Confirmed to Run
**THIS COURSE IS ELIGIBLE FOR CPE POINTS FOR ALLIED HEALTH PROFESSIONALS; SUBJECT TO AHPC FINAL APPROVAL
**UTAP funding approved: Course Code C11901412 (Click for more info)
Schedule
Duration : 4 Half-Day Workshop
| Date | Time | Venue |
|---|---|---|
| 3 and 4 Jun 2026, 9 and 10 Jun 2026 |
8.30am – 11.45am (Singapore Standard Time GMT+0800) |
Live Online Training |
Corporate Registration Individual Registration
Course Fees & Closing Dates
| Registration Type | Closing Date | Fees (S$) / pax |
|---|---|---|
| Early Bird | 1 May 2026 | 900 |
| Normal | Till Full | 950 |
Overview
Children with Autism Spectrum Disorder (ASD) often experience behavior challenges that can impact their daily lives. This course provides a comprehensive understanding of the relationship between problem behaviors, ritualistic behaviors, and the core social, communication, and sensory characteristics of ASD. Participants will learn how to conduct a functional behavior assessment to determine the underlying causes of problem behaviors and develop individualized behavior intervention plans. The course also covers evidence-based strategies to reduce challenging behaviors while promoting positive skill development. Ideal for educators, caregivers, and professionals, this course equips learners with practical tools to support children with ASD effectively.
Course Outline
Day 1 – Problem Behaviors and Ritualistic Behavior in Autism (3 hours)
- The 3 levels of problem behaviors in autism spectrum disorder
- The relationship between problem behaviors and the core social, communication and sensory characteristics of autism spectrum disorder
- Restricted patterns of behavior, interests, and activities in autism spectrum disorder
Day 2 – Functional Behavior Assessment (3 hours)
- The purpose of conducting a functional behavior assessment (FBA)
- The methods and tools that are used during the FBA process.
- The functions of behavior and results obtained by conducting a functional behavior assessment (FBA)
Day 3 – Developing a Behavior Intervention Plan (3 hours)
- The 5 critical components of a behavior intervention plan (BIP)
- How to link the individualized behavior intervention plan to the results of the functional behavior assessment (FBA)
- Understanding why an individual’s problem behavior occurs and how to identify replacement skills
Day 4 – Strategies to Change Behavior (3 hours)
- Reinforcement strategies to decrease problem behavior
- Antecedent management strategies to prevent problem behavior
- Use of data collection to evaluate progress and collaborate with other team members
Course Objectives
Day 1 – Problem Behaviors and Ritualistic Behavior in Autism
- Describe the 3 levels of problem behaviors in autism spectrum disorder (ASD)
- Explain the relationship between problem behaviors and the core social, communication and sensory characteristics of autism spectrum disorder (ASD)
- Describe what is meant by restricted patterns of behavior, interests, and activities in autism spectrum disorder (ASD)
- Explain why persons with ASD may exhibit restricted patterns of behavior, interest, and activities
Day 2 – Functional Behavior Assessment
- Describe the purpose of conducting a functional behavior assessment (FBA)
- Describe the methods and tools that are used during the FBA process.
- Describe the functions of behavior and results obtained by conducting a functional behavior assessment (FBA)
Day 3 – Behavior Intervention Part 1
- Identify the critical components of a behavior intervention plan (BIP)
- Describe how each component of the BIP can be linked to the results of the FBA process and understanding of an individual’s problem behavior
- Describe the steps for implementing reinforcement programs to change problem behavior
Day 4 – Behavior Intervention Part 2
- Describe how to identify and teach replacement skills
- Describe antecedent management strategies and e-escalation techniques to prevent problem behavior
- Describe the Use of data collection to evaluate progress and collaborate with other team members.
Who Can Benefit?
This course is designed for special ed teachers, and therapists who teach children with autism, ages 2-15 years of age. The course focuses on children with autism who show moderate to severe behavior problems that interfere with the ability to learn. These behaviors may include vocal outbursts, screaming, running away, throwing materials, tantrums, hitting others and/or hurting oneself. The course does not address mild behaviors such as poor focus, mild hyperactivity, distractibility, or poor organizational skills.
Speaker
Professor Kathleen Quill
Dr. Kathleen Quill, provides professional and family support to improve the quality of intervention to children and adolescents with autism. She is a licensed Behavior Analyst (BCBA- D), developmental psycholinguist, adjunct professor in the graduate program for Autism and ABA at Endicott College, MA, and a bestselling author and advocate.
Dr. Quill lectures internationally on contemporary Applied Behavior Analysis (ABA), innovations in assessment and program planning for social and communication development, and meaningful intervention for challenging and complex behavior. Dr. Quill is the editor of the seminal text Teaching children with autism: Strategies to enhance communication and socialization. (Delmar Publishers, 1995); and author of the bestseller DO-WATCH-LISTEN-SAY: Social and communication intervention for individuals with autism (Brookes Publishing, 2000; 2nd edition, 2017), both translated into 10 languages. Kathleen authors e-learning courses on social, language, and communication and was principal author of AutismPro (2004), the first online system that delivered assessment, curriculum and resources to home-based providers and families. Her current work focuses on Intervention for Repetitive and Restricted Behaviors in Autism Spectrum Disorder (text in development).
Kathy is on the editorial board for Journal of Autism and Developmental Disorders and Focus on Autism and other Developmental Disabilities and is a member of the Professional Panel of Advisors for the Autism Society of America (ASA), serving as co-chair of the ASA commission on Applied Behavior Analysis (ABA).
