1. Behavior Analysis Training System (BATS)

2. Here’s the problem…

3. In order for BATS to achieve high quality training, there are many complex things that need to happen

4. As BATS has evolved… We have found several problems and opportunities So we have added subsystems to fix or exploit those problems

5. Program Structure There are 11 subsystems in the Behavior Analysis Training System Each subsystem fulfills a different function within the program Subsystems are broken into 4 categories Supervisory Systems 3 Credit PSY Course Teaching Systems 1 – 2 Credit PSY Course Teaching Systems Teaching Support Systems

8. What kind of work is required? At least 4 hours per week of system work Finding problems Resolving problems Fulfilling system duties Supervision of undergraduate students Revisions of undergraduate theses* Monthly Research & Development meetings with Dr. Malott

9. Choosing your system! While you’re listening, remember…. You will be a part of the same system for both years in BATS You’ll run the system with a 2nd years and an undergraduate 4 hours of work per week Keeping the system running smoothly Working on a research & development project that improves some aspect of the system After the presentation rank the systems on a scale from 1-11 1 = The system you’d MOST like to be a part of; #1 choice 11 = The system you’d LEAST like to be a part of; your last choice Interrupt us if you have questions!

10. Now, on to the subsystems…

11. Behavior Analysis Training System (BATS) Manager: Kristy Oddo

12. Here’s the problem There are several things that need to happen in order for our program to run smoothly.. So, as a BATS 1st year, your responsibilities include…. (but are not limited to)

15. Run Weekly BATS Meetings There are several things that BATS members must do in order to prepare themselves for entering the real world, such as: Lifetime Memory Quizzes Professional Conferences Resumes & Vitas

16. Run Weekly BATS Meetings There are also several tasks that they must complete in order to keep BATS running smoothly, such as: Read this book! Social Validity Surveys Letters of recommendation

17. Alumni & Job Databases We also keeps updated databases of our alumni and job opportunities in ABA.

18. In Summary We need a BATS subsystem to Assist our students from the beginning to the end of their time in BATS Ensure continuous quality improvement of the Behavior Analysis Training System Take care of business Boot camp Graduation

19. In Summary What you’ll get out of being the BATS 1st year ORGANIZATION Get to know the 1st years Social skills and professionalism training A sense of responsibility Assist in bettering the state of BATS as a whole

20. Behavioral Research Supervisory System (BRSS) Manager: Christine Gormont

21. Here’s the problem Masters students and undergraduate assistants need performance management contingencies to achieve continuous quality improvement…

22. Task Completion BRSS system managers verify task completion of graduate and undergraduate students at the weekly meetings

23. Recruitment We recruit hard-working undergraduates to assist the graduate students with their various research projects . We do this by: Accept or decline Reviewing applications Interview Process

24. Project/Thesis Presentations We verify completion of undergraduate and graduate writing assignments each week and organize the presentation of completed projects/theses Master Students Undergraduates

25. Conference posters Verify completion and printing of posters for professional conferences Association for Behavior Analysis (ABA) Autism Chicago 2010

26. Human SubjectsInvestigative Research Board BRSS is also responsible for training of the HSIRB policies and guidelines. We ensure that each system and its members are in compliance with HSIRB policy. We also ensure that all protocols are updated when necessary, completed, and submitted to the HSIRB for approval.

27. Conclusion In this system you will be able to develop your organizational skills, system development skills, management skills, supervision skills, training skills, and much more. BRSS is a well developed system with many established benefits, but we have recently made some major changes and updates. If you join this system you can apply your creativity to the system in order to further its growth.

28. Project Performance Management System (PPMS) Manager: Jon Timm

31. Improve the quality of our long term projectsPPMS provides the tools and supervision to make this possible!

32. OBM Project Responsibilities Weekly Task Verification Maintaining record of completed hours Revisions of student work Assist students having trouble with components of the project and OBM tools Hold monthly supervision meetings

33. ABA Autism Project Responsibilities Distribute assignments and deadlines Verify task completion Assist in finding resources for completing project Critique posters and make editing suggestions to meet Dr. Malott’sstandards

35. Get a good idea on what will be expected for your projects in your 2nd year

36. Pre-Practicum System Manager: Julie Sanchez

37. Here’s the problem Students needed some training before they entered the practicum setting, so the Pre-Practicum system was developed to…

38. Teach Students DTT Weekly role-playing with the undergraduate assistant to perfect DTT techniques

39. Provide Background A weekly seminar with readings and information about the Croyden Avenue School and KAC and the practicum classroom procedures

41. Observe other practicum students

44. Delivered book < 3secs

46. What Will We Be Doing? Teaching Seminar One and a Half Hours, Twice a Week Beginning Half Way Through the Semester Give Quizzes Lecture Role Play c

47. What Will We Be Doing? Coordinating Pre-Prac Visits Coordinate Visits Model and Give Feedback

48. What Can We Work On This Year? Continuous Quality Improvement! Update Current Materials Update System Protocols Maybe Push Harder For The Autism Preliminary Practicum BootCamp ©???

49. Intermediate Practicum System Manager: Taylor Barker

53. Advanced Practicum System Manager: Amanda Smith

54. Here’s the problem…

55. So on the 54,984,323,188,752nd day, God created the Advanced Practicum We provide our students with…

56. More Experience Our students get to: Gain another semester of experience and supervision at Croyden and the Center Act as role models for the Basic and IP students Which means our managers: Spend all semester at Croyden and the Center Gain even more experience Serve as role models in and out of the booth

57. More Involvement Our students will: Author an original procedure for a child Train tutors in the implementation of that procedure Write a sub-phase or complete a mini-project The managers will: Provide constant feedback on procedures Train your students on how to properly train other tutors Find acceptable opportunities

58. Opportunities to Spread Knowledge At the end of the semester each student will: Have completed a final paper Present a PowerPoint to everyone in the practica So as the semester progresses you will have to: Give frequent feedback on each paper Critique and rehearse each presentation several times

59. Useful Information Don’t forget about our weekly seminar! You will run this 2 hour seminar once per week We cover a wide variety of topics First and foremost is procedure discussion and feedback But we also discuss: Functional Assessments Discrete Trial Training Other types of therapies And so much more!

60. The Kalamazoo Autism Center (KAC) SystemManager: Kristin Loeffler

61. How it all began In the Fall of 2008, Dr. Malott and his graduate students opened the KAC serving two children with autism. Since then, we have expanded to eight children! So…

62. Here’s the problem NEW PRACTICUM SITE = MORE PEOPLE!

63. At KAC, we… Provide behavioral treatment Train WMU undergraduate students to administer this treatment Continuously revise our materials and training

64. Roles of the first year M.A. Student Grading for all of the undergraduate practicum students Prepare seminar materials Continuously update materials Recruit tutors and children to attend KAC Help train tutors

65. Some things we are currently working on Recruiting for more practicum students and children Creating training materials Involving parents

66. So, here’s the deal… Since this is a brand new system, we have lots of room for cool, new ideas from YOU!

67. Language Facilitation Training System (LFTS):Icon Exchange Communication System Manager: Jennie Shooltz

68. What is the Icon Exchange? Based off of Frost and Bondy’s 1994 Picture Exchange Communication System(PECS) Teaches children with little to no functional communication how to communicate using pictures

69. A Look into the Procedure

71. We need a system to: -Help integrate the Icon Exchange into daily activities in the classroom -Work out the problems in a systematic manner

72. Train Tutors We train Graduate and Undergraduate tutors to implement the icon exchange A slide from our training PowerPoint

73. Tutor: ______________ Child: ______________ Start Date: ____________ End:______________ General Items - (take off ½ a point for every time the tutor does not do this) Tutor: ______________ Child: ______________ Start Date: ____________ End:______________ General Items - (take off ½ a point for every time the tutor does not do this) Train Supervisors -We training supervisors to monitor Icon Exchange sessions and answer questions Monitoring form

74. Answer Questions Training tutors cannot cover all problems that could occur during the Icon Exchange Supervisors who monitor sessions are frequently asked difficult questions and relay them back to our system for a final answer We then integrate this information into our training to help solve the problems

75. Assist with Procedural Issues Classroom procedures can be difficult to alter And, not everyone is as comfortable with the icon exchange as our system managers are We work directly with the children to work out difficulties and “fix” the problem

76. Materials And Protocols We are constantly improving our procedures and creating new procedures to fix problems We integrate questions and problems into our training, manual, and materials A visit from Dr. Bondy (creator of PECS), gave us many ideas of things to improve

77. Language Facilitation Training System (LFTS):Vocal Verbal Behavior Manager: Brittain Coleman

78. Here are the problems We need to: Ensure that all of our children are receiving a vocal assessment Determine what vocal procedures our children need Make sure they are implemented correctly

79. Training We train and supervise graduate students to administer the language assessment The training program needs to be continuously administered and evaluated

81. The language assessment needs continuous revision We are the classroom teachers

82. Self-Management Manager: Dru Millerwise Why hello there. May I interest you in a revolution!?!? … Please don’t leave…

83. Myth or Truth? Students who do not study for their exams are lazy and incompetent. Students don’t hand in their homework because they do not care about their future. “C” students will always be “C” students.

84. HERE'S THE PROBLEM Myth or Truth? Liberal education often fails to consider effective performance management strategies.

85. Self-Management Self-Management was developed to provide extra support for students who need help completing their academic assignments. Every week students sign a contract that lists the assignments they plan on accomplishing. The following week, they must show proof that they completed those tasks in order to receive credit.

86. Self-Management Self-Management “raises the bar” and holds students to a higher standard than most traditional courses. In order to receive an “A”, students must complete at least 97% of the tasks they assign themselves. We don’t rest until every student is achieving his or her goals.

88. Provide one-on-one supervision to students

89. Grade homework assignments

90. Handle student issues

91. Research new and innovative ways to battle procrastinationSelf-Management Procrastination

94. Roles of the MA Student Facilitate the Growth of Red Facial Hair I feel like something is… missing?

95. Roles of the MA Student Facilitate the Growth of Red Facial Hair YARGH, that be much better!!!

96. The Good News Self-Management is unique because it is a teaching system. With the help of Dr. Malott, MA students make all of the decisions about the course. The system is young; therefore, MA students have much input on the future direction of the course. We work hard and have fun!

97. The Good News We work hard… …and have fun!

98. Grad School Prep (GRE) Manager: Tareyn Moss

99. Here’s the problem… Undergraduate students are waiting until the last minute to study for the GRE and to get everything together for grad school applications. The procrastination devil is inside us all!

100. PsiChi The Writing Center Weekly Seminar There are 2 sections of the GRE Prep course in which we check student tasks as well as announce any student opportunities for valuable experiences such as: Professional Conferences

101. Grading In seminar, students show proof of task completion. Tasks include GRE practice tests and graduate school application material. Students are then quizzed over math and verbal material.

103. Questions or Comments?