Online
Self-paced
Ongoing enrollment
Time Commitment: 1 hour
Continuous
Course Description
This course teaches learners about goal attainment scaling, the theory behind it, how it is used, how to write a goal attainment scale (GAS), and how to measure the quality of the GAS. The course module introduces background information and concepts, followed by examples. Participants will have readings, video, interactive activities, and quizzes. Our “tell, show, do” approach allows for interactive, lively, and practical examples, tools, and readings to teach new concepts and skills for current clinicians, teachers, consultants or future trainers.
Whether it is a school-based or clinic-based intervention, monitoring intervention outcomes drives critical decision-making. Is the client making adequate progress? Is the intervention plan adequate? Does the intervention plan need to be changed because of a lack of response? Without progress monitoring, the answers to these critical questions are not available. Those who successfully complete the course will receive a certificate of completion. Students that complete the final quiz and score 80% or better will earn 1 CEU's.
Time Commitment: 1 hour
Learning Objectives
- Describe the purposes of goal attainment scaling
- Understand the theoretical background behind goal attainment scaling
- Create goal attainment scales
- Discern high quality goal attainment scales from low quality goal attainment scales
Contact Us
Email: lifetimelearning@bsu.edu
Phone: 765-285-8565
Materials Provided
All materials are included within the course.
Measure of Performance
Those who successfully complete the course will receive a certificate of completion. Students that complete the final quiz and score 80% or better will earn 1 CEU.
Course Requirements
None
Course Accommodations
If you need course adaptations or accommodations because of a disability, please fill out the self-disclosure form. The Office of Disability Services coordinates services for students with disabilities. Documentation of a disability needs to be on file in that office before any accommodations can be provided.
Applications
Students can view the course through a website or by downloading the Brightspace app called Brightspace Pulse. Students can download the free app from any App store.
Instructor Bios
Dr. Lisa Ruble, PhD, HSPP
Lisa Ruble is the Earl F. Smith Distinguished Professor in Autism and Special Education at Teachers College of Ball State University's Department of Special Education. Dr. Ruble began working with children with autism when she was a weekend houseparent for a residential program at Indiana University in the 1980s. At that time, autism was thought to only impact 1 / 1000 individuals, and very little was understood about effective intervention. Since then, Dr. Ruble received her master’s degree from IUPUI in Rehabilitation Psychology and her Ph.D. in School Psychology from Indiana University. She is a licensed psychologist and a clinician-researcher. She is the developer of COMPASS, designed with implementation in mind for improved quality of life outcomes for individuals with autism, caregivers, and educators. Dr. Ruble has published more than 70 peer-reviewed research papers, books, and book chapters, which are available online. She is on the editorial board of Research in Autism Spectrum Disorders and serves as a grant reviewer for agencies such as the National Institutes of Health (NIH).
Abbey Love, PhD, Educational Psychologist
Dr. Abbey Love is an Educational Psychologist with a background in teaching and research. Her postgraduate training was completed in the US at the University of Kentucky where she studied self-efficacy of teachers and police officers and started a non-profit aimed at educating first responders about autism. She presently works as an autism researcher and also teaches inclusion courses to teachers and school leaders. Her research is broadly interested in translating educational research to professionals who support individuals with autism including work with law enforcement officers, teachers, school leaders, and parents and families. She is committed to practice-focused research that includes Autistic communities and has direct implications for community and individuals.
Christy Bohn, MA, BCBA
As an educator, Christy has an extensive background working with individuals with developmental disabilities from birth through adulthood. Presently Christy is an Instructor of Early Childhood Special Education and Applied Behavior Analysis at Ball State University. She also serves as the director of the undergraduate Applied Behavior Analysis program for the university. Christy is an independent consultant for local public schools, working with educators to support their classroom management and behavioral practices. “I’ve worked with many educators, parents, students and other individuals who find their responses to behaviors are ineffective and frequently escalate to pre-crisis or crisis situations. I believe that PCMA’s Everyday Behavior Tools curriculum is the solution to a happier, healthier and more meaningful relationship. When implemented, these tools maintain dignity for all while providing effective interaction strategies that will result in desired outcomes while avoiding escalation. These 6 tools empower those who work with individuals with challenging behavior to respond in a manner that is both dignified and respectful of the individual.