Interview_

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Southern Adventist University *

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ABA628

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Psychology

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Dec 6, 2023

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In the interview, address the following. ● Discuss the characteristics of individuals with exceptionalities whom you serve, including gifted as well as those with disabilities. 1. ADHD: Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Characteristics: - being unable to sit still, especially in calm or quiet surroundings. - constantly fidgeting. - being unable to concentrate on tasks. - excessive physical movement. - excessive talking. - being unable to wait their turn. - acting without thinking. - interrupting conversations. Treatment: medication 2. Autism:(mainly work with children on the spectrum) neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Characteristics: - Repetitive behavior, stimming, trouble making eye contact, does not respond to name by 9 months, and lack of interest in the same hobbies as their peers, uses few to no gestures (waving bye), does not point to show you something ● Describe the educational, developmental, and medical services available for individuals with disabilities in your district. For Autism: - Behavioral management therapy. - ABA therapy ( this is what I do)- in my field, we work on - Cognitive behavior therapy. - Early intervention. - Educational and school-based therapies. - Joint attention therapy. - Medication treatment. - Nutritional therapy. - Occupational therapy. - Physical therapy - Speech therapy ● Describe the specific steps in the IEP process. ( I am an RBT- BCBA conduct an IEP:) )

Here are the steps to conduct one: https://ursdayton.org/10-steps-iep-process/ Step 1. Child is identified as possibly needing special education and related services. Step 2. Child is evaluated. Step 3. Eligibility is decided. Step 4. Child is found eligible for services. Step 5. An IEP meeting is scheduled. Step 6. An IEP meeting is held and the IEP is written. Step 7. Services are provided. Step 8. Progress is measured and reported to parents. Step 9. IEP is reviewed. Step 10. Child is reevaluated. ● Explain how special education and general education teachers are supported in the IEP process. ( I am an RBT. BCBAs conduct an IEP:) Teachers are supported in the IEP process by the principal. The teacher expresses her concerns. The BCBA, principal, and teacher come up with a plan to help the client. ● Describe how you collaborate with members of the IEP team. List other stakeholders you collaborate with as part of the IEP process and describe this collaboration. ( BCBA collaborates with the teacher/principal to come up with a plan.) In the meetings, the guardians of the child are present. Also, they address problem behaviors, how they are doing, and what changes/interventions need to be placed to help the student. ● Describe what you do to support families of individuals with disabilities. As an RBT, we work one-on-one with the client. In ABA, we work on everyday life skills (potty, eating, wearing headphones, and any delay in fine/gross motor skills). In addition to this, we work on social skills and how to decrease behaviors (Self-injurious behaviors, preservation, refusal, elopement, hitting, pinching, headbanging, etc.) ● Explain the process of addressing behavioral issues for students with disabilities. When addressing behavior issues, you conduct an FBA. A Functional Behavior Assessment (FBA) is an Assessment of the functional relationship between a person’s behavior and his/her environment. In an FBA, you conduct indirect and direct assessments. In an indirect

assessment, this is Interviews, questionnaires, and rating scales. In a Descriptive/ direct observation, you see the client in person observe them, and collect ABC data. Identifying functions can help you (WHY DO FBA) 1. Identify consequences that maintain behavior (eliminate or increase?) 2. Identify functionally equivalent behavior; in other words, provide the same consequence(s) for replacement behavior(s) Conducting an FBA 1. Define Behavior 2. Gather info (indirect and direct) ABC’s 3. Design intervention program 4. Implement program 5. Evaluate intervention and adjust if necessary ● Discuss the professional development that is available to you regarding special education policies, services, and educational strategies. Discuss whether there is specific training related to confidentiality, including who leads the training and how often it is required. In order to become a RBT, you have to have a certification and pass the test. I listed out the criteria below: - 18(+) years old with a high school education or equivalent - Passed criminal background check - Passed abuse registry check - Completion of a 40-hour training course* ( in this training course, it explains what aba is, the functions of behavior, how to collect data, ethics) - Successfully complete an RBT initial competency assessment ( you have to perform interventions and show what you learned on a client) - Approved application from BACB ● Discuss what you do to stay current on special education law. At our company, we do quarterly clinic meetings to discuss special education laws and ethical concerns.

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