The placement will consist of 140 hours of participation in an Applied Behaviour Analysis (ABA)/Intensive Behavioural Intervention (IBI) program for children with Autism Spectrum Disorder (ASD) or within a classroom setting for children with ASD. The student will develop technical skills through application of their knowledge gained in the prerequisite courses. Students will also have the opportunity to observe and practice the ethical application of behavioural principles/techniques.
Graduate of an education or human services diploma or degree in Social Service Worker, Child and Youth Worker, Early Childhood Education, Educational Assistant, Recreation and Leisure Services, or Developmental Service Worker program.
- Current Standard First Aid and CPR Level C certification. Students must remain current throughout the program up to time of graduation.
- Completion of a Non-Violent Crisis Prevention and Intervention Course (CPI) at the student’s own expense. Intervention Course (CPI) is a co-requisite course and must be completed by the end of Field Placement I.
- Students may be required to travel for this course.
- Completed Confidential Student Health Record.
- Up-to-date immunization and a recent 2-step TB skin test.
- Current Criminal Reference Check (must be less than one year old and renewed on a yearly basis).
What You Need
What You Need
Students must contact their Program Leader in Continuing Education to discuss their placement in advance of registration.
Most college level courses require textbooks; textbooks are not included in the course fees. It is the student’s responsibility to purchase any required textbooks.
Textbooks are available at the Campus Shop for in class, Contact North, and iLearn/D2L courses. The Campus Shop does not carry most OntarioLearn textbooks. OntarioLearn textbooks can be purchased at www.textnet.ca.
Learning outcomes represent culminating demonstrations of learning and achievement. In addition, learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved.