Senior Therapists
Information which parents may consider in recruiting a Senior Therapist (when utilizing MCYS IBI Guidelines).
Information Parents Might Consider in Recruitment of a Senior Therapist[1]
draft 2008 - taken from an internet web group post
In practice, it is the Senior Therapist who will most likely be the person who is responsible for assessing the child’s current level of development across the various sections of the curriculum, for designing most of the program and writing the Individual Service Plan (under the direction of the Clinical Supervisor), and for providing most of the hands-on supervision for the Instructor Therapists; and he/she may very well be the person who carries most of the responsibility for transition planning and coordination. It is essential, therefore, that Senior Therapists be thoroughly trained in ABA and the most effective teaching strategies currently in use in ABA programs.
For those families who are interested in hiring a Senior Therapist, the following draft analysis may prove helpful (especially those who wish to hire staff as per ministry standards while on the wait list for a DFO):
Ethical Knowledge and Application
Familiar with BCBA and/or ONTABA ethical guidelines/code of conduct
Follows ethical guidelines
Obtains necessary/desirable Release of Information forms
Education and Experience
BA in psychology or a related field
MA in Psychology or a related field
BCBA certification
Other education, e.g., workshops, conferences
and/or
Direct clinical IBI experience in programs for children with autism (in years)
Safety Consciousness
Knowledge of emergency procedures (e.g., fire evacuation plans)
Emergency contact telephone numbers posted.
Current CPR and first aid
Current CPI or other appropriate non-violent crisis intervention
Readily accessible health information regarding the child.
Knowledge of WSIB policies, procedures and resources
Familiarity with Workplace Hazardous Material Information Systems (WHMIS)
Requires police checks of employees, including the sex offender registry
Curriculum-based assessment
Appropriate use of curriculum-based pre-school assessment (e.g., ABLLS-R, VB-MAPP, HELP, etc.)
Appropriate assessment with respect to school curriculum for school-aged children
Has developed a well-rounded picture of the child?s strengths and needs
(Example of ABLLS skill tracking system)
ABA Instructional Competence
As per Provincial IT Evaluation, and/or
As per Carbone Clinic NET Evaluation and/or
As per Carbone Clinic Manding Evaluation (Vocal or Signing)
Supervisory Competence (e.g., as in The seven steps to effective performance management, Reid & Parsons, 1995. See also www.drcarbone.net/pdf/part1and2.pdf)
1. Specify work skills
2. Provide staff with a checklist description of work skills
3. Describe the work skills
4. Model the work skill behaviors (Specify frequency)
5. Observe staff practice the work skills
6. Provide feedback
7. Continue process until staff person is competent.
Acceptance and Use of Clinical Supervision
Accepts that the Clinical Supervisor is in charge of the child?s IBI program
Incorporates into the child?s IBI program Clinical Supervisor?s suggestions
Keeps the Clinical Supervisor updated of any changes relevant to the child or his/her program (e.g., health of child or family members, involvement of other professionals, etc.)
Program Design
Based on the curriculum-based assessment , the child's identified needs, and the family's priorities
As per Ministry of Education IEP guidelines (e.g., basic identifying information, strengths and needs, current level of achievement in all relevant areas, current teaching targets and how their achievement will be measured, provision for functionality and maintenance of the behaviours being learned) plus IBI-program-required transition-from-IBI planning, i.e., addressing what the child needs for participation in the regular school system without IBI
Fluency-based objectives are used where appropriate
Appears to be applying thought to the program design task (as opposed to just following a script)
Embedded generalization of teaching targets
Transition planning, as per Ministry guidelines
Program Organization and Management
Organization/management of the IBI program
Organization/management of the IBI program setting(s)
Ensures all necessary programs are in place
Monitoring of IBI program (see Monitoring Checklist)
Seeks consultation/support when appropriate
Functional Behaviour Analysis
Committed to understanding the functional basis of client behaviour
Behavioural basis of dysfunctional behaviours explored through data collection and analysis
Written plans for behaviour programs
Appropriate application of FBA procedures
Capable of experimental analysis of inappropriate behaviours
Data Collection, Graphing, and Use
Data collection (probe or trial-by-trial as appropriate)
Achievements are graphed
Celeration charting is used where appropriate
The child?s achievement is satisfactory or program is being revised
IT Training
ITs are receiving the necessary training, e.g., through direct instruction, modeling of the Senior Therapist (providing DTT, NET, Direct Instruction, implementation of token economies, graphing, implementation of behaviour reduction protocols, etc.), feedback and coaching, etc.
IT evaluations are done at least yearly
IT learning plans are documented
IT personal objectives (in addition to task objectives) are encouraged
IT Supervision/Management
Relationship with ITs is satisfactory
ST ensures ITs used in the program are competent
ST nurtures the ITs
Parent training
Parents understand the curriculum-based assessment
Parents are being trained in ABA
Parents have participated in development of ISP objectives
Parents goals for the child are targeted when appropriate
Parents are kept informed of the child?s progress and its significance
Parents concerns are addressed in team meetings
Relationships with other professionals
Relationships with other professionals are poor ___ good ___ excellent ___
Relationships with other professionals inform transition plans
Personal Functioning and Development
Has a plan for his/her own performance development
________________________________________
[1] According to the Program Guidelines for Regional Intensive Early Intervention Programs for Children with Autism, published by the Integrated Services for Children Division of the Ministry of Community and Social Services (2000):
“Senior Therapists should have or be working towards a master?s level graduate degree in psychology or related field, and six months to a year of direct clinical experience in an intensive behavioural intervention program for children with autism. Alternative combinations of extensive clinical experience in intensive behavioural intervention programs with children with autism and other educational backgrounds might also be appropriate for Senior Therapists, in the case of IBI service providers paid by families, at the discretion of the Regional Program.”
Remember:
In practice, it is the Senior Therapist who will most likely be the person who is responsible for assessing the child’s current level of development across the various sections of the curriculum, for designing most of the program and writing the Individual Service Plan (under the direction of the Clinical Supervisor), and for providing most of the hands-on supervision for the Instructor Therapists; and he/she may very well be the person who carries most of the responsibility for transition planning and coordination. It is essential, therefore, that Senior Therapists be thoroughly trained in ABA and the most effective teaching strategies currently in use in ABA programs.
If you would like to add to this page please email me at: autism.zeitgeist@me.com
