resttheory.blogg.se - The rec center

#The rec center professional

Able to expand verbal and non-verbal communication attempts.Imbeds targeted skills into student-preferred activities.Utilizes all naturally occurring opportunities to embed instruction.Incidental Teaching and Activity-based Instruction Independently makes changes to lesson plans in the best interest of the student.Develop and write lesson plans for program books along with appropriate data collection procedures for on-going progress monitoring.Writes objective yearly benchmarks for individual students.Ability to assess students using an appropriate tool such as the ABLLS.Ensures all programs are being run frequently.Promotes individual choice and functional communication with students.Pace of instruction is appropriate per student.Cleans up work environment and keeps materials and program book organized.Determines changes in targets and prompt levels based on reviewing graphs.Follows maintenance and generalization procedures for each lesson plan.Accurately delivers consequences (Reinforcement and correction procedures).Utilizes shaping, chaining and prompting techniques when teaching.Ensures that baseline measures are taken for each skill.Allows sufficient time for the student to respond.Sets up teaching environment prior to teaching.Demonstrates the ability to implement teaching based on the S-R-C paradigm.Demonstrates critical thinking skills and work efficiently to develop the company as a whole.Reads recent articles in the field or a related field to expand current knowledge base.

#The rec center professional

Demonstrates interest in professional development.

Returns phone calls and/or emails within 48 hours.

Completes timesheets/billing accurately and within the appropriate time frame.Completes session notes appropriately for each client.Dresses appropriately for the given work setting.

Maintains professional boundaries with families and other professionals.

Maintains child and parent confidentiality.

Has a good working relationship with supervisors, families, and school personnel.

Demonstrates good work attendance and arrives at appointments on time.

Positions available at Peabody, MA, Chelmsford, MA and Londonderry, NH locations Tricia is dedicated to working collaboratively with all members of a child’s life, through on-going consultation, communication, and training. She strives at ensuring a fun, creative and motivating learning environment for all children and staff. Tricia was promoted rapidly within her first year of employment to the newly created position, Coordinator of Home-based Services where she supervised staff and effectively managed their caseloads.Īs a Board Certified Behavior Analyst, Tricia is dedicated to providing the most effective student-driven treatment based on the principles of Applied Behavior Analysis. Employed at The May Institute she received extensive training in ABA, discrete trials, and general consultation skills. She went on to receive her Master of Science degree in Behavioral Education from Simmons College in Boston, MA. Tricia Woolard received her Bachelor of Arts degree in Psychology from the University of Massachusetts Dartmouth where she first delved into the world of Applied Behavior Analysis through her related coursework and internship in a preschool classroom.ĭuring this time she was employed at a non-profit agency as a Behavioral Direct Care Staff at a short-term adolescent shelter.