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Continuing Education Courses (CE's) are designed to provide instruction in a variety of areas of behavior analysis. CE's typically involve a video or podcast, some text to augment the presentation, a study guide, and interactive quizzes so you can determine whether you have mastered the material.

In order to access a CE please download any study guides and any text documents available for the unit, and read them for further directions concerning the particular unit you are completing. You will need to save and open them to be able to have them on the desktop while you watch the videos. Many people find that printing the downloads is helpful.

Then begin with the unit segments listed below. Each segment will consist of a video or podcast, quiz questions, feedback on the quiz, and opportunities to retake the quiz to demonstrate mastery. Start by watching the video or listening to the podcast for the first segment. When you are ready to take the quiz, click on the quiz button.

Once you take a quiz, click on the continue button to receive feedback. If you are satisfied with your performance or need to leave for the day, click on the submit button and the scores will be sent to your profile.  You can review where you are by going to your profile at any time, clicking on account settings, and then clicking on the continuing education tab.

If you wish to obtain BCBA CE credit you must meet our mastery criteria of 75% or better on each quiz for a course. Once you have done so, please submit an email to our webmaster (pavlik@behavior.org). She will check your work and if completed at mastery level, will award you CE credits. The Cambridge Center for Behavioral Studies is an approved Type II provider of BACB CE's.

Helping School-Age Students - UWF

William L. Heward, Ed.D., BCBA – Helping School-Age Students with Autism Succeed in Regular Classrooms - UWF

Presenter: Dr. William L. Heward: Recorded at the 2014 CCBS West Coast Conference on Autism

CEU: 1.5 units Type II BACB® CE Credits

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Course Description:The most scientifically documented outcomes of maximum benefit to children with autism have been achieved by early intensive behavioral intervention (EIBI) with children under age 6. While some children who have received EIBI make a smooth transition to public school classrooms, many others struggle mightily with the demands of a new and complex environment. The rationale, research base, and implementation resources for instructional strategies that help students with autism learn five skill sets necessary for success in general education classrooms (e.g., complete tasks independently, interact with peers appropriately) will be presented.

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