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PA (IBHS) Full Training Package
PA (IBHS) Training
Full Training Package
The training package includes:
- PA Mandated Initial Training for BHTs and Behavior Techs (Initial 30 hours)
- Initial 30hr Training for BHTs and Behavior Techs
- Initial 30hr Training Clinical Directors and Behavior Analysts with NO experience
- Initial 20hr Training Clinical Directors and Behavior Analysts with experience
- Additional 24hr Training for ALL providers without experience
What this training does, and what it does not do.
What else you get
- Downloadable slide decks for 31 of the 32 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.
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Special Learning is a continuing education provider authorized by the Behavior Analyst Certification Board (BACB ACE Provider #OP-14-2437).
Pennsylvania DHS's published IBHS training process recognizes training offered by BACB ACE providers as already considered approved by the Department through that source route. Special Learning is BACB ACE Provider OP-14-2437. This does not establish a product-hour total or coverage of every required topic. This package contains only part of the initial-training syllabus; the missing topics listed below must be obtained separately. Your agency confirms how the actual training hours and topics fit each staff member's training plan.
This package includes initial-30 material, and five of the eight required topics are still not in it. 55 Pa. Code § 5240.73(c) requires a BHT with no prior BHT experience to complete at least 30 hours of Department-approved training covering eight specified topics before providing services independently. We cannot supply five of the eight:
- Child Protective Services Law and mandated reporting — § 5240.73(c)(1). Pennsylvania accepts this only from a Department-listed organization. Act 31 Online Training is provided by the University of Pittsburgh School of Social Work (3 hours): https://www.socialwork.pitt.edu/researchtraining/child-welfare-programs/act-31-line-training
- Crisis intervention skills, including risk management, de-escalation techniques and safety planning — § 5240.73(c)(2)
- Child and adolescent development — § 5240.73(c)(4)
- Serious emotional disturbance and other behavioral and psychosocial needs — § 5240.73(c)(5)
- First aid, universal precautions and safety — § 5240.73(c)(7). Pennsylvania accepts this only from the American Heart Association, American Red Cross, National Safety Council, ASHI, Medic First Aid or the Emergency Care & Safety Institute. We are not on any of those lists.
We do not hold your training records with the Department and we cannot tell you whether you have met § 5240.73(c). Whether your agency accepts any training toward it is determined by your agency under § 5240.13(c). Please confirm with them.
This bundle covers several roles; which parts apply to you depends on your role.
The trainings listed below are not a complete statement of what Pennsylvania requires of you. They are common additional requirements, not the remainder of your obligations. Your employer and your OMHSAS licensing representative are the authority on what your role and your staff record need.
Not sure which requirement you are on? Email us and we will tell you plainly, including when the answer is that this product is not the right one for you.
Full Pennsylvania IBHS training requirements by role and by deadline, quoted from 55 Pa. Code § 5240 with the section number beside every number: PA IBHS Training Requirements.
Other trainings Pennsylvania commonly requires, which we do not provide:
- Requirement 1: Sections 6301—6386 of 23 Pa.C.S. (relating to Child Protective Services Law) and mandated reporting requirements which include Act 31 On-line Training provided by University of Pittsburgh School of Social Work (3hrs) https://www.socialwork.pitt.edu/researchtraining/child-welfare-programs/act-31-line-training
- Requirement 7: First aid, universal precautions, and safety.
- The program does not include mandated reporting as it is free via the University of Pittsburgh or crisis intervention skills/first aid as it requires hands-on participation)
If you are taking this course, depending on your current certification/license you may also be required to complete the following courses. Please speak with your supervisor or employment agency to determine what is needed.
- Additional RBT® 40-hour Course (completed prior to working with clients)
- Additional 24-hour Training Sequence Course for those without Experience in the field (completed within 6 months of your hire date)
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.
MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
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.
Mand Training Across Modalities: Effective Methods to Teach Functional Communication
- Identify and select from 5 communication modalities based on consumer needs
- Conduct a task analysis related to the communication needs of individuals
- Design an intervention plan to increase functional communication
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
Psychopharmacology Webinar Series Module 3: Psychopharmacology and Autism
- Recognize specific target behaviors associated with the diagnosis of ASD.
- Explore and discuss the most effective and evidence-based behavior strategies that are seen throughout various developmental stages of treatment for ASD.
- Evaluate environmental factors that may interfere with positive function in a child with ASD.
- Discuss the importance of a team approach to the care of a child with ASD across different developmental stages.
- Identify classes of psychotropic agents which have demonstrated effectiveness in the treatment of ASD.
- Discuss common medications used in the treatment of ASD, including the indication, mechanism of action, adverse and side effects, and monitoring criteria.
- Apply knowledge to specific case studies including assessment, diagnosis, treatment, and evaluation of outcomes.
- Identify skills required to approach parents about the potential benefits of psychotropic medication for their children.
- Analyze ethical issues arising during the treatment of a child with ASD and their families.
ABA in Practice - Session 1: Overview of ABA and the course
- What is applied behavior analysis?
- Who benefits from ABA?
- What are the main goals and main elements of an ABA program?
- Communication and language
- Teaching methods
