A BCBA, *BCaBA or *BC conduct assessments, develop Behaviour Plan of Intervention, monitor learner’s progress, trains Behaviour Interventionists and parents, and collaborates with school and other professionals. *must be supervised by BCBA

  • Assessment and identification of the problem behaviour
  • Development of behaviour plan
  • Team meeting with parents/caregivers to introduce the professional team on the case, review the BIP and goals, coordinate schedule and answer pending questions
  • Training parents/caregivers, Behaviour Interventionists, other professionals
  • Plan implementation
  • Monitoring and evaluation
  • Plan revision
  • Team meeting

Board Certified Behaviour Consultant (BCBA) are certified providers of Applied Behaviour Analysis. They have completed their educational training at a master level, knowledge, professional and ethical standards, and practical, hands-on experience and certified by the Behaviour Analyst Certification Board (BACB).

Board Certified Assistant Behaviour Analyst (BCaBA) have completed their educational training at a bachelor’s level, knowledge, professional and ethical standards, and practical, hands-on experience and certified by the Behaviour Analyst Certification Board (BACB). They are supervised by a BCBA or BCBA-D.

Behaviour Consultant (BC) are in the process of obtaining their educational training at a master’s level (or have already obtained a master and in the process of obtaining Verified Course Sequence (VCS)), knowledge, professional and ethical standards, and practical, hands-on experience but have not written the board exam by BACB. BC have the same job description as a BCBA, but they remain under the supervision of a BCBA until they are certified by the Board.

Note: BCBA is the credential you receive from the BACB after meeting all the education, 2000 supervision hours (experience requirements) and successful passed the board exam.

A Behaviour Interventionist(s) implements the goals in the BPI on 1:1 session training. They conduct several sessions per week to work on the learner’s goals. They will also receive ongoing training, data collection and feedback by the BCBA, BCaBA or BC.

Sensory stimulation, escape, access to attention and access to tangibles.

Request 15 minutes free phone consultation with a Behaviour Therapist to determine the function of the concerned behaviour. In order to design a function-based intervention, a Behaviour Plan of Intervention (BPI) that will maximize the success and effectiveness of behaviour, the BC will conduct a Functional Behaviour Assessment (FBA).

The 4 steps of a Functional Behaviour Assessment (FBA):

Step 1: initial assessment to find out the rational for services requirement for your child.

Step 2: indirect observation parent interviews and review of reports from other professionals (1-2 hours)

Step 3: direct/descriptive observation of learner at home/school/community observations (1-3 hours)

Step 4: functional analysis (1-3 hours depending on problem behaviour)

BPI is a comprehensive treatment package prepared by a Behaviour Consultant designed to target a range of skills within a developmental sequence. This model of service is designed to provide 1:1 instruction and support the individual within the home, school, and/or community. The BPI is individualized for each child, uses a combination of structured and naturalistic teaching strategies, utilizes teaching strategies that are evidence-based and empirically validated, uses a family-centered approach that stresses the importance of family involvement, relies on objective, data-based decisions and takes a functional approach to dealing with challenging behaviours. In other words, the BPI focuses on teaching alternative behaviour that meet the child needs and serve the same function as the problem behaviour.

Program goals is a list of the learner’s individualized target goals built on the skill domains focused on in the BPI. The datasheets are very specific step-by-step treatment procedures for everyday use by BI and parents.

In ABA, assessments tools are used to measure a learner’s skills across extensive range of domains such as communication, social, play, motor, life skills, classroom and group skills, and other developmental disabilities. They are not designed to diagnose but provide a measurable guide for the learner’s BPI and program goals i.e., it offers a good baseline (starting point) for the learner’s intervention treatment.

There are several assessments tools used in ABA, below are some common ones:

  • Early Start Denver Model (ESDM)
  • Verbal Behaviour Milestones Assessment Placement Program (VB-MAPP)
  • Assessment of Basic Language and Learning Skills – Revised (ABLSS-R)
  • Promoting Emergence of Advanced Knowledge (PEAK)
  • Essential for Living (EFL)
  • Assessment of Functional Living Skills (AFLS)

BI works with the learner on a 1:1 ratio. The BI trains, practices and captures data on each goal program designed for the learner. Depending on the learner’s session duration, the BI will motivate and encourage physical movement in between the learner’s goal programs to foster strength, build core, reduce stress and have fun.

Sessions can be in the learner’s home, clinic, preschool/daycare, school, and/or community.

Applied Behaviour Analysis is a natural science discipline closely linked to psychology that utilizes learning theories and interventions to improve behaviour. For example, the data captured during the 1:1 BI sessions are graphed and when a learner achieves 80% or higher response accuracy, the program goal is considered mastered.

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