TigerLIFE Behavioral Unit
J. Brian Smith, Ed.D., BCBA
Marissa Harris, M.S., Ed.D. Graduate Student
TigerLIFE Synopsis
• TigerLIFE Program of Studies
– Completion award
– Academic, social, vocational and independent living
skills
• Population
– Individuals 18 – 29 years of age
– Diagnosed intellectual and/or physical disabilities
• Potential Barrier
– Behavior
Graduate Program
• College of Education
– Instruction and Curriculum Leadership department
• Applied Behavior Analysis (ABA)
– Special Education (M.S.)
– Special Education (Ed.D.)
– Non-degree certification (must have a master's
degree)
• Behavior Analysis Certification Board (BACB)
Applied Behavior Analysis (ABA)
Overview
• ABA is a scientific discipline that is devoted to
understanding and improving human behavior for the
better (Cooper, Heron, & Heward, 2007).
• In general, behavior analysts ask, “Why does behavior
change over time?” and answer that question by primarily
looking at various environmental factors that may be
influencing someone’s behavior.
• TigerLIFE Behavioral Unit
– Goal
• Function
• Research based interventions
TigerLIFE Behavioral Services
Behavioral Unit
Consultants
Director
Grad Interns
Instructors
Students
Staff
Community
Nature of Intern Supervision
BACB Experience Standards – ver. 8/24/2015
• Development of performance expectations
• Observation, behavioral skills training, and delivery of
performance feedback
• Modeling technical, professional, and ethical behavior
• Guiding behavioral case conceptualization, problem-solving,
and decision-making repertoires
• Review of written materials (e.g., behavior programs, data
sheets, reports)
• Oversight and evaluation of the effects of behavioral service
delivery
• Ongoing evaluation of the effects of supervision
Appropriate Activities
BACB Experience Standards – ver. 8/24/2015
• Conducting assessments related to the need for behavioral
intervention (e.g., stimulus preference assessment, functional
assessment, staff performance assessment)
• Designing, implementing, and systematically monitoring skillacquisition and behavior reduction programs
• Overseeing the implementation of behavior-analytic programs
by others
• Training, designing behavioral systems, and performance
management
• Other activities normally performed by a behavior analyst (e.g.,
attending planning meetings regarding the behavior analytic
program, researching literature, and etc…)
Behavioral Unit Responsibilities
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Design, implement and evaluate BIP for students
Develop and assist with staff training
Assist instructor with classroom management strategies
Transport and observe specific students within TigerLIFE classes
and inclusion classes
Develop competency checks for instructors
Assist instructors with development of individualized instruction
Create forms and templates for documentation purposes
Assist instructors with lower functioning classrooms when
necessary
Observe and collect data on both students and teachers
TigerLIFE Behavioral Services
• Universal
 Positive behavioral
interventions and
supports
 Organizational
behavior management
 Conflict resolution
strategies
• Individualized
 Behavioral support
plans
 Academic supports
 Staff training
 Parent / family
training
 Safety skills
The relationship: ABA & PBIS
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Generalization: skills/behavior occur
in environments other than where they
were taught
Effective: interventions are monitored
to evaluate impact on target behavior(s)
Technological: procedures are
described clearly and concisely
Applied: socially significant behaviors
are selected
Conceptually systematic:
interventions consistent with principles
demonstrated in the literature
Analytic: decisions are data based
Behavior: target behavior(s) is
measurable and observable
The relationship: ABA & PBIS
PBIS (PBS) origins are rooted in ABA
•Evidence-based interventions
•Data – based decision making
•Outcome oriented
•Generalization of behavior
•Functional assessment and analysis
Positive Behavioral Interventions
and Supports (PBIS)
“A [multi-tiered] framework for enhancing the adoption
and implementation of a continuum of evidence-based
interventions to achieve academically and
behaviorally important outcomes for all students”
www.pbis.org
• Continuum of behavioral
supports
 Team-based decision making
 Universal screening
 Implementation fidelity
 Continuous progress
monitoring
 Data driven decision making
-pbis.org
Potential Outcomes
• Identification of students that need additional
supports
• Student will be equipped with necessary social
skills to obtain and retain employment
• Improved relationships through the
generalizations of skills across people and
settings