Team Model Approach
Collaboration between behaviorists, teachers, and paraprofessionals allows for focused professional development that enhances the learning outcomes of students.
Building upon the 40-hour Registered Behavior Technician (RBT) Training and RBT Task List, our Team Model Approach provides individualized coaching and support for every classroom. Behaviorists lead collaborative teams through practical training, modeling, and ongoing feedback, focusing on proactive strategies and essential skills in the area of Applied Behavior Analysis (ABA). Staff receive tailored training on key ABA skills relevant to the students in their classrooms, enabling them to practice these techniques with consistent guidance and support from professionals in the field. Educators, as academic-area experts, work with our behaviorists by integrating successful behavioral strategies to enhance student achievement.
Key Components of the Team Model Approach
Classroom Teams
Our collaborative team approach brings together teachers, paraprofessionals, behavior analysts, and therapists to discuss student needs, share best practices, and provide classroom coaching and observation, ensuring that all students receive the support they need to succeed.
Behavior Skills Training
Behavior Skills Training (BST) is an evidence-based practice in ABA that involves instruction, modeling, rehearsal, and feedback to teach new skills or modify behaviors.
Learn more about the BST model below.
Skills Checklist
The Skills Checklist is a performance measure that assesses paraprofessionals' skills in areas like assessment, skill acquisition, behavior reduction, documentation, and professionalism, focusing on classroom-specific needs and competencies.
Behavior Skills Training
Behavior Skills Training (BST) is a widely used and evidence-based strategy in Applied Behavior Analysis (ABA) to teach new skills or modify existing behaviors. It involves a structured approach that includes four key components:
Instruction
Lecture-based and/or in-class training for small groups of staff, with repetition of core concepts in classroom setting.
Model
Paraprofessionals, teachers, and behavioral staff in classrooms with students, with behavioral staff demonstrating the expected skills.
Rehearsal
In the classroom, working with the student, classroom staff is provided repeated opportunities to demonstrate/practice the skill.
Feedback
Feedback is about the process and not the person; constructive assessment of what was observed by the behaviorist for staff to improve practice.