Autism & Behavioural Science

In this course, students learn the principles of applied behaviour analysis (ABA), which is the basis for evidence-based treatments for autism spectrum disorder (ASD). Students learn basic terminology, and when/how to use techniques appropriately. Students also learn how to access and interpret peer-reviewed journal publications in the field of autism and ABA and apply this knowledge to clinical practice. 

In this course, students gain knowledge of the diagnostic criteria for autism spectrum disorders (ASD). Students learn how assessments are used to confirm or deny a suspected diagnosis of ASD. Learners explore different interventions and how to evaluate their suitability in the treatment of autism. Lastly, students explore special ASD topics and identify the different support services available to individuals with ASD in the community.

In this course, students learn the foundations of ethical principles and review ethical decision-making within a behavioural framework. Students are introduced to professional codes of ethics that are essential for ethical practice. Students learn how to think critically and apply general ethical principles to situations. Learners explore the basis for following ethical guidelines for practice and examining legislation, ONTABA/ABAI standards of practice, and current trends in behaviour analysis. Students also learn various employability skills and how to evaluate their own professional expertise to identify areas for ongoing professional development.

In this course, students learn different theories, terminology, and applications underlying current approaches to teamwork and working with families of individuals with autism spectrum disorders (ASD). The focus will be on effective collaboration within a multi-disciplinary team for successful work in a professional role. Students develop the interpersonal skills and professional orientation necessary to work collaboratively and to enable them to problem solve as team members in a flexible, empathetic, resourceful, and productive manner.

In this field experience, students are placed full-time in an agency, community program, or learning environment that supports individuals with ASD. Students develop skills through the application of their knowledge gained in prerequisite courses. Students complete assignments related to the profile of an individual with ASD, observations of current programming, practicing data collection, and completion of elective assignments such as, but not limited to preference assessments, creating visual supports, etc. Students are provided feedback on their behavioural and generic work skills during evaluation meetings.

In this course, students learn common evidence-based behavioural approaches to teaching individuals with autism new skills with an emphasis on strategies for teaching functional skills. Learners explore traditional discrete trial training protocols, Skinner’s analysis of verbal behaviour, augmentative and alternative communication systems, and natural environment teaching strategies. Students also learn how to conduct common curriculum assessments such as the Verbal Behavior Milestones and Placement Program. Students engage in hands-on activities, as feasible, to practice using terms and teaching techniques.

Non Violent Crisis Intervention teaches safe, non-harmful behavioural techniques designed to prevent and deescalate 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. This course is experiential and practical in approach and offers the opportunity to use behavioural rehearsal.

In this course, students learn a variety of procedures used to assess and treat challenging behaviours presented by individuals with an autism spectrum disorder. Learners explore functional behaviour assessment (FBA), functional analysis (FA), analysis of FBA/FA data, and evidence-based techniques for the treatment of challenging behaviours (e.g., stereotypy, pica, aggression, self-injury, non-compliance, etc.). Learners also explore ethical considerations such as the utilization of the least intrusive, least restrictive model and the ensuring of effective, function-based treatment. Students learn about various treatment options including, but not limited to, antecedent strategies, teaching replacement behaviours (e.g., functional communication training), differential reinforcement, extinction, desensitization procedures, acceptance and commitment training (e.g., AIM Curriculum), and self-management training. Students learn to enhance and monitor the generalization and maintenance of treatment effects, and to collect data on treatment integrity and social validity.

In this course, students use techniques for training, coaching, 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, and evaluate the effects of training. Students will learn to recognize challenges that may impact before, during, and after mediator training, and how to ensure training meets the unique and diverse needs of their trainees.  Students identify and implement effective supervision techniques and strategies as identified by the Behaviour Analyst Certification Board (BACB) guidelines. 

In this course, students learn to assist in planning and implementing transitions for individuals with ASD within and across home, school, and community settings. Learners explore models for effective transition planning, assessment and evaluation, understanding differing perspectives on transitions within and across environments, developing collaboration and relationships with parents and professionals, understanding transition practices and relevant legislation, and practicing the use of transition assessments and evaluation tools.

During this field placement experience, students are placed in an agency, community program, or learning environment that supports individuals with ASD. Students demonstrate their cumulative skills and knowledge gained throughout the program. Students complete an assessment of a skill deficit, 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 receive feedback on their behavioural and professional work skills.