The NJABA Public School Workgroup is dedicated to promoting the professional practice of applied behavior analysis (ABA) in public schools and increasing public schools’ capacity to provide high-quality behavioral services to all students.
We strive to support to current and prospective behavior analysts with the following:
Video-conferencing is available for all meetings. The link is sent to workgroup members a few days prior to each meeting.
All meetings begin at 4:15pm (unless otherwise noted) and take place at Bergen County Special Services, Central Office meeting room (2nd Floor), 540 Farview Avenue, Paramus
Please RSVP to the workgroup chair.
The Dynamic Learning Maps™ (DLM®) project offers an innovative way for all students with significant cognitive disabilities to demonstrate their learning throughout the school year via the DLM Alternate Assessment System.
Blanco, S. (2014). ABA Curriculum for the Common Core: Kindergarten. New York: Different Roads to Learning, Inc.
Eden Autism Services. (2012). Eden Autism Assessment and Curriculum Series. Princeton, NJ: Author.
Leaf, R. B., & McEachin, J. (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL Books.
McGreevy, P., Fry, T., & Cornwall, C. (2012). Essential for living: A communication, behavior and functional skills assessment, curriculum and teaching manual for children and adults with moderate-to-severe disabilities. Patrick McGreevy, Ph.D., P.A.
Partington, J. W. (2006). Assessment of Basic Language and Learning Skills-Revised (ABLLS-R). Pleasant Hill, CA: Behavior Analysts.
Partington, J. W., and Mueller, M. M. (2012). Assessment of Functional Living Skills (AFLS). Pleasant Hill, CA: Behavior Analysts, Inc. and Stimulus Publications.
Re-Think Autism, Inc. (2011). Re-Think Curriculum. New York.
Sundberg, M. L. (2008). Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): A language and social skills assessment program for children with autism or other developmental disabilities. Concord, CA: AVB Press. (updated link)
The State of New Jersey officially endorses the U.S. Department of Education’s Restraint and Seclusion: Resource Document; also from the U.S. DOE: a Dear Colleague letter (DCL) and question and answer document on the use of restraint and seclusion in public schools.
The NJ Department of Education issued guidance regarding a law that limits the use of restraint and seclusion. This law is designed to protect students from unwarranted restraint/seclusion, ensure proper parental notification, and document use of such procedures in order to analyze and improve educational practices. We encourage parents and professionals to reach out to us with any questions regarding this law and its implementation.
The NJ DOE issued a special education memo dated September 18, 2012, which refers school administrators to the U.S. Department of Education’s document referred to above.
Autism New Jersey Position Statement on the Use of Restrictive Procedures Within Comprehensive Behavior Support Plans was adopted on May 6, 2003 and lists procedural safeguards and best practices.
Public school policies differ on the use of physical restraint and seclusion as each individual Board of Education adopts and approves its own district policy based on state and federal guidelines.
The State of New Jersey does not endorse any specific passive restraint training programs. Use of passive restraint training programs is at the discretion of individual Boards of Education.