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College of Extended Learning

Autism & Behavioural Intervention On-demand Learning

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Access knowledge anywhere, anytime.

Our on-demand Autism & Behavioural Intervention (ABI) courses allow you to learn when you want, where you want, and at the pace you want.

Gain skills and competency quickly.

Short and focused, our courses are a convenient way for you to stay up-to-date with advancements in the fields of ABI without the cost of enrolling in full courses. Many of these courses also qualify as BACB Learning Continuing Education Units (CEUs), which are essential for anyone holding BACB certification.

Who should register?

• Anyone interested in expanding their understanding of autism and behavioural intervention including, but not limited to:
o parents
o teachers
o behaviour analysts
o psychologists
o social workers
o counselors
o speech-language pathologists
o occupational therapists
o physiotherapists
o individuals who work or live with persons who require additional support
o students seeking their degree in applied behaviour analysis or psychology
o students seeking their BCBA® or BCaBA® certification
• Anyone who wants to earn Learning CEUs to maintain their BCBA or BCaBA certification

Available courses

All courses are offered on-demand and must be completed within 6 months of registering. Courses with one CEU contain a video approximately 50 minutes long, whereas those listed with a half CEU contain a video approximately 25 minutes long. Before a completion certificate is awarded, you must successfully pass a comprehension check.

Course code: CAIS 6030
Instructor: Christen Russell, M.S., BCBA, and Asim Javed, M.S., BCBA
BACB CEUs: 0.5

In Canada and beyond, disparities in the diagnosis and treatment of Autism, specifically with marginalized groups, are at the forefront of our lives in the midst of a global pandemic. During the presentation, disparities in diagnosis will be discussed. Cultural competence and humility are defined. Action steps to mitigate disparities in Autism services are proposed. Resources for diversity self-assessments and for specific settings, peer reviewed articles, and videos will be provided.

Learning objectives:

  • Describe the disparities that exist in providing Autism Services in marginalized communities.
  • Understand the importance of cultural competence and how it affects Autism services in marginalized communities.
  • Identify action steps that can be implemented to be more culturally competent.

Price: $15.95 (+HST)

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Course code: 6031
Instructors: Kelley Harrison, Ph.D., BCBA, & Jessika Tucker
BACB CEUs: 0.5

Healthcare routines are regularly scheduled practices that maintain the health of an individual. Noncompliance during healthcare routines is a widely reported problem, especially for children with intellectual and developmental disabilities (IDD) (Allen, Stanley, & McPherson, 1990). This is problematic because noncompliance may affect the quality with which a procedure is completed (DeMattei, Cuvo, & Maurizio, 2007), limit access to healthcare (Kemp, 2005), or put the child at risk for injury. There is a large body of research to suggest it may be possible to increase compliance with healthcare routines using various behavioral treatments. This presentation aims to summarize the current literature with respect to using behavioral treatments to increase compliance with healthcare routines, provide recommendations for caregivers and practitioners, and identify avenues for future research.

Learning objectives:

  • The learner will be able to describe current behavioral treatments available to increase compliance with various healthcare routines.
  • The learner will be able to identify steps they should take when working with or caring for a child who engages in noncompliance during healthcare routines.
  • The learner will be able to discuss limitations of currently available research and describe ways to develop a practical treatment that best fits their individual scenario.

Price: $15.95 (+HST)

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Course code: CAIS 6032
Instructors: Natalie Driscoll, M.S., BCBA, Rebekah Lee, M.S., BCBA, & Anna Linnehan, M.S., BCBA
BACB CEUs: 0.5

Autism is a pervasive disorder that impacts 1 out of 59 children in the United States (Center for Disease Control, 2018). Given the rising need for intervention, service delivery providers are faced with many challenges to support children and families. Direct care staff are required to deliver evidence-based interventions and daily instruction that may lead to emotional and physical burn-out. Agencies and schools are faced with delivering high-quality staff training and support systems to ensure direct care staff are provided with the necessary tools and motivation to maintain staff satisfaction and reduce high rates of staff turnover.

This presentation will provide predictors of burnout, strategies to prevent staff burnout, and tactics for ongoing staff support. We will review evidence-based practices for supporting staff through many stressors. The topics discussed will be primarily based in behavior analysis. The information presented will coincide with the ethical responsibilities of Board Certified Behavior Analysts (BCBA) as supervisors as well as their responsibility to the field of applied behavior analysis.

Learning objectives:

  • Identify 3 predictors of staff burnout.
  • Identify 3 strategies to prevent staff burnout.
  • Identify 2 tactics to provide ongoing staff support.

Price: $15.95 (+HST)

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Course code: CAIS 6033
Instructor: Mary Jane Weiss, Ph.D., BCBA-D
BACB CEUs: 0.5

Collaboration is a critical component of interdisciplinary team treatment, and is mandated by the complex needs of individuals with ASD. For all team members, collaboration presents several common challenges. Working with individuals from other disciplines involves addressing differences in worldview, in the definition of evidence, and in the concept of evidence-based practice. The successful navigation of these challenges leads to more effective team processes and improved outcomes for clients. Flexibility is needed when dealing with other disciplines. Understanding differences of perspective and treatment requires a functional assessment of those positions, which will suggest ways that team members can maximize collaborative efforts and maximize client success.  Sample dilemmas and helpful resources will be reviewed.

Learning objectives:

  • Understand the need for collaboration across disciplines and strategies for assessing and intervening in collaboration challenges in effective ways .
  • Explore ways team members can collaborate effectively while adhering to their ethical guidelines.
  • Learn how evidence and data can be used to address differences in opinions among team members 
  • Become familiar with several resources that can assist in identifying collaborative solutions.

Price: $15.95 (+HST)

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Course code: CAIS 6034
Instructors: Calandra Plattner, M.S., BCBA, Sacha Shaw, M.S., BCBA & Sara Sato, M.S., BCBA
BACB CEUs: 0

Caregivers of children with special needs can experience fatigue and burnout which can ultimately interfere with the quality of daily life as well as negatively impact the parent-child relationship. Research studies have demonstrated that parents of a child with autism spectrum disorder (ASD) experience higher levels of stress and depression than those parents of typically developing children. Many of the factors that contribute to these higher levels of stress have been exacerbated during the COVID-19 pandemic. During this presentation, we will explore ways to identify, manage, and react to these stressors. Additionally, we will discuss an evidence-based intervention that can be used as an opportunity to improve the parent-child relationship through a play based approach. Caregivers and clinicians will benefit from discussion and exploration of ways to combat everyday stressors and those associated with COVID-19 as well as ways in which a play-based approach may improve the parent-child relationship.

Learning objectives

By the end of this course, participants will be able to:

  1. Identify primary stressors associated with caring for children with autism spectrum disorder.
  2. Identify the impact of COVID-19 on caregivers.
  3. Utilize a play-based approach that includes ways to effectively build rapport.

Price: $15.95

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Course name: CAIS 6035
Instructors: Kianna Csolle, M.S., BCBA, Robin Kuhn, Ph.D., BCBA, & Scott McEathron, M.S
BACB CEUs: 0.5

According to Eric Whitaker (n.d.), “Emergency preparedness is a team sport.” Presumably so is emergency responding, meaning both emergency preparedness and emergency responding are a team endeavour. Emergencies, or situations requiring immediate assistance from first responders, may be managed most efficiently and successfully when all parties involved work together; from the community members directly experiencing the emergency to the first responders who initially assess and attend to the emergency. A team-based approach may also be of benefit when the individual directly experiencing an emergency is diagnosed with autism spectrum disorder or another intellectual or developmental disability (ASD-I/DD). This presentation will review (1) what constitutes an emergency and types of emergency situations the ASD-I/DD population may encounter; (2) behavioural strategies for teaching the ASD-I/DD population skills related to preventing and responding effectively during emergencies; and (3) resources and training for first responders in the areas of law enforcement, emergency medicine, and firefighting regarding interacting with individuals diagnosed with ASD-I/DD during emergencies.

Suggestions for emergency preparedness for individuals diagnosed with ASD-I/DD and their families, care givers, instructors, and allies will be provided. The need for additional research on behavioural approaches to emergency prevention and preparation among members of the ASD-I/DD population as well as training for emergency personnel will also be discussed.

Learning objectives:

  • Describe at least three emergency situations the ASD-I/DD population may encounter.
  • List at least two behavioural strategies for teaching the ASD-I/DD population skills related to either preventing or responding effectively during emergencies.
  • Describe at least one resource or training for first responders in the areas of law enforcement, emergency medicine, and firefighting regarding interacting with individuals diagnosed with ASD or I/DD during emergencies.

Price: $15.95 (+HST)

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Course code: CAIS 6036
Instructor: Brian Middleton, M.Ed., AKA (The Bearded Behaviorist)
BACB CEUs: 0.5

Trauma-informed care is a basic expectation across multiple human services fields but understanding what it and how it applies to radical behaviorism is essential. There are some false assumptions that have been made about neurodiverse individuals, and without addressing these assumptions or looking at best practices we are missing important opportunities to do what is best for our clients.

Learning objectives:

  • Identify what trauma-informed is.
  • Understand why trauma-informed care is important.
  • Advocate for the neurodiverse population.

Price: $15.95 (+HST)

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Course code: CAIS 6037
Instructor: Thomas Zane, Ph.D., BCBA-D
BACB CEUs: 1

Autism treatment has long been known as a ‘fad magnet’ that attracts well-vetted empirically based effective treatments, but unfortunately, also attracts ill-advised, ineffective, and unethical treatments. Parents and caregivers seek effective ways of teaching skills, maximizing independence, and improving the quality of life for individuals with autism. They assume those professionals who have degrees, certifications, and visibility in the field know what they are doing and believe the hype and marketing that service providers disseminate about the methods they use. The proponents of all autism treatments assert that their treatments will work. They want parents and caregivers to be hopeful that their particular treatments will meet the goals and desires of those seeking treatment. However, the fact is that some treatment providers can only provide the hype without also delivering the effective outcomes of their therapy. Hype is freely given. Real hope, gleaned from evidenced-based strategies that produce objectively measured positive outcomes, is harder to come by.

Learning objectives:

  • Define science and pseudoscience.
  • Describe the differences between the two and give examples of each.
  • Describe criteria for evaluating treatments so that science-based treatments are selected, and treatments based on pseudoscience will be rejected.

Price: $25 (+HST)

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Course code: CAIS 6038
Instructor: Roxanne Gayle, M.S., BCBA
BACB CEUs: 0.5

Children with developmental disabilities sometimes display avoidance responses such as noncompliance, aggression, and vocal refusal when completing healthcare routines. Parents find tasks such as dental appointments and haircuts to be very challenging, and sometimes avoid them completely. Healthcare workers may also refrain from working with such individuals or require intrusive procedures such as restraints. Kupzyk and Allen (2019) reviewed 32 studies that assessed strategies to increase comfort and compliance with healthcare routines in persons with intellectual and developmental disabilities. As a result, they concluded that the lack of validated procedures and training has precluded behavioral treatments from becoming routine in the other communities (dental, medical, hair).

Although there is literature to support the tips and strategies provided within the presentation, there is still research to be done in this area. Behavioral treatment of childhood phobias and anxiety related to healthcare routines often involves treatment packages that include a variety of components (Kupzyk & Allen, 2019; Shabani & Fisher, 2006). The procedures focus on the individual tolerating the context without avoidance responses and in a calm and compliant manner. This presentation will outline the steps to prepare children with developmental disabilities for healthcare routines, specifically salon visits, based on the current literature. This presentation will provide solid clinical advice for managing haircuts in a systematic way to program for success.

Learning objectives:

  • Developing and using behavior analytic assessments to identify and prioritize behavior change goals related to preparing for salon visits.
  • Selecting and implementing individualized interventions for clients that promote comfort and compliance with salon visits.
  • Designing and implementing caregiver training and coordination of care with salon's to promote maintenance and generalization.

Price: $15.95 (+HST)

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Course code: CAIS 6039
Instructors: Lisa Tereshko and Mary Jane Weiss
BACB CEUs: 1.0

Difficulties with eating and with tolerating a variety of foods is common in children with autism. Behaviours can be challenging, and family time can be disrupted.

In this presentation, we will review a variety of intervention approaches that can be implemented by caregivers to address these issues. Furthermore, we will discuss intervention choices in the context of acceptability by family members, social validity, and generalization. Ethical considerations will also be reviewed.

Learning objectives:

By the end of this course, participants will be able to:

  • Describe the types and severity of feeding challenges associated with ASD.
  • Describe methods for building tolerance using antecedent and reinforcement strategies.
  • Identify methods associated with high acceptability and social validity ratings.

Price: $24.95 (+HST)

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Course code: CAIS 6040
Instructor: Shelley McLean, M.Ed., BCBA
BACB CEUs: 1.0

There is an extensive body of research indicating that interventions based on the science of Applied Behaviour Analysis (ABA) and behavioural principles have the highest likelihood of effectiveness when helping individuals with Autism Spectrum Disorder (ASD) build new skills or change behaviours that may interfere with learning and school success (Steinbrenner et. al, 2020; National Standards Report, 2015). We often think about the application, and implication, of behavioural principles for learners, and do not necessarily consider a much bigger picture – that the fundamental principles that form the foundation of ABA represent the basic science of learning and behaviour for everyone. So, while educators often consider how to make strategic use of behavioural principles and interventions to support learners with ASD, diverse needs, and behavioural challenges, the value of intentionally incorporating those same principles and strategies to help teachers and school teams build new skills may not always be considered. The science of human behaviour can provide school and district leaders, coaches, mentors, leads, and others who support teachers and school teams with a set of tools to help all educators incorporate high-impact instructional strategies and improve student outcomes at all levels. Getting there requires an intentional, systematic, and deliberate approach to coaching in the school context, which will be the focus of this session.

Learning objectives:

By the end of this course, participants will be able to:

  • Pinpoint a target behaviour and target result when coaching a teacher or school team.
  • Identify the questions they should ask teachers/school teams to reduce prompt dependence.
  • Identify 3 strategies for evaluating social validity when coaching teachers/school teams.

Price: $24.95 (+HST)

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Course code: CAIS 6041
Instructor: Megan Miller, PhD, BCBA-D
BACB CEUs: 1.5 (Ethics)

In 1978, Montrose Wolf argued for the importance of incorporating social validity measures within the science of applied behavior analysis. Almost 50 years have passed since the publication of his seminal article in JABA and the field is still grappling with truly attending to the social significance of our interventions, especially as it relates to the autism community. Criticisms abound from autistic self-advocates and fields outside of behavior analysis (e.g., McGill & Robinson, 2020; Sandoval-Norton, & Shkedy, 2019; Wilkenfeld & McCarthy, 2020) that behavior analysis does not center the autistic perspective. In this panel, Dr. Megan Miller, Board Certified Behavior Analyst - Doctoral Level (BCBA-D) will provide 3 key steps behavior analysts can take to center autistic voices within their service provision and facilitate best outcomes for their clients while collaborating as a team with families and stakeholders. A panel of Autistic self-advocates will share their perspectives on key steps from their own lived experiences. The panel will conclude by fielding questions from the audience relating to centering autistic perspectives and maintaining flexibility within our interventions.

Learning objectives:

By the end of this course, participants will be able to provide at least one:

  • Reason why behavior analysts need to center autistic voices in service provision.
  • Example of a common behavior analytic practice that could have detrimental effects on some members of the autistic community.
  • Action they can take to incorporate the perspective of their clients in service provision.

Price: $34.95 (+HST)

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Course code: CAIS 6042
Instructors: Anna Linnehan, Asim Javed, Sheila Klick, and Ashley Creem
BACB CEUs: 1.0 (Ethics)

Given the recent call to foster compassionate care (Taylor, et al., 2018 ) and equity in the therapeutic relationship, the field of behavior analysis has reached a critical point of shifting toward an emphasis on collaboration between the practitioner and the client. Under these conditions, it is imperative to consider the many questions that arise related to the role of assent within the therapeutic relationship. As behavior analysts, we can look within our own science to build a framework for establishing equity; balancing essential rights between choice and habilitation (Bannerman, et al., 1990), establishing an individual’s rights to effective treatment (Van Houten, et al., 1988) and analysis of programs to reduce coercion (Goldiamond, 1976). Within this framework, we will discuss how to increase choice alternatives for reinforcement (degrees of freedom) and ultimately, optimize happiness for practitioners and clients.

Learning objectives:

By the end of this course, participants will be able to:

  • Identify new repertoires (cusps) to improve quality of life for Autistics.
  • Analyze their treatment programs and promote choice and equity.
  • Be better equipped to analyze assent.

Price: $24.95 (+HST)

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Course code: CAIS 6043
Instructor: Dorothy Chitty, PhD, Registered Psychologist
BACB CEUs: 0.0 

Efficient intervention for children with Autism Spectrum Disorder (ASD) is about involving their communities starting with their families and caregivers. Nova Scotia Early Intensive Behavioural Intervention (NS EIBI) is a program for preschoolers with ASD; it has a strong focus on building capacity in evidence based intervention that has had a positive ripple effect for the communities within this province. The approach of the NS EIBI program has been a gradual influence that started with creating a program that can be supported in the community and moved to being able to influence the broader supports including schools and other services for these children. This presentation will discuss the components of the NS EIBI program that have contributed to setting the village (i.e., the child’s community) up for success to better support the children.

Learning objectives:

By the end of this course, participants will be able to:

  • Develop a program that focuses on building capacity.
  • Implement with a building capacity focus.
  • Evaluate building capacity.

Price: $24.95 (+HST)

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Course code: CAIS 6044
Instructors: Shanna Bahry, Jessica Cauchi, and Natalie Driscoll
BACB CEUs: 1.0 (Ethics) 

This presentation will discuss the process for choosing and individualizing goals that matter. Tools will be provided to empower parents to advocate for goals that are highly individualized and important to them. Additionally, supports will be outlined to help professionals work with parents throughout this goal selection process to promote social validity and the best outcomes possible for individuals with autism and other developmental disabilities.

Examples and non-examples of functional, socially valid goals will be presented, as well as recommendations on how to individualize goal writing and apply clinical judgment to use assessments and curricula as guides and not roadmaps. The focus will be on the dynamic nature of meaningful outcomes for individuals with disabilities across the lifespan. Methods to create programming to support meaningful goals will be shared, as well as recommendations regarding use of individualized strengths and learning style within teaching applied skills.

Learning objectives:

By the end of this course, participants will be able to discuss the:

  • Continued, central importance of social validity when identifying target behaviors to either increase or decrease.
  • Implications of social validity in the development of individualized functional and applied goals.
  • Role context plays in the development of an interdependent life in adulthood.

Price: $24.95 (+HST)

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Course code: CAIS 6045
Instructors: Sharon Penney, Kimberly Maich, and Robyn Cossitt
BACB CEUs: 0.0  

This presentation will provide the qualitative findings of a needs assessment conducted in Newfoundland and Labrador (NL), Canada, exploring the experiences of adults with autism attempting to secure and maintain housing. The research team interviewed adults with ASD, parents and caregivers of adults with ASD, and service providers to adults with ASD. These interviews explored the current needs, barriers and experiences participants faced when accessing and maintaining housing across four regional health authorities. Thematic analysis of the interview transcripts reviewed three key themes: accessibility, developmentally appropriate practices, and persisting discrimination and vulnerability.

Learning objectives:

By the end of this course, participants will be able to:

  • Explore the challenges and barriers adults with ASD face when seeking and maintaining housing.
  • Describe the experiences of caregivers of adults with ASD, and planning for the future.
  • Describe the experiences of service providers and their experiences in providing care for adults with ASD.

Price: $24.95 (+HST)

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Course code: CAIS 6046
Instructors: Catherine Breault, Anam Shauib, and Natalie Leger
BACB CEUs: 1.0  

Pairing is the process in which an educator associates themselves with reinforcement. An important first step in working with students with autism spectrum disorder, pairing helps build and maintain rapport and occurs when the educator engages the student in fun ways while providing items and activities the student likes. Sometimes overlooked or dismissed, pairing is a critical component for engagement and learning, as it helps build a positive working relationship that supports cooperation with demands, reduces the likelihood of challenging behaviour, and sets the stage for better learning outcomes.

This presentation will provide an overview of the research that supports the rationale for pairing as a means for improving engagement and cooperation during instruction; recommendations for how individuals can pair themselves and learning environments with reinforcement; and suggestions for determining how often and how long to engage in pairing to meet individual students’ needs.

Learning objectives:

By the end of this course, participants will be able to:

  • Define pairing and describe the importance of pairing to instruction and learning.
  • Describe and apply the steps for pairing one's self and learning environments with reinforcement.
  • Describe how to use assessment to determine optimal duration and frequency of pairing sessions to meet individual students' needs.

Price: $24.95 (+HST)

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Course code: CAIS 6047
Instructor: Rachel Platt, BCBA
BACB CEUs: 1.0  

Receiving clinical interventions and attempting to add them into your currently busy day can be overwhelming. Research has demonstrated that embedding generalization into an intervention can increase the likelihood that the skill will generalize to new people, environments, stimuli, etc. Although more clinicians are adding certain elements of generalization training in their interventions this presentation will demonstrate how the use of less popular generalization techniques can be used to expand the reach of their intervention. This approach will focus on how clinical interventions can use generalization techniques to aid in their implementation with parents, teachers, early childhood educators and other clinicians in a motivating way despite the barriers life presents.

Learning objectives:

By the end of this course, participants will be able to:

  • Describe generalization techniques.
  • Spot the barriers to generalization and tips to address them.
  • Use generalization techniques to expand the impact of interventions.

Price: $24.95 (+HST)

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News and events

Webinar recording now available!

All parents have concerns as their children transition from teen years into adulthood. To help, we are providing access to a pre-recorded 1-hour webinar called "Preparing My Child with Autism to Transition to Adulthood". This webinar focuses on helping parents prepare their transition-aged children for life beyond high school

Learn more

Learn first-hand about the demand for people with ABA training!

Erin MacQuarrie always had an interest in human behaviour, which led her to get a Bachelor of Science in psychology. It was during that degree she learned about the power of Applied Behaviour Analysis (ABA).

Read her story

How our Autism Intervention Program gave hope to a mother and her son

Salwa El Alaoui sits in front of her computer at her home in Gatineau, Quebec. Her 11-year old son showers her with hugs and kisses. There is tremendous love between this mother and son. A busy wife and mother of three, Salwa operates a licensed daycare from her home. While the six young children in her care are taking their naps, she shares her story with us.

Read their story

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