CENTRE FOR COMMUNITY SERVICES AND DEVELOPMENT
BEHAVIOURAL SCIENCE TECHNOLOGY:
A PROGRAM IN APPLIED BEHAVIOUR ANALYSIS
FIELD PLACEMENT MANUAL
FIRST YEAR STUDENTS
George Brown College
Behavioural Science Technology
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.
2.
Plan, implement, and evaluate behavioural assessments using scientific methods
in a sound, ethical manner.
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.
4.
5.
6.
7.
8.
9.
10.
Behavioural Science Technology
Write clear, theoretically sound, ethical and practical behaviour procedures and
reports.
Teach behavioural concepts and skills to clients, families, paraprofessionals and
professionals.
Facilitate the setting of goals and objectives with clients, families,
paraprofessionals, and professionals.
Provide direct support and therapeutic intervention to a wide variety of clients.
Apply specialized behavioural knowledge and skills to diverse populations of
adults and children, individually and in groups.
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.
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.
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 upto-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:

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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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enough. The challenge comes with learning how to think critically and knowing ways to
apply general ethical principles to particular situations.
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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