Applied Behavioral Analysis for Students with Visual Impairments and Multiple Disabilities

Identify and practice ABA approaches that will support students who are visually impaired, blind, Deafblind or multiply disabled.

In this course, students will identify and practice ABA approaches that will support students who are visually impaired, blind, Deafblind or multiply disabled. Through online discussion boards and activities, readings and implementation of different strategies, students will learn to apply the concepts and methodologies of Applied Behavior Analysis to their student populations.

Applied Behavior Analysis has the goal of applying behavior theory to socially significant behaviors. Often associated with students who have autism, ABA is much more than that. Its methodologies are universal and can be applied to anything from sport psychology to law enforcement.

Required Text

Please note that this course uses the 8th edition of Applied Behavior Analysis for Teachers, by Paul A. Alberto and Anne C. Troutman. This text can be purchased through online sources such as Amazon.com, or rented from one of several online textbook dealers such as Direct Textbook.

CREDIT TYPES	EARLY BIRD PRICE	REGULAR PRICE
PDPs, CEs, ACVREP, CTLEs	$375.00	$400.00

You will have the opportunity to add 3 graduate credits to your registration for an additional $295.00 through Fitchburg State University (Fitchburg, MA). Instructions will be provided to registered participants 2 weeks before start of the course.

Course Objectives

As a result of the learning experiences in the course:

You will become more cognizant of:
- Student behavior in the context of the environment, antecedents and consequences.

You will become better able to:
- Collaborate in the development of Functional Behavior Assessments and the implementation of Behavior Support Plans as well as use ABA methodologies to teach new skills.

You will become more competent in your ability to:
- Understand the ethical standards of practice of Applied Behavior Analyst.
- View students’ maladaptive behaviors as a result of their environment and learned behaviors and, as such, put in place proactive positive supports that decrease the likelihood of the behaviors occurring at all.