Project TSBA: Preparing Tiered System Behavior Analysts

2016

Project TSBA: Preparing Tiered System Behavior Analysts is a 5-year project funded by the U.S. Department of Education, Office of Special Education Programs. The purpose of Project TSBA is to prepare highly qualified behavior analysts who can work collaboratively with educators to provide Tier 3 behavioral interventions to high-need children with disabilities and who can provide leadership in implementing the multi-tiered systems of Positive Behavior Support (PBS) in schools. Project TSBA was prepared as a response to the Department of Education?s Absolute Priority to improve the quality and increase the number of personnel who are fully credentialed to serve children with disabilities. Florida schools have been implementing a system-wide approach to PBS with an emphasis on effective school practices in community, family, classroom, and individual contexts. However, creating local systems that support and sustain implementation of PBS through a Response to Intervention (RtI) framework is a challenge in part due to the shortage of qualified school personnel who can implement the multi-tiered system of student support and who can provide leadership and consultation to educators to implement evidence-based tertiary interventions in support of the inclusion of children with disabilities and behavioral challenges. Building on the strengths of the current M.A. program in Applied Behavior Analysis (ABA), University of South Florida, Project TSBA will prepare 16 students to graduate with a Master?s degree in ABA, certification as a Board Certified Assistant Behavior Analysts (BCaBA), and the PBS Certificate. By incorporating research-based practices that improve outcomes for children with disabilities, Project TSBA will prepare the graduate students: (a) to design and deliver PBIS to children with disabilities who have challenging behavior; (b) to collaborate and work with regular education personnel toward the implementation of PBS and RtI in the classrooms; (c) to incorporate or integrate universal design and technologies into classroom curricular and instructional practice and delivery of services; (d) to collect, analyze, and use data to assist personnel in decision-making; (e) support and work with parents and families of children with disabilities; and (f) to serve in leadership positions, guiding the implementation of the multi-tiered system-wide approach to PBS. By collaborating with Florida?s Positive Behavior Support: Response to Intervention for Behavior (FLPBS:RtIB) Project, TSBA will provide opportunities for high-quality practicum experience in a variety of settings with increased emphasis on high-need children with disabilities. Accordingly, TSBA participants will complete 1,000 hours of field experience including 500 hours within a school setting serving high-need students within a high poverty school and three online courses that are aimed toward obtaining the PBS Certificate. The TSBA students will receive mentorship from faculty with national reputations in the design and delivery of PBS and experienced coaches implementing system-wide PBS in Florida schools. Project TSBA will provide 65-70% of the total funding for student support.

Training Trainees

Education & Early Intervention, Other - Assistive Technology, Other - Cultural Diversity, Other - Leadership

Students/Trainees (long or intermediate trainees), Professionals and Para-Professionals, Family Members/Caregivers, Children/Adolescents with Disabilities/SHCN

Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Geographic Areas, Urban, Specific Groups

Single-County

Federal

N/A