Instructor

Meet the instructor!

Steve Ward

MA, BCBA

Steve Ward, MA, BCBA, has been working in the field of Behaviour Analysis since 1995 and is currently co-owner of Whole Child Consulting, LLC. Steve has consulted with teams around the world, addressing everything from early communication and physical aggression to vocational opportunities and inclusion in university courses. He is the author of What You Need to Know about Motivation and Teaching Games: An In-depth Analysis, The Inventory of Good Learner Repertoires, and Teaching Good Learner Repertoires, and co-author of Teaching Advanced Learner Repertoires and Another 21 Games: This time, it’s personal…. These publications reflect Steve’s passion not only for what students learn, but also for the manner in which they learn it. He specialises in teaching learner repertoires, including social repertoires, drawing on a range of perspectives while maintaining a consistently behavioural approach.

Summary

About this course

When a learner does not yet thrive in group educational settings, it is necessary to individualise their programming. This could be as simple as allowing them to type instead of write, or as involved as ensuring that programming for every targeted skill begins by meeting the learner where they are, contributes meaningfully to their quality of life, and aligns with how they learn. In this training, we break down learner-centred programming into eight digestible parts, provide real-world examples, and guide you through the process.

Course information

8 Learning CEU, QBA-QASP-S & IBAO CEU

Instructor: Steve Ward MA, BCBA Duration: 8 hours (2 hours per module)
Monitoring check in: Survey after completion of the module
 Format: Online with videos and downloadable materials

Course objectives

After this course, participants will be able to:

  • Identify factors necessary for a goal to be "learner-centered"

  • Distinguish between examples of following a learner's lead and teacher-led activities

  • Identify factors necessary for goal preference assessment

  • Identify variables related to trauma informed and compassionate services

  • For an example of a parent goal, identify at least 2 prerequisite or component repertoires

  • Describe how to use a "dimensions grid" to "meet a learner where they're at"

  • Describe how to arrange for consequences to "do some of the work"

Would you like to purchase the modules separately?

Please email us at [email protected] and a member of our team will be happy to assist you.

Enroll today