Agency:
Date:
Name:
Agency:
Date:
# / Module title / Question / Answer
1:1 / Behaviour in Context / What is the purpose of human behaviour?
2:1 / Behaviour in Context / Define the relationship between positive behaviour supports and quality of life
1:2 / Ethics Considerations in Understanding Behaviour / Identify the four ethical principals associated with supporting people with disabilities.
2:2 / Ethics Considerations in Understanding Behaviour / Provide an example of an ethical dilemma specific to supporting an individual with a challenging behavior. Identify the conflicting values and your process for resolving the issue. What did you learn from the experience?
1:3 / Risk Assessment / Describe the concept of risk and provide three examples
2:3 / Risk Assessment / What areas should be covered in a risk assessment
1:4 / Staff Roles and Responsibilities / Identify three common risks direct service workers face in their day to day work environment
2:4 / Staff Roles and Responsibilities / Describe the role of each level of staff in relation to Positive Behaviour Supports. For example; front line staff, team leaders, supervisors, qualified persons.
1:5 / Behaviour Observation and Charting / Explain the purpose of behavioural observations. Describe 2 common approaches.
2:5 / Behaviour Observation and Charting / What is an operational definition and what are the components of an operational definition?
1:6 / Functional Assessment and Behaviour Support Plan / Define the process of developing a Functional Behavioral Assessments, include key components.
2:6 / Functional Assessment and Behaviour Support Plan / List and describe the process for the development of a behaviour support plan.
1:7 / Behaviour Interventions / Define 4 types of interventions strategies
2:7 / Behaviour Interventions / Provide examples of the previously defined interventions strategies
1:8 / Teaching New Behaviours / Define 2 of the 4 following approaches to teaching new behaviors; shaping, forward chaining, backward chaining, total task presentation.
2:8 / Teaching New Behaviours / Provide an example of each of the following teaching approaches; shaping, forward chaining, backward chaining, total task presentation.
1:9 / CET, Positive and Restrictive Procedures / Describe an approach vs. a planned procedure
2:9 / Restrictive Procedures / What resources will you use to monitor a Planned Positive/ Planned Restrictive Behavior Support plan?
Additional Information
The answers to the following questions will assist the facilitators in developing and delivering the PBS train the trainer workshop.
Briefly summarize your experience specific to supporting people with complex behaviour needs.
Please include any directly related education, training and work history.
Briefly describe your experiences with Functional Behaviour Assessments and/or behavioural programming
Briefly summarize your past experiences as a trainer/facilitator.
Briefly explain why you would like to become a Positive Behaviour Supports Trainer.
What other information would you like to share with us that would assist us in preparing for your learning experience?
For example, do you require learning accommodations?
Please submit your completed pre-assessment by email to . All registrations and pre-assessmentsmust be received at ACDS offices by April 1st, 2018. Your admittance to the training program will be confirmed or denied by email after this assessment has been marked.
Page 1PBS Train the Trainer Pre-AssessmentDecember 2015