EDUCATIONAL & BEHAVIOURAL SUPPORT SERVICES FOR SCHOOLS
IN-PERSON OR VIRTUAL TRAINING IN EVIDENCE-BASED PRACTICES FOR THE STAFF (for special education teachers, mainstream teachers, special needs assistants) :
Antecedent-Based Interventions (ABI), Augmentative & Alternative Communication (AAC), Ayres Sensory Integration® (ASI®), Behavioural Momentum Intervention (BMI), Cognitive Behavioural/Instructional Strategies (CBIS), Differential Reinforcement (DR), Direct Instruction (DI), Discrete Trial Training (DTT), Exercise & Movement (EXM), Extinction (EXT), Functional Behavioural Assessment (FBA), Functional Communication Training (FCT), Modeling (MD), Music-Mediated Intervention (MMI), Naturalistic Intervention (NI), Parent-Implemented Intervention (PII), Peer-Based Instruction & Intervention (PBII), Prompting (PP), Reinforcement (R), Response Interruption & Redirection (RIR), Self-Management (SM), Social Narratives (SN), Social Skills Training (SST), Task Analysis (TA), Technology-Aided Instruction & Intervention (TAII), Time Delay (TD), Video Modeling (VM), Visual Supports (VS), Picture Exchange Communication System (PECS), Pivotal Response Training (PRT), Scripting (SC), Structured Play Groups (SPG).
An example of Training Agenda in Evidence- based Practices (EBPs)
Phase 1: Foundational Understanding of evidence-based practices, and selection criteria —
- Review of Autism Spectrum Disorder (ASD) characteristics and the rationale for using EBPs, followed by the step-by-step process for selecting the most appropriate EBP based on the learner's age, skill domain, and target behaviour.
Phase 2: Behavioural & Instructional Practices —
- Training on core behavioural management skills including Reinforcement (R), Prompting (PP), and Extinction (EXT);
- Understanding behaviour function via Functional Behavioural Assessment (FBA);
- Mastering structured teaching methods like Discrete Trial Training (DTT) and Task Analysis (TA), alongside preventative strategies like Antecedent-Based Interventions (ABI).
Phase 3: Communication & Social Skills —
- Instruction on using communication replacements such as Functional Communication Training (FCT) and Augmentative & Alternative Communication (AAC) systems;
- Applying Social Skills Training (SST) and Social Narratives (SN);
- Learning to apply skills in real-world environments through Naturalistic Intervention (NI) and Parent-Implemented Intervention (PII).
Phase 4: Monitoring, Adaptation & Review —
- Practical sessions focused on data collection and using implementation checklists to ensure fidelity;
- Reviewing advanced and supplemental EBPs (e.g., PRT, PECS);
- Integrating multiple EBP practices into a comprehensive, cohesive intervention plan to guarantee the highest standards of teaching and learning in the Special Education and Mainstream Settings.
IN-PERSON BEHAVIOUR INTERVENTION SERVICES, INCLUDING FBA AND BIP (for one student)
The procedure for In-Person Behaviour Intervention Services for a student, which includes an FBA and a BIP, is a highly specialized, multi-phase process requiring an estimated total service time of 8 to 17 hours. The overall client-facing turnaround time, from intake to final report/training, usually spans 3 to 6 weeks.
Timeframe and Procedure (3–6 Weeks)
The service is delivered in three phases, with time allocation based on the complexity of the behaviour and the setting:
Phase 1: Indirect Assessment & Intake (1–3 Active Hours): This phase focuses on gathering historical and contextual data. It involves a Record Review (e.g., medical reports, IEPs), and structured Interviews with the student's parents/caregivers and teachers to operationally define the challenging behaviour and generate initial hypotheses about why it occurs.
Phase 2: Direct FBA & Analysis (4–8 Active Hours): This is the core assessment phase, which requires In-Person Observations of the student across 3–5 different settings or times of day. The specialist collects systematic ABC Data (Antecedent-Behaviour-Consequence) to verify the initial hypotheses. The phase concludes with data analysis to formally determine the Function of the behaviour (e.g., escape, attention, tangible, sensory).
Phase 3: BIP Development & Training (3–6 Active Hours): This final phase involves writing the comprehensive Behaviour Intervention Plan (BIP), which details functionally equivalent replacement behaviours, proactive Antecedent Strategies, and reactive procedures. It concludes with essential Training and Consultation sessions where the specialist models the new strategies for the implementers (staff/family) and establishes a system for ongoing progress monitoring.