Anna Cordeiro, a manager currently employed within the food processing industry, looked beyond...
Autism and Behavioural Science (Part-time)
Ontario College Graduate Certificate
About the Program
The Autism and Behavioural Science program addresses the field of autism and behavioural science specifically the syndromes associated with Autism Spectrum Disorder, for children across various contexts including the home and school environments. Students will examine, apply, and evaluate current theories, practices and treatment methodologies used to treat ASD, and incorporate modified practices and procedures appropriate to the child and the situation. The program emphasizes the design and implementation of effective behavioural treatment plans. Working within a team environment, and with families are key elements of the program. The foundations of ethical thinking, professional codes of ethics and the different perspectives and rationale for ethical decision making within a behavioural framework are introduced. Students will work within interdisciplinary teams, and families.
Diploma or Degree in Education, Child Studies, Psychology, Early Childhood Education, Social Services or Rehabilitation, Educational Assistant, Child Youth Worker or equivalent.
Note re: Admission Requirements
Students must be able to receive instruction, respond and research in the English language.
Submit a completed Conestoga College Program Application Form.
Attach proof of Admission Requirements
Final selection is made following an assessment of the admission requirements.
All courses must be completed within 5 years of acceptance into the program.
How to Apply to the Program
Students may obtain a Conestoga College Program Application Form from any Conestoga College campus, OR by writing directly to the Registrar's Office, OR by using the college website at www.conestogac.on.ca/registrar/forms
Send completed applications to:
Conestoga College Admissions Office 299 Doon Valley Dr Kitchener, Ontario Canada N2G 4M4
Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student's Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Training in Autism and Behavioural Science will enhance staff in industries such as School Boards, Community Treatment Agencies, Hospital/Clinical Settings, Private Agencies or Independent Contractors as an Instructor Therapist or Behaviour Therapist.
For more details on related occupations, job market information and career opportunities see the Government of Canada web site: http://www.workingincanada.gc.ca
For program information call the Information Centre for details at 519-748-5220 ext. 3656.
Click on the course code or title below for a full description of the course. If available for registration, clicking on "Register" in the status column will open a new browser tab or window in the Student Portal.
Description: This course focuses on managing potential crisis situations. Techniques acquired will allow participants to recognize the signs of escalating behaviours and to safely and effectively de-escalate these behaviours. Hours: 12 Credits: 1 Pre-Requisites: CoRequisites:
Description: Students will be introduced to the principles of applied behavioural analysis (ABA), which is the basis for Intensive Behavioural Interventions (IBI). In addition to basic terminology, students will learn when and how to use these techniques appropriately. Students will also learn how to access and interpret journal publications in the field of autism and applied behavioural analysis. Hours: 60 Credits: 4 Pre-Requisites: CoRequisites:
Description: Students will learn the five major syndromes of the Autism Spectrum Disorders (ASD) including Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder and Pervasive Developmental Disorder according to their core features and their diagnostic criteria. This course provides an introduction to a neurodevelopmental and behavioural understanding of children with ASD. Hours: 42 Credits: 3 Pre-Requisites: CoRequisites:
Description: This course presents a comprehensive review of procedures for choosing and organizing curriculum for students with autism of various ages. A review of basic behaviour principles and teaching strategies will be discussed. Emphasis will be placed on curriculum development such as the utilitzation of the Assessment of Basic Language and Learning Skills (ABLLS). Curriculum development will be discussed with an emphasis on speech and language, social and play skills, personal care skills and inclusion into less restrictive environments. Hours: 60 Credits: 4 Pre-Requisites: CoRequisites:
Description: Students will be presented with theories, terminology and applications underlying current approaches to teamwork and working with families of children with ASD. Students will develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful and productive manner. Hours: 45 Credits: 3 Pre-Requisites: CoRequisites:
Description: Students will be introduced to the foundations of ethical thinking and will review the different approaches and rationale for ethical decision-making within a behavioural framework. Students will learn how to think critically and apply general ethical principles to particular situations through the use of case studies, practice vignettes, structures exercises and group discussions. Students will also learn how to evaluate their own professional expertise and limitations for ongoing professional development planning. Hours: 30 Credits: 2 Pre-Requisites: CoRequisites:
Description: Field Placement I will provide a practical opportunity to demonstrate the learning outcomes of the prerequisite and co requisite subjects. The placement consists of 140 hours of participation in an ABA/IBI program for children with ASD. The student will develop technical skills through the application of their knowledge and have the opportunity to observe and practice the ethical application of behavioural principles/techniques. Hours: 140 Credits: 5 Pre-Requisites: EDUC1050, EDUC8000, EDUC8010, EDUC8020, EDUC8040, EDUC8030 CoRequisites:
Description: Students will be presented with a comprehensive review of procedures for choosing and organizing curriculum for students with autism of various ages. A review of basic behaviour principles and teaching strategies will be discussed. Curriculum development will be discussed with an emphasis of speech and language, social and play skills, personal care skills and inclusion into less restrictive environments. Hours: 45 Credits: 3 Pre-Requisites: EDUC8000, EDUC8080, EDUC8010 CoRequisites:
Description: Students will be introduced to techniques for training others specifically to implement behavior change plans. They will learn and practice techniques for individual and group presentation formats for the training of families or professionals. Students will also learn how to maintain procedural integrity, use of performance feedback, evaluate the effects of training and understand the challenges that may impact before during and after mediator training. Hours: 30 Credits: 2 Pre-Requisites: EDUC8000, EDUC8010, EDUC8030 CoRequisites:
Description: The student will be introduced to a variety of procedures used to assess and treat challenging behaviours presented by individuals with autism / Autism Spectrum Disorder. The topics covered will include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours, e.g., stereotypy, pica, aggression, self-injury, etc. Emphases will be placed on ethical considerations such as the utilization of the least intrusive, least restrictive model and ?effective treatment?. Techniques covered will include antecedent control strategies, schedules of reinforcement, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures. Hours: 45 Credits: 3 Pre-Requisites: CoRequisites:
Description: Students will be prepared to assist in planning and mediating transitions for children with ASD within and across home, school and community settings. Topics will include models for effective transition planning, assessment and evaluation, understanding differing perspectives on transitions within and across environments, developing collaboration and relationship with parents and professionals, understanding transition practices and relevant legislation and practice in the use of transition assessment and evaluation tools. Hours: 30 Credits: 2 Pre-Requisites: EDUC8000, EDUC8010, EDUC8040, EDUC8080, EDUC8030 CoRequisites:
Description: Field Placement II will provide a practical opportunity to demonstrate the learning outcomes of the pre-requisite and co-requisite subjects. The placement consists of 210 hours of participation in an ABA/IBI program for children with ASD. The students will further develop their technical skills through application of their knowledge and have the opportunity to observe and practice the ethical application of behavioural principles/techniques. Hours: 210 Credits: 7 Pre-Requisites: EDUC8050, EDUC8060, EDUC8070, EDUC8090 CoRequisites:
299 Doon Valley Drive, Kitchener, Ontario N2G 4M4 Canada
TTY: 1-866-463-4484 (for the hearing impaired)