$199.00
Training Library
Pennsylvania IBHS Training for New Behavior Health Technicians (First 6 Months)
$129.00
Explore additional training topics for a Pennsylvania BHT’s first six months.
What you get
Recorded training in behavior support, documentation, collaboration, supervision and related practice topics.
Who it is for
Pennsylvania BHTs in their first six months and the agencies employing them.
Hours and certificates
Review the current sessions and remaining requirements with your agency; no complete regulatory-training coverage is promised.
Price and access
Pay the current price shown with the purchase options. Six months of access.
Before you choose
Pennsylvania restriction: some recordings discuss restraint and isolation practices that are restricted or prohibited in Pennsylvania IBHS. Follow the full Pennsylvania warning on the product page; do not use those examples as Pennsylvania practice instructions. APA credit is not offered with this purchase; check each session’s current credit offer.
⚠ IMPORTANT — PENNSYLVANIA IBHS PRACTITIONERS: THE RESTRAINT TECHNIQUES DESCRIBED IN THIS RECORDING ARE RESTRICTED OR PROHIBITED IN PENNSYLVANIA.
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This recording describes restraint as a general clinical topic. It was not produced to teach Pennsylvania IBHS practice, and parts of what it describes may not lawfully be used by staff of a Pennsylvania IBHS agency.
Under 55 Pa. Code § 5240.6(a), the following are prohibited: seclusion; aversive conditioning; pressure-point technique; chemical restraint; mechanical restraint; any restrictive procedure that is not the least restrictive available; any that does not maintain the child’s, youth’s or young adult’s welfare and dignity; and any that limits access to food, drink or a toilet.
This includes the “isolation” timeout described in this recording. In Pennsylvania, placing an individual alone in a separate room and requiring them to remain there until a behavioral criterion is met is SECLUSION, and seclusion is prohibited outright.
Under § 5240.6(c), a manual restraint may be used only in an emergency to prevent self-injury or injury to others, and only after every attempt has been made to anticipate and de-escalate the behaviour, and less intrusive techniques appropriate to the behaviour have been tried and failed.
Under § 5240.6(d), a manual restraint may NOT: (1) apply pressure or weight on the child’s, youth’s or young adult’s respiratory system; and (2) use a prone position.
§ 5240.6 further requires that the restraint position be changed at least every 10 minutes, that a separate trained individual observe and document the person’s physical and emotional condition at least every 10 minutes, that the restraint be discontinued the moment the person is no longer an imminent danger, that the treatment team be notified within 24 hours, and that the use be documented in the individual record.
This notice does not replace your agency’s own policies or your training obligations under § 5240.6(k). Follow your agency’s approved procedures and 55 Pa. Code Chapter 5240. Where this recording and the regulation differ, THE REGULATION GOVERNS.
Initial 24 Hour Training
Limited to No- Experience (under 2 years)
This training course provides 24 hours of training for practitioners that work as Admin Directors, Clinical Directors, Behavior Analysts/Specialists, Behavior Consultants, BHTs, Behavior Techs, RBT®s, etc. who have limited to no experience working with individuals with developmental, mental and other disabilities (to include ASD).
It is strongly recommended that Professional students have completed their mandated ABA or RBT® coursework prior to taking this course; however, it is not mandatory.
This course addresses SOME of the Pennsylvania-mandated training topics. Numbering below follows 55 Pa. Code § 5240.73(d) — any number missing from this list is a topic this course does NOT cover, and it must be obtained elsewhere:
- (1) Documentation Skills
- (2) Systems of care principles
- (3) Overview of functional behavioral assessment
- (4) Ethnic, cultural, and linguistic considerations of the community served.
- (5) Strategies and interventions to engage children, youth, or young adults and parents, legal guardians, or caregivers in services, including family systems theory.
- (6) Skills and techniques for working with families.
- (7) Overview of community resources and child and youth-serving systems and processes
- (8) Cross-systems collaboration
- (10) Basic individual education plan and special education information.
This training bundle includes:
1. RBT 2.0 40-hr Course- Module 6: Section E- Documenting & Reporting
2. Wholistic and Client-Centered Approach to Serving Vulnerable Individuals
3. RBT 40-Hour Online Training Course Module 8: Section B (Part 2)- Assessment
4. RBT® 2.0 40-Hour Online Training Course Module-11: Section D (Part 1)- Behavior Reduction
5. Cultural Competency's Application with the Autism Community
6. ADHD Strategies: Family Training and Involvement
7. Supervision Webinar Training Series - Module 3: Behavioral Skills Training & Parent Training
8. Transition Survival 101- How and When to Create a Transition Plan
9. Multidisciplinary Collaboration Series- Module 1: IEP Team Multidisciplinary Collaboration
10. Multidisciplinary Collaboration Series- Module 2: SLP & ABA
11. Multidisciplinary Collaboration Series- Module 5: OT & ABA
13. CEU: Strategies to Increase Beginner Classroom Participation Skills: FBA Part 1: How to Begin
14.CEU: Strategies to Increase Beginner Classroom Participation Skills: FBA Part 2
Please Note: Professional Students may also be required to complete the following training with an approved provider. This list may not be exhaustive — please refer to your employing agency:
Requirement (11) an approved reactive strategy and restraint course in which the provider has hands-on training in the implementation of an approved restraint protocol/procedure
Some sessions in this product also offer BACB continuing education; each session's certificate options are shown before its quiz. The PA IBHS training hours described above are separate from, and unaffected by, any BACB CE you choose to earn.
What else you get
- And with our SWAP feature, you can change out any topic you may have already taken for another from our extensive list. You never pay for a repeat you cannot use.
- Downloadable slide decks for 14 of the 15 sessions. Not just a video you watch once. Files you keep, and can put in front of a team, a parent or an IEP meeting on Monday.
Learning objectives
Cultural Competency and Its Application with the Autism Community for Social Workers
- Gain an understanding of the unique challenges and difficulties people with autism and their families face and how professionals can assist them in overcoming these barriers in a culturally sensitive manner.
- Learn the various systems people with autism and their families navigate to gain support, treatments, and obtain services.
- Achieve a better understanding of the additional skills needed to work effectively with individuals with autism and their families and how personal biases, expectations, and limited understanding of individuals’ needs can hinder effective treatment.
Transition Survival 101: How and When to Create a Transition Plan
- Identify potential barriers individuals may face as they become adults;
- Identify resources that may assist adolescents and adults with successful transition;
- Understand what data and information is needed to create an effective transition plan.
Strategies to Increase Beginner Classroom Participation Skills: Decreasing Problem Behavior with an FBA Part 1: How to Begin
- Identify the need for a behavior reduction plan and construct a behavioral definition.
- Complete a functional behavioral assessment (indirect and direct assessment and functional analysis).
- Identify the various reinforcing variables that maintain challenging behavior and how to successfully implement neutral redirection
Multidisciplinary Collaboration Series- Module 1: IEP Team Multidisciplinary Collaboration
- Identified members of a multidisciplinary IEP team
- Described the roles of the members of a multidisciplinary team
- Described the legal requirements according to current statutes and case law (IDEA, 504, FAPE)
- Described how special education law relates to the BACB’s Professional and Ethical Compliance Code
- Described the ethical codes relevant to the practice of speech pathology, occupational therapy, and education
- Described the different types of collaboration models
- Learned basic Applied Behavior Analysis (ABA) strategies to shape desired behavior
ADHD Strategies: Family Training and Involvement
- Review signs and symptoms of Attention Deficit Disorder (ADHD)
- Identify when referral for services is appropriate for an individual with ADHD
- Demonstrate 2 evidenced-based behavior management strategies to use with individuals diagnosed with ADHD.
- Describe the importance of family involvement in the management of ADHD in children and adolescents.
- Select 2 management strategies to utilize in clinic settings when treating ADHD.
- Describe evidence-based medications used to treat ADHD, including effectiveness and side effects.
- Describe educational information and tools to use when working with families with child(ren) with ADHD
