Registered Behavior Technician (RBT) Training Program
The Speech Pathology Group’s RBTs are particularly well trained. Each holds a Bachelor’s, Associate’s or Master’s degree in Behavior Analysis, Psychology, Education, or a related field, and has experience working with children. Prior to placement, the RBTs complete a 40-hour Applied Behavior Analysis (ABA) specific training program, developed and implemented by SPG. The training topics in this program include assessment, skill acquisition strategies, behavior reduction techniques, documentation and reporting, etc.
Supervision of Fieldwork Hours
SPG’s BCBAs provide supervision to RBTs who are pursuing certification as a Board Certified Assistant Behavior Analyst (BCaBA) or a Board Certified Behavior Analyst (BCBA).
Obtaining BCaBA Certification
The BCaBA is an undergraduate-level certification in behavior analysis. Professionals who are certified at the BCaBA level may not practice independently, and must be supervised by a BCBA/BCBA-Doctorate. However, a BCaBA can supervise RBTs and others who implement behavior-analytic interventions. Read more
- BCaBA certification requires a minimum of a bachelor’s degree, completion of approved coursework, and a defined period of supervised practical experience to apply for the BCaBA examination. Applicants must meet all eligibility requirements, apply for the credential, and pass the BCaBA examination to become certified at the BCaBA level. For more information regarding BCaBA credentialing, please visit: bacb.com/bcaba
Obtaining BCBA Certification
The BCBA is a graduate-level certification in behavior analysis. They are independent practitioners who provide behavior-analytic services and supervise BCaBAs and RBTs and well as others who implement behavior-analytic interventions. Read more
- Applicants for BCBA certification must comply with one of the following three criteria:
- Requires an acceptable graduate degree from an accredited university, completion of acceptable graduate coursework in behavior analysis, and a defined period of supervised practical experience to apply for the BCBA examination.
- Requires an acceptable graduate degree, a full-time faculty position in behavior analysis that includes research and teaching, and supervised practical experience to apply for the BCBA examination.
- Requires an acceptable doctoral degree that was conferred at least 10 years ago and at least 10 years’ post-doctoral practical experience to apply for the BCBA examination.
For more information on BCBA certification, please visit: bacb.com/bcba-requirements
The Speech Pathology Group offers a number of behavior-related trainings to school districts and SELPAs throughout California. The following is just a sampling of the types of trainings we currently offer.
- Students may be using behaviors for attention, escape, or access to desired items, or even a mixture of these. This training discusses therapy methods that are successful with a variety of problem behaviors and appropriate for students of various ages and abilities. It also addresses the basics of applied behavior analysis (ABA), why behavior happens, how to use the pattern of antecedent-behavior-consequence in sessions, differential reinforcement, and interventions to increase cooperation. Other topics include: the importance of visual supports, reinforcement systems, goal writing, and data collection.
EFFECTIVE TREATMENT OF STUDENTS WITH AUTISM SPECTRUM DISORDERS IN THE SCHOOLS – EVIDENCE-BASED PRACTICES & CURRENT RESEARCH
- This seminar is designed to help answer one of the most pressing questions in education — how do we effectively treat individuals with Autism Spectrum Disorders (ASD)? Families, educators, and service providers are constantly bombarded by a massive amount of confusing and often conflicting information about the myriad treatments available. At the end of this presentation, the audience will be familiar with the 2010 National Standards Report, a review of 775 research studies (the largest number of studies ever reviewed) and understand which treatments have been shown effective according to scientific evidence. Videos and examples demonstrate treatment with preschool, low-functioning and nonverbal children of all ages.
MASTERING CHALLENGING BEHAVIORS: USING APPLIED BEHAVIOR ANALYSIS TECHNIQUES TO ADDRESS CHALLENGING BEHAVIORS IN THE SCHOOL SETTING
- Behaviors are considered a form of communication to convey a need for attention, access to tangibles, escape/avoidance, and sensory needs. This seminar will focus on the use of evidence-based practice to address challenging behaviors in the school setting and is applicable for both SLP’s and Psychologists. Participants will gain a solid foundation in the principles of Applied Behavior Analysis (ABA), including the ABC’s of behaviors, the reasons behaviors occur, as well as behavior modification techniques. Participants will leave with the knowledge and skills to both identify and improve challenging behaviors in the classroom and/or therapy setting.
VISUAL SUPPORTS IN THE CLASSROOM: STRUCTURED TEACHING (3 HRS), OPTIONAL (HANDS ON OPTIONAL SECTION – 3 HRS)
- This training defines structured teaching and offer strategies for implementing the components of structured teaching within the general education classroom setting, in a special education resource room, or in a specialized classroom for students with disabilities. Structured teaching is used to help individuals with autism spectrum disorder (ASD) understand their environment and daily activities using their visual mode, which is usually their strongest modality. Participants will be able to:
- Define structured teaching and name its components
- Identify routines that are helpful to persons with autism
- Define the term individual work systems and describe the importance of these systems for individuals with autism
- Describe strategies for creating and adapting work systems
- List the steps for creating a structured environment
Optional 3 hour Section will focus on: Hands-on activities will allow participants to a) design a physical structure for their students that utilize the components of structured teaching, b) make an appropriate visual schedule, and c) create a work system based on a student’s skills and interests.