In this upper level course, students deepen their professional knowledge, skills, and abilities by completing clinical treatment modules for individuals with an autism spectrum disorder (ASD) and other developmental disabilities. Topics may include:
• Behaviour analytic instruction
• The assessment and treatment of childhood feeding and sleeping problems, and stereotypy
• Teaching verbal behaviour
The following global ideas guide the design and delivery of this course:
- Contemporary best-practice behaviour analysis is predicated on:
- Peer-reviewed, evidenced-based research
- Interventions that are thoroughly individualized via detailed assessment processes
- A contextual “Goodness of Fit” with families
- Professional ethics
- Professional ethics require behaviour analysts to restrict interventions to procedures found effective in published, peer-reviewed studies.
- Behaviour analysts search academic databases and read contemporary publications to remain abreast of treatment refinements.
- Feeding, sleeping, and stereotypy problem behaviours are frequently seen in individuals with an ASD and remediating such problems form part of the professional repertoire of the behaviour analyst.
- Teaching children and persons who support them (parents, teachers, paraprofessionals, etc.) using behaviour analytic instructional methods form a central role of the behaviour analyst.
Methods of Instruction
- Case studies
- Audio-visual presentations
- Problem-based learning
- Reading groups
- Self-directed online learning
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Online contribution
- Module exams
- Case studies
- Clinical treatment plans
- Academic essay
Upon successful completion of this course, the student will be able to:
- Select and conduct clinically relevant assessment procedures for sleeping, feeding, and stereotypy behaviours.
- Select and evaluate best-practice methods for teaching functional communication, and for treating sleeping, feeding, and stereotypy behaviours.
- Hone methods for conducting parent and staff training.
- Refine technological behaviour analytic writing skills consistent with APA formatting and style.
DACS 5112, DACS 5121, DACS 5122
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.