CENTRE FOR COMMUNITY SERVICES AND DEVELOPMENT

BEHAVIOURAL SCIENCE TECHNOLOGY: A PROGRAM IN APPLIED BEHAVIOUR ANALYSIS

FIELD PLACEMENT MANUAL George Brown College Behavioural Science Technology

FIRST YEAR STUDENTS

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GENERAL INFORMATION

George Brown College is offering an exciting new program in Applied Behaviour Analysis. This three-year program, unique to the Greater Toronto Area, provides students with an opportunity to study and apply behavioural theory in a variety of settings. The themes in the program include behavioural theory and application, ethics and professionalism, diversity, scientific method, counseling, general education, professionally related courses, and a major emphasis on practical application in the field.

Graduates of the program are employed in a variety of settings with diverse population groups of all ages. They may work to design and implement behavioural interventions in schools, hospitals, residential and correctional facilities and rehabilitation and vocational agencies.

Field placement is an indispensable component of our education and training program. Over the three years, students will spend over 900 hours in supervised field placements. Successful field placements enable the students to integrate on-the-job skills with theory, while steadily increasing personal competence and confidence through regular feedback and supervision.

Supervision in the placement is provided by a designate of the placement provider and the Behavioural Science Technology (BST) Program Coordinator. Students receive support and direction from these two contacts through regular supervision.

In addition, students give and receive peer support and encouragement in a weekly seminar class. Students have the opportunity to identify issues relevant to the application of applied behaviour analysis in a variety of clinical settings.

The primary goals of the first year placement are: 1. To familiarize the student with a social service or educational agency. 2. To familiarize the student with individuals with special needs and/or challenging behaviours. 3. To enable the student to develop skills in observing and recording human behaviour. 4. Describe and demonstrate the identification and operational definitions of target behaviours. 5. Describe and demonstrate the ability to develop and complete a behavioural assessment.

Outcomes for the Behavioural Science Technology Program

Upon successful completion of the Behavioural Science Technology program, the graduate will be able to:

1. Plan, implement, and evaluate behavioural assessments using scientific methods in a sound, ethical manner. 2. Design, implement, and evaluate behaviour change plans based on principles of learning and behaviour therapy, current research and evidence-based practice.

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3. Write clear, theoretically sound, ethical and practical behaviour procedures and reports. 4. Teach behavioural concepts and skills to clients, families, paraprofessionals and professionals. 5. Facilitate the setting of goals and objectives with clients, families, paraprofessionals, and professionals. 6. Provide direct support and therapeutic intervention to a wide variety of clients. 7. Apply specialized behavioural knowledge and skills to diverse populations of adults and children, individually and in groups. 8. Interact with clients in a positive, therapeutic manner; manage challenging behaviours safely and positively; maintain a professional, respectful attitude toward all clients; demonstrate flexibility and sensitivity; employ behavioural counseling skills. 9. Function as a member of an interdisciplinary team, providing input from a behavioural perspective to assessment and treatment planning for a variety of clients, and demonstrating understanding and respect for other stakeholders’ perspectives and approaches. 10. Demonstrate critical thinking and analytical problem solving and decision-making in a range of settings using behavioural principles.

PLACEMENT POLICIES AND PROCEDURES

Applying for Placements

Three months prior to the start date of a placement, the student is required to submit a completed Field Placement Request Form (Appendix A) to the BST Program Coordinator. The student selects three different placement options keeping in mind past placements. BST policy is that each student will have placement experiences with at least three different clinical populations throughout the program.

Eligibility for Placements

All students must meet academic, social, and health requirements before they can attend an agency for field placement.

Academic Requirements To be considered for:  Field Placement 2, students must have successfully completed the course Introduction to Applied Behaviour Analysis.

Social / Professional Requirements All students within the program are expected to consistently demonstrate Social / Professional behaviours that are typical of those expected by employers. If, in the opinion of program faculty, a student has failed to demonstrate appropriate behaviours prior to the beginning of a placement that student may be refused a placement for that semester.

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Health Requirements In the interest of the student and the placement, students are required to submit documentation (i.e., Pre-Placement Immunization Passport) to the Occupational Health and Safety Department that they have had a satisfactory physical examination including a mantoux test, hepatitis B Vaccination, Tetanus and Polio vaccinations, and a history of Rubella, Measles, and Varicella (Chicken Pox). No student shall start a placement until this documentation is with the Occupational Health and Safety Department. In some cases, agencies will not accept students for placement without complete health records submitted to the agency.

Police Reference Checks All students are required to have a Police Reference Check completed by the Police Service in their home community. The cost of this check is the responsibility of the student. In some cases, agencies will not accept students for placement without a Police Reference Check. Students who have reason to be concerned about their ability to provide a clear Police Reference Check are encouraged to discuss their concerns with the program coordinator early in the program.

Placement Options The BST program will maintain a directory of field placement options. Faculty within the program must approve all agencies as potential sites in advance of their inclusion in the directory. Students may make suggestions for additions to the directory and these will be explored by faculty to determine if they match the placement needs of the BST program. Faculty will make the final decision regarding the appropriateness of the placement.

Special Needs Students It is the responsibility of students designated as special needs to notify the Program Coordinator of this by the end of the first week of the term to discuss the accommodation of their special needs. The student must provide a letter from the Disability Services Office of the college. The onus is on the student to outline their problems and propose appropriate solutions to meet their needs.

Matching of Students to Agencies Students will be assigned to placements based on: faculty knowledge of their strengths, the challenges of the placement site, and the student’s preferences. The BST Program Coordinator has the final approval for placement selection. Some agencies will require pre-placement interviews before final selection. Ultimately, selections of students for placement within an agency lie with the agency. When an agency declines a student, they may be asked to give feedback to assist in the student’s learning. However, the student should be aware that the agency is not obligated to give any reasons for declining a potential placement student.

Placement Hours Starting in early January, students are placed in selected rehabilitation, residential, and educational settings. The students interact with and observe individuals in these settings for four hours per week for a total 56 hours over 14 weeks.

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Attendance Punctuality, reliable attendance, and responsible conduct at all times are imperative for successful completions of fieldwork. Frequent absenteeism and/or lateness will result in termination of the student’s placement. Attendance and punctuality will be closely monitored and students are required to maintain an up- to-date attendance sheet (See Placement Daily Worksheet, Appendix B).

It is the student’s responsibility to notify the Placement Supervisor before 8:15 am on any days s/he will be absent. If a student knows that s/he may be absent for any part of a placement day, s/he must discuss this matter with their Supervisor in advance and arrange to make up missed time.

Evaluation The student will be evaluated on the basis of the following: 1. Satisfactory completion of all data collection assignments, i.e., write operational definitions, conduct sequence analyses, implement various data collection methods, develop and conduct a functional behavioural assessment, and write an Assessment Report. 2. Complete 56 hours in the assigned placement over a 14-week period. 3. Function within the placement agency in a professional manner.

In addition, the placement Supervisor will evaluate the student’s social professional skills using a questionnaire provided by the College (See Term 2 Field Placement Evaluation Form, Appendix C).

Grading Grading of the field placement is the responsibility of the college faculty. Grades are determined by a combination of the agency’s feedback, written work, and faculty contacts with the students. Therefore, agency evaluations do not automatically translate into a mark.

The grade will be determined based on the following at the end of the placement:

Behavioural Skills…………………………………………………………………….70% Reflects development and implementation of a behavioural assessment as evidenced through written form and through verbal presentation / discussion. The report format, which is provided in Appendix G, details the requirements for the process and content of the assessment.

Generic Skills…………………………………………………………………………30%

Organizational Activities……………………….Response cost of up to 15% unless: Forms, completed datasheets, and reports (including faculty-directed re-writes) in on time; WSIB form (Appendix D) completed, BST Placement Supervisor Evaluation (Appendix E) and BST Student Placement Evaluation (Appendix F) submitted.

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Policies Related to Advancement  Whenever the College Supervisor deems the behavioural expectations as not achievable, the student will be informed that they have failed the placement.  Whenever the College Supervisor deems the generic skills or social / professional behaviour of the student as not acceptable, the student will be informed that they have failed the placement.  If for any student performance related issue the agency requests that the placement be terminated, the student will withdraw from that placement. Final grading will be subject to faculty discretion.

Termination of Placement Sometimes, a placement does not work out for the student for a variety of reasons and the placement may need to be terminated. An agency/school Supervisor, the Program Coordinator, or student may request a review of the placement if there are serious problems. It is only after this has occurred that termination of placement may be decided upon. Some sample criteria for termination of placement include:

 Work habits, dress, attendance, punctuality are unacceptable  Extended illness of student  Insufficient learning experiences for the student  Major violation of agency policies/procedures  Failure to achieve academic pre- or co-requisites to continue in program  Personal and/or family problems that detract from or interfere with the student’s ability to learn from placement.

It is important that the student receives clear and specific feedback on her/his performance difficulties and be given an opportunity to improve in the areas of concern before a final decision is reached.

The process of termination involves a full discussion of the situation with the student, placement Supervisor, and the BST Program Coordinator. Relocation of the student in another placement will be determined on an individual student/situation basis following termination of the placement.

Student Safety Placements are asked to ensure that students are not left alone, responsible for a group of adults/children without a staff member in the immediate area.

Participation in Physical Restraints Students in the BST program are provided with de-escalation and non-violent physical intervention training in the second-year curriculum. Students are not permitted to participate in a restraint at any time until they have successfully completed this training. Students will only be allowed to participate in Ministry sanctioned methods of restraint.

Students should not initiate physical restraints unless their safety or the safety of another is directly threatened and there is no staff available to administer the restraint.

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Administration of Medication Under no circumstances are students permitted to administer medication, either prescription or non-prescription.

First Aid Students will not have completed Standard First Aid Training before beginning placement.

Police Reference Check Agencies and Boards of Education currently offering services to children/youth may require a Police Reference Check for all potential, employees, students, and volunteers. The College has a responsibility and is bound by law to inform an agency of any criminal activity by students that could cause a potential threat to clients or staff in the placement.

Insurance George Brown College carries Commercial Comprehensive General Liability as well as insurance for specific purposes. There is also a student accident insurance policy with fixed benefits. Additionally, all students completing fieldwork assignments are covered by Workplace Safety and Insurance Board premiums that are paid for by the Ministry of Education and Training with claims made through the College.

Students’ Use of Personal Vehicle for Agency Business We strongly recommend that students not use their own cars to transport clients of the agency.

Sexual Harassment and Other Forms of Discrimination Situations of sexual harassment and other forms of discrimination will not be tolerated. The ethics governing behaviour in a professional relationship between a student and placement Supervisor should be the same as the ethics governing worker-client relationships. If students feel that they have experienced harassment and/or discrimination, they should immediately contact the BST Program Coordinator so that suitable action can be taken.

Copies of the George Brown College policies on Sexual Harassment and other forms of discrimination are available through the Faculty of Community Services and Health Sciences main office.

Role of the BST Student

The involvement of the BST student in the daily operation and programming of the placement is very limited during this field placement opportunity. Initially, the student will be orienting him/herself to the placement’s policies and philosophy. The student will then be responsible for completing data collection assignments provided by the George Brown College faculty. The student will be providing “hands on assistance” in the placement but must not be left alone with the placement’s participants. The student may be called upon to assist in an emergency.

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The student may be called upon to collect data relevant to programming in the placement. This task must be under the direction of the student’s placement Supervisor and the BST Program Coordinator.

Role of the Supervisor / Teacher

During this placement, the Supervisor / teacher will need to orient the student to the rules and routines of the placement and to the policies and procedures of the agency. Possible areas to cover in the orientation process may be:

 The agency’s philosophies and treatment / rehabilitation / educational mandate  The surrounding community and its relationship to the agency  Agency reporting policies and procedures regarding difficult situations (i.e., racial slurs, swearing, aggression, child abuse disclosures, etc.)  Smoking policy and other rules for agency personnel  Use of the telephone, photocopy/fax machine, parking facilities, etc.  Access policy regarding client records and confidentiality requirements  Agency rules and routines  Student’s hours and breaks  Time to meet for supervision, etc.

The placement Supervisor will be asked to complete an evaluation of the student’s social professional performance before the end of the placement. The placement Supervisor is asked to contact the BST Program Coordinator should s/he have any concerns regarding the student and her/his performance during the placement. The BST Program Coordinator will visit the placement at least once during the duration of the student’s placement.

Brief Descriptions of the First Year Courses

Term #1 Behavioural Science Technology

Behaviour Theory and Practice I: Introduction to Applied Behaviour Analysis

This course introduces the student to the principles and vocabulary of applied behaviour analysis. Students are introduced to theories of learning and to the distinctions between the respondent and operant conditioning models. The history of applied behaviour analysis is presented. The course introduces the ethical and legal standards that govern interactions with potential service recipients. Life-Span Development

This course takes a biopsychosocial approach to human life-span development. Students are introduced to various theories of human development and basic research design while considering the interaction of physical environment, biological, social and cultural factors impacting on development. Discussion of typical behaviours, thought processes, physical and maturational issues will occur for each stage of development. Individual differences in personality expressions, emotional development, psychological growth, and moral / value development are explored.

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Introduction to Psychology This is a survey course designed to acquaint the student with the major topics, concepts, and theories within psychology. The history of psychology as a discipline is introduced, along with its predominant research principles and paradigms. The biological bases of behaviour are presented, with particular attention to the role of the brain and the central nervous system. Social influences on behaviour are also discussed. The student is encouraged to develop a critical, analytical approach that compares “common knowledge” about behaviour with theoretical explanations and research evidence. Note that some topics, which are usually part of a survey course in Psychology, such as human development, are not emphasized because these topics are covered in depth in other course in the program.

Term #2 Behavioural Science Technology

Behaviour Theory and Practice II: Behavioural Assessment

In this course, the student will be introduced to the basic tools and process of behavioural assessment. The topics covered will include the purpose of assessment, selecting and defining target behaviours, methods of measurement, functional assessment and analysis, and other assessment techniques. Other topics included will be client-focused goal setting and behavioural objectives, task analysis, and data analysis and presentation.

Interviewing and Rapport Building

This course introduces the student to the micro-skills used in interviewing and counseling. Through practical exercises such as role plays and the use of taping, students will practice the skills, and will be encouraged to be part of each other’s learning process by giving and receiving feedback about the skills they demonstrate. They will also learn to explore their own values and attitudes towards counseling and to examine the concept of themselves as agents of change.

Introduction to Statistics

This course will focus on the application of the basic principles of data display and interpretation and statistical reasoning and calculation. The student will demonstrate the ability to design and interpret graphic displays of behavioural data. Further, the student will be able to select, implement, and interpret statistical procedures appropriate to the behavioural data.

Ethics and Legal Issues

This course will focus on introducing the foundations of creating an ethical sense and will review the various perspectives on teaching the process of making ethical decisions within a behavioural framework. The central point is that professional codes of ethics are indeed essential for ethical practice but that merely knowing these codes is not

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Field Placement 2

This course will focus on the application of direct observational and data recording skills. The student will demonstrate the ability to operationally define behaviours, and objectively describe events preceding and following behaviours. Students will practice observing and recording occurrences of behaviours using a variety of data collection systems (frequency, duration, interval recording, task related checklists, and A-B-C sheets).

Field Seminar 2

This field seminar is intended to provide a supportive environment in which students may integrate their academic studies and field practice. Within the seminar format, students will have the opportunity to identify issues relevant to observing behaviours and using various data collection systems related to the application of applied behaviour analysis.

For a complete listing of the curriculum for the Behavioural Science Technology program, please visit the George Brown College website link: http://www.gbrownc.on.ca/Marketing/FTCal/comsrv/C116.html

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