Curriculum Guideline

Behaviour Intervention Practicum

Effective Date:
Course
Discontinued
No
Course Code
DACS 1241
Descriptive
Behaviour Intervention Practicum
Department
Disability & Community Studies
Faculty
Applied Community Studies
Credits
3.00
Start Date
End Term
Not Specified
PLAR
No
Semester Length
5 to 15 weeks
Max Class Size
10 (Ratio Section / Student 1:10)
Contact Hours
120 Hours: Practicum-100 hrs; Online Seminar- 8 hours (2x2 or 1X3); and Online Lab- 12 hours (2X2)
Method Of Instruction
Lab
Seminar
Practicum
Methods Of Instruction

Face-to-Face

  • Lecture
  • Group work
  • Audio / video presentations
  • Case studies
  • Hands-on practice

Online

  • Recorded lecture
  • Online group discussions
  • Audio / video presentations
  • Case studies
  • Individual practice activities
Course Description
This applied course provides opportunities for students to practice behaviour intervention skills in selected sites under supervision. Students will integrate and reflect upon their educational, personal, and professional experiences in practicum and seminar.
Course Content

The following global ideas guide the design and delivery of this course:

  1. Applied behaviour analysis is an evidence-based methodology for enhancing quality of life.
  2. Students benefit when practicing a variety of key Behavioural Intervention skills (e.g. instructional strategies, behaviour management, and data collection) through guided observation of fluent practitioners and criterion-based skill rehearsals with fellow students.
  3. Learning from experience is a characteristic of exemplary practitioners. Practicum settings create opportunities for students to refine their skills of reflection and adaptation in response to their practice experiences.
  4. Learning in a practicum setting provides opportunities to examine assumptions and to explore creative modes of inquiry that are not available in classroom settings.
  5. Field settings provide opportunities to synthesize personal and classroom experiences and create openings for new learning. Learners gain both insight and practice knowledge from field experiences.
  6. Observing, participating with, and receiving guidance from experienced practitioners is crucial for effective practice.
  7. Practitioners who regularly and accurately assess their performance and who set goals for their ongoing professional development are effective in their work.
  8. A well-developed professional philosophy of practice is a cornerstone of competent human service practice.
  9. Experience in the field setting allows learners to demonstrate and enhance their abilities to problem solve, be flexible, think creatively and take responsibility for their actions.
  10. Reflecting on and evaluating practicum with peers and mentors maximizes field-based learning experiences.
Learning Outcomes

Upon completion of this course, the student will demonstrate skills and knowledge in the following domains:

1.  Personal Accountability

  • Practice ethically and accurately, assessing the quality of own performance using a skill-based assessment tool
  • Compare/contrast personal and professional values to clients/others and professional values of behaviour analysis

2.  Interpersonal Effectiveness and Leadership

  • Communicate in a caring, respectful and clear manner
  • Effectively communicate for various purposes and audiences
  • Facilitate caring and respectful interpersonal relationships
  • Demonstrate individual leadership as a team member

3.  Theoretical Reasoning

  • Think critically to construct plausible explanations (i.e., functions) for individual and family behaviour patterns
  • Apply elements of critical thinking when problem solving (e.g., brainstorm function-based teaching strategies to increase or decrease behaviours)
  • Use theory to explain behaviour and guide actions (i.e. explain theoretical foundations to behaviour change procedures)
  • Think creatively in response to individual needs
  • Compare and contrast a number of applied behaviour analysis approaches, including discrete trial training, natural environment teaching, verbal behaviour, etc.

4.  Technical Competence

  • Strategically facilitate learning (i.e., implements behaviour change programs with fidelity) involving the use of reinforcement, task analysis, discrete trial training, and natural environment training strategies
  • Demonstrate data management skills which include recording, graphing, communication logs, etc.
  • Arrange environment and materials to facilitate learning
  • Use visual supports in a way that facilitates learning
  • Advocate for individual rights and self determination
  • Promote the safety of self and others
Means of Assessment

This course is graded through the mastery grading system and will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:

  • Tests / quizzes
  • Reflection assignments
  • Criteria-based role play performances
  • Participation and engagement, e.g. group discussion and completion of individual assignments
  • Criteria-based on-site performance evaluations
Textbook Materials

T.B.A.

Prerequisites
Corequisites
Equivalencies
Which Prerequisite

None