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Training Manual for Behavior Technicians Working with Individuals with Autism

  • 1st Edition
  • September 17, 2016
  • Jonathan Tarbox + 1 more
  • English
  • Paperback
    9 7 8 - 0 - 1 2 - 8 0 9 4 0 8 - 2
  • eBook
    9 7 8 - 0 - 1 2 - 8 1 2 2 1 6 - 7
Training Manual for Behavior Technicians Working with Individuals with Autism is a practical manual and ongoing professional resource for frontline staff undergoing training to become Registered Behavior Technicians™ (RBT). RBT™ is the recommended certification of the Behavior Analyst Certification Board™ (BACB) for entry-level staff who implement behavior analytic services. This Manual complements the 40-hour training for RBTs™ and helps those who have completed training prepare for their certification exam. Following the RBT™ Task List set forth by the BACB, it prompts the reader to generate novel examples of mastered concepts, and real-life vignettes. Training Manual for Behavior Technicians Working with Individuals with Autism also: • Details the fundamentals of measurement and data collection • Introduces assessments of both behavior and environment • Explains skills acquisition and related teaching procedures • Covers behavior reduction plans • Includes documentation and planning information • Looks at ethics and professional conduct

Networked Collaborative Learning

  • 1st Edition
  • January 20, 2010
  • Guglielmo Trentin
  • English
  • Paperback
    9 7 8 - 1 - 8 4 3 3 4 - 5 0 1 - 5
  • eBook
    9 7 8 - 1 - 7 8 0 6 3 - 1 6 4 - 6
The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching.