2 + AUBS4

This course prepares the student to use techniques for training and supervising others to implement behavioural programming. Students learn and practice techniques for individual and group presentation formats for the training of parents, caregivers, and/or staff. Students also learn how to maintain procedural integrity, use performance feedback, evaluate the effects of training, and recognize the challenges that may impact before, during and after mediator training. Students identify and implement effective supervision techniques and strategies as identified by the Behaviour Analyst Certification Board (BACB) guidelines. Emphasis will be placed on in-class presentations, role-play practice and labs.

Prerequisite(s): AUBS2 + AUBS5 + AUBS1

This course will prepare the student for assisting in planning and mediating transitions for children with ASD within and across home, school and community settings.
Topics will include:
• models for effective transition planning, assessment and evaluation;
• understanding differing perspectives on transitions within and across environments;
• developing collaboration and relationship with parents and professionals;
• understanding transition practices and relevant legislation; and
• practice in the use of transition assessment and evaluation tools.

Prerequisite(s): AUBS2 + AUBS4 + AUBS5 + AUBS1

During this field experience, students are placed in a treatment program or learning environment for individuals with ASD. The student demonstrates their cumulative skills and knowledge gained in the prerequisite courses throughout the program. Students complete an assessment of a skill deficit or challenging behavior, and develop, implement and evaluate a treatment plan for an individual with ASD while adhering to ethical guidelines. Students also complete elective assignments such as but not limited to; preference assessments and creating visual supports. Students are also required to complete a mock interview and provide a reflection on their performance. Lastly, through evaluation meetings students are given feedback on their behavioural and generic work skills.

Prerequisite(s): AUBS2 + AUBS4 + AUBS5 + AUBS6 + AUBS9 + BEHA5 + AUBS1

Co-requisite(s): AUBS3 + AUBS7 + AUBS8 + AUBS10