The REC is committed to providing effective ABA programming for each individual student and that commitment extends to our staff training. REC Staffers join our team with varying degrees of ABA training. The REC promotes staff development through in person trainings, online modules, daily clinical exercises, as well as through other methods.
REC fulltime staffers consist of a team of Board Certified Behavior Analysts, Registered Behavior Technicians and experienced special educators who are passionate about ABA therapy and providing direct staff with the support system needed to create and implement successful programs. In addition to trainings, Senior REC Staffers have created the Clinical Corner to assist staff and reinforce the use of ABA methods.
The Clinical Corner topics change monthly so check out the last few months of creative learning in the staff room!
Positive vs. Negative Reinforcement
Staff was asked to give examples of positive and negative reinforcement based on student experiences. The staff room was decorated with various examples such as,
Positive Reinforcement – Verbal praise, “Awesome job waiting for your turn!” for turn taking during a game with peers reinforces waiting and will strengthen that behavior.
Negative Reinforcement – If a student mands (requests) for a break, “I want a break” to avoid a certain situation (loud, crowded area) the behavior will be strengthened, reinforced and then used to request a break in the future.
Functional Communication and Natural Environment Teaching
There are opportunities for Functional Communication in nearly every moment of programming at the REC. Staff was asked to give examples of various ways that they create opportunities for students to communicate functionally throughout the REC’s Natural Environment.
Examples included the following:
When on the trampoline staffers will ask the student, “What animals jump?” (categorization/class) or request that they “Jump 5 times” (following one step directions).
Also, staffers encourage students Mand (request) for items and Tact (label) for items:
“I want to jump” and “I want a turn” (Mand) or “He/she is jumping (Tact)