CSUN Structured Supervision Folder. Revised November, 2013

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CSUN Structured Supervision Folder

Revised November, 2013

Ellie Kazemi, Ph.D, BCBA-D &

Peter Adzhyan, Psy.D, LEP, BCBA-D

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How to Use the Supervision Folder

Below are general guidelines on how to use the supervision folder when supervising interns. Supervisees are to seek appropriate supervisors who meet the BACB supervisor qualifications (see BACB website for additional details). CSUN students will be given more information about practica options, paid and unpaid internships, and CSUN approved supervisors at the mandatory orientation.

To guide your use of the Supervision Folder we have provided a Folder Index of all of the documents included. The supervisee should obtain a 3-ring binder to place copies of the provided documents, and a file system for the physical documentation of each activity. Compilation of this work constitutes evidence that the supervised experience activities have been completed. All related records, such as written summaries, tables, completed forms, data sheets and graphs, should be saved for the growing portfolio of evidence. The supervisee can use one or several clients to meet these competencies. Below is an image of a sample set-up of the 3-ring binder

You will create a tab for the Competency and then use number tabs for the Tabs that correspond with each competency.

The supervisee should accomplish the objectives of the Supervision Folder at a steady rate throughout the supervision period. We suggest that the supervisee create a time line at the onset of supervision and use a personal cumulative graph to monitor progress and show the number of competency objectives that have been met. This graph should have the total number of competencies required at the right side with a cumulative line of progress beginning at the left side. This graph should be kept in your folder with other Contracts &

Important Forms. The supervisor may occasionally ask the supervisee to submit a copy of this graph, and folder, to monitor supervisee’s progress.

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The index provided below will serve as your guide for creating your Supervision Folder layout and contains hyperlinks to connect you to the appropriate pages throughout the electronic document for quick reference.

The first two sections on the index are the following: Contracts & Important Forms to keep for your records &

BACB Guidelines. In Contracts & Important Forms is a list of important documents we advise supervisees to save. Place these documents under a tab in the front of your 3-Ring Binder. In the BACB Guidelines section you will find links to relevant materials on the BACB website. You are encouraged to print these and place them under a tab in the front of your 3-Ring Binder or find a method to readily refer to these documents throughout your supervision experience.

The next sections outline the Ten Competencies, outlined by Dr. Kazemi, and their corresponding Tabs. The supervisee is to complete the activities discussed in each competency and the tab(s) that fall within them under the direct supervision of a Board Certified Behavior Analyst (group or individual basis).

List of Competencies

I. Use the professional and ethical guidelines with colleagues and clients

II. Develop and use behavior measurement methods and record and analyze data

III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment)

IV. Develop evidence-based intervention plans based on assessment results and baseline data V. Design and implement skill acquisition procedures based on initial assessment (e.g., design a

language acquisition program based on VB-MAPP results) VI. Design and implement behavior reduction procedures VII. Program and probe for generalization and maintenance VIII. Conduct ongoing assessment of interventions

IX. Train another individual to conduct a procedure

X. Develop and present a training module to individuals who are not familiar with behavior analysis

For each competency, the supervisee should read related documents, offer a brief written summary of major concepts involved, and be prepared to discuss the reading with supervisor. Upon meeting the competency, the

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supervisee should provide a brief summary of how each objective was achieved. This should occur prior to obtaining the signature of the supervisor and moving to the next competency.

The directions and readings for competencies in this folder are suggestions to help narrow the focus of supervision activities and enable supervisors to have systematic procedures. However, much is left to the discretion of the supervisor. There is flexibility in the format of how the response to each competency is produced since each supervisee may have different opportunities in different situations.

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Below is a sample of a Tab and some of the items you can find: Competency Tab Titles Supervisor’s Initial on each tab in appropriate column for 1st or 2nd year students If a column is blacked out, it is not applicable

Each Tab has suggested readings

Each Tab has a hyperlink to return to Folder Index

Links to Supplemental Materials

Each tab has a task

analysis for how to meet the

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STRUCTURED SUPERVISION FOLDER

CSUN BCP Program

FOLDER INDEX

(All text below is hyperlinked)

Materials/Documents Tabs

 Contracts & Important Forms Important

Documents

 BACB Documents & Guidelines BACB

Guidelines I. Use the professional and ethical guidelines with colleagues and clients Ethics &

Professionalism Demonstrate knowledge of ethical, responsible, professional and disciplinary guidelines Tab 1* Demonstrate knowledge of HIPPA and Confidentiality rules Tab 2* II. Develop and use behavior measurement methods, record and analyze data Behavior

Measurement

Select & define target behavior for change Tab 3*

Measure target behaviors using various direct observation measurement methods to collect baseline data

Tab 4* Assess quality of behavioral measurement (Accuracy & Reliability) Tab 5*

Graph & analyze gathered information Tab 6*

III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment)

Behavior Assessment Conduct comprehensive functional behavior assessments Tab 7*

Conduct preference assessments (I-07) Tab 8*

Conduct reinforcer assessments Tab 9*

Design & conduct parametric analyses (B-12) Tab 10

IV. Develop evidence-based intervention plans based on assessment results and baseline data

Intervention Planning Obtain, summarize, and evaluate research articles as part of recommendations & development

of intervention plans

Tab 11* Recommend intervention strategies based on the assessment results and the best available

scientific evidence

Tab 12* V. Design and implement skill acquisition procedures based on initial assessment Skill

Acquisition Conduct formal assessment using VB-MAPP or ABLLS-R Tab 13*

Skill Acquisition Programs Tab 14*

 Implement skills acquisition programs to teach verbal behavior, imitation and discrimination using direct instruction (e.g. DTT), precision teaching and/or natural environment/incidental teaching

14A*

 Develop skills acquisition programs to teach verbal behavior, imitation and discrimination using direct instruction (e.g. DTT), precision teaching and/or natural environment/incidental teaching

14B*

Daily Living Skills Tab 15*

 Implement daily living skills programs based on formal assessment results 15A*  Develop daily living skills programs based on formal assessment results 15B*

Social and Play Skills Tab 16*

 Implement social and play skills programs based on formal assessment results 16A*

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VI. Design and implement behavior reduction procedures Behavior Reduction

Antecedent-Based Interventions Tab 17*

 Implement antecedent based interventions 17A*

 Develop antecedent-based interventions 17B*

Consequent Based Interventions Tab 18*

 Implement consequence-based interventions 18A*

 Develop consequence-based interventions 18B*

Group Contingencies Tab 19

 Implement group contingences 19A

 Develop group contingences 19B

Self-Management Tab 20

 Implement self-management strategies and contingency contracts 20A  Develop self-management strategies and contingency contracts 20B

VII. Program and probe for generalization and maintenance Generalization

& Maintenance Program and probe for stimulus and response generalization Tab 21*

Program and probe for maintenance Tab 22*

VIII. Conduct ongoing assessment of interventions

Ongoing Assessment Evaluate the effectiveness of the behavioral programs (K-07) Tab 23*

Conduct treatment fidelity checks Tab 24*

Evaluate effectiveness of components of an intervention package Tab 25

Compare effectiveness of different treatments Tab 26

IX. Train another individual to conduct a procedure Training

Design and use competency based training for persons who are responsible for carrying out behavior change procedures

Tab 27* X. Develop and present a training module to individuals unfamiliar with behavior

analysis

Dissemination Develop and present a training module to individuals unfamiliar with behavior analysis Tab 28*

Explain behavioral concepts using non-technical language Tab 29*

Supplemental Materials Supplement

Materials  Supplemental Documents (e.g. Performance Monitoring Tools, Contracts etc.) Supplemental

Documents *competencies must be met to pass CSUN practica coursework

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Contracts & Important Forms

We recommend you keep a copy of the following documents in your folder for quick reference. 1. Course and practica syllabi

2. Any contracts or agreements signed with internship site (orientation confirmation, evaluation materials, policy agreements, etc.)

a. Sample CSUN Generic Contract

b. Sample BACB University Practicum Contract

c. Sample BACB Independent Supervision Contract

d. Sample BACB Within-Agency Supervision Contract

3. Tracking Hours – (Click here and refer to Tab 7 for Excel Document)

4. Copy of BACB Experience Supervision Form – (Click here and refer to page 6)

a. You will receive these documents every couple of weeks, be sure to keep all of them in this folder.

5. Graph Timeline of Completion (referenced above in “How to use the Supervision Folder”)

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BACB Documents & Guidelines

We recommend you review the following documents with your supervisor and keep copies of these documents accessible for quick reference (click on the documents to access the documents)

1. Supervisor Training Curriculum Outline

2. BACB Guidelines for Responsible Conduct for Behavior Analysts

3. BACB Experience Standards

4. Most recent BACB Task List Content

5. Health Plan Coverage of Applied Behavior Analysis Treatment for Autism Spectrum Disorder

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I.

Use the professional and ethical guidelines with colleagues and

clients

Tab 1:

Demonstrate knowledge of ethical, responsible, professional and

disciplinary guidelines

1st Year Students 2nd Year Students I. Supervision contract

A. Review BACB website on “Standards of Conduct”, “Appropriate Activities”, “Appropriate Clients”, “Supervision Qualification” and “Nature of Supervision”

B. Develop and sign a contract between supervisor and supervisee a. Click Here for Sample Contracts

b. The contract must specify each party’s specific role (click here for recommended responsibilities for supervisor and supervisee) C. Include a copy of the contract in the ‘Contracts & Important Forms’ Tab II. Review BACB® ethical guidelines

A. Review and discuss with supervisor

 Responsible conduct of a behavior analyst  The behavior analyst’s responsibility to clients  Assessing behavior

 The behavior analyst and the individual behavior change program  The behavior analyst as teacher and/or supervisor

 The behavior analyst and the workplace

 The behavior analyst’s ethical responsibility to the field of behavior analysis

 The behavior analyst’s responsibility to colleagues  The behavior analyst’s ethical responsibility to society  The behavior analyst and research

B. Obtain Supervisors Signature certifying that you have read and discussed with your supervisor all ethical guidelines listed above

 Supervisor Name: Signature: Date: III. Review BACB task list-4th edition

A. Use suggested readings to learn how the Task List was formulated, training and certification matters related to behavior analysts, and the importance of maintaining the integrity and future of BCBA certification

B. Obtain Supervisors Signature certifying that you have read and discussed with your supervisor the BACB 4th Edition task list

 Supervisor Name: Signature: Date: IV. Topics for Group Supervision

A. Read Bailey & Burch (2009)

a. Chapter 1 (First Impressions Count, pages 3-6)

b. Chapters 17 & 18 (Time Management & Become a Trusted Professional) c. Chapters 20 (Knowing when to Seek Help-Feedback)

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d. Chapter 8 (Interpersonal Communication) B. Discuss assigned readings

a. Importance of feedback

b. How to seek and respond to feedback c. How to become a trusted professional d. Interpersonal communication skills

C. Establish Performance expectations (should be placed in supervision contract) D. Make professional conduct performance goals

a. Have supervisee develop short-term and long-term objective and measureable goals b. Review and revise goals, if necessary, for supervision

c. Offer feedback on professional conduct goals throughout supervision d. Make note of improvements

 Suggested Readings

 Bailey, J., & Burch, M. (2011). Ethics in Behavior Analysis (2nd ed). New York, NY: Routledge.  Bailey, J. S., & Burch, M. R. (2009). 25 Essential Skills and Strategies for the Professional Behavior

Analyst: Expert Tips for Maximizing Consulting Effectiveness. New York: NY, Routledge

 Cooper J.O, Heron T.E, Heward W.L. (2007). Applied Behavior Analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

 Shook, G.L., Johnston, J.M., & Melichamp, F. (2004). Determining Essential Content for Applied Behavior Analyst Practitioners. The Behavior Analyst, 27, 67-94.

 Shook, G.K., Rosales, S.A., & Glenn, S. (2004). Certification and Training of Behavior Analyst Professionals. Behavior Modification, 26(1), 27-48.

 Shook, G., & Neisworth, J. (2005). Ensuring Appropriate Qualifications for Applied Behavior Analyst Professionals: The Behavior Analyst Certification Board. Exceptionality, 13(1), 3-10.

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I.

Use the professional and ethical guidelines with colleagues and

clients

Tab 2:

Demonstrate knowledge of HIPPA and confidentiality rules

1st Year Students

2nd Year Students I. Review BACB® ethical guidelines

A. Review and discuss with supervisor

 The behavior analyst’s responsibility to clients

II.

HIPPA and confidentiality

A. Obtain information regarding HIPPA Guidelines and Confidentiality that pertain to the state you are going to complete your supervised BACB competences

B. Obtain information regarding HIPPA Guidelines and Confidentiality that pertain to your current place of work

C. Discuss with supervisor:  Record keeping

 E-MAIL and any electronic transmission of confidential information  Use of smart phones and protection of electronic files

D. Include all documents in this tab III. Consent

A. Discuss with supervisor:

 Informed, surrogate, guardian, and conservator consents

B. Discuss with supervisor the difference between consent and assent. Discuss when consent and assent should be used

C. Obtain and review consent and assent forms used at your current place of employment or internship (Click here to see examples of Consent and Assent Forms)

D. Place the sample consent and assent forms in this tab IV. Obtain informed consent

A. Before your first use of Consent procedure a. Role-play with supervisor the following:

i. Introducing the forms

ii. Explaining the forms using non-technical verbal behavior iii. Obtaining the signature from client(s)

B. Obtain immediate feedback and practice till criteria set by supervisor is met  Suggested Readings

 Bailey, J., & Burch, M. (2011). Ethics in Behavior Analysis (2nd ed). New York, NY: Routledge.  Bailey, J. S., & Burch, M. R. (2009). 25 Essential Skills and Strategies for the Professional Behavior

Analyst: Expert Tips for Maximizing Consulting Effectiveness. New York: NY, Routledge

 Cooper J.O, Heron T.E, Heward W.L. (2007). Applied Behavior Analysis (2nd ed.).Upper Saddle River, NJ: Pearson.

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II.

Develop and use behavior measurement methods, record and

analyze data

Tab 3:

Select & define target behavior for change

(Click to see sample of a Performance Monitoring Tool) 1st Year Students

A. Review and discuss with supervisor

 Ethical practices in selecting and assessing potential target behaviors II. Develop and use worksheets to prioritize target behaviors

A. Evaluating the social significance of potential target behaviors B. Prioritizing potential target behaviors

III. Define target behaviors in observable and measurable terms (I-01) A. Define behavior topographically (define at least 10 different behaviors) in

measurable and observable terms

1. Discuss definitions with supervisor and make necessary changes 2. Include the final written operational definitions in this tab

B. Define behavior functionally (define at least 10 different behaviors) in measurable and observable terms

1. Discuss definitions with supervisor and make necessary changes 2. Include the final written operational definitions in this tab

C. Describe and explain behavior, including private events, in behavior-analytic (non-mentalistic) terms (G-05)

 Bailey, J., & Burch, M. (2011). Ethics in Behavior Analysis (2nd ed). New York, NY: Routledge.  Cooper J.O, Heron T.E, Heward W.L. (2007). Applied Behavior Analysis (2nd ed.).Upper Saddle

River, NJ: Pearson.

 O’Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Pacific Grove, Ca.: Brooks/Cole Publishers

 Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2006). Functional Behavioral Assessment and Function‐Based Intervention: An Effective, Practical Approach. Englewood Cliffs, NJ: Prentice Hall.  Wolf M.M., (1978). Social Validity: The Case for Subjective Measurement or How Applied Behavior

Analysis is Finding its Heart. Journal of Applied Behavior Analysis, 11, 203-214.

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II. Develop and use behavior measurement methods, record and

analyze data

Tab 4:

Measure target behaviors using various direct observation measurement

methods to collect baseline data

(Click to see sample of Performance Monitoring Tool) 1st Year Students

A. Review and discuss with supervisor

 Ethical practices relevant to data collection and data based decision making

II. Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording (H-01)

A. Create a basic table for the advantages and disadvantages of using continuous and discontinuous measurement procedures

 Discuss the summary table with supervisor and include the final product in this tab

B. When conducting assessments or developing treatment plans, select an appropriate measurement method and design data collection forms for the measurement methods listed below

 Discuss your selection and the data collection forms with supervisor, obtain feedback and include the final product in this tab

 Design continuous measurement procedures (A-12) 1. Frequency/Rate 2. Duration 3. Latency 4. IRT 5. Percent of occurrence 6. Trials to criterion

 Design discontinuous measurement procedures (A-13) 7. Partial interval recording

8. Whole interval recording 9. Momentary time sampling 10.Planned activity check

11.Permanent product (e.g. number of math facts completed)

III. Select a schedule of observation and recording periods and measure target behavior for change (H-02)

A. When conducting assessments or monitoring progress during intervention phase, select appropriate observation periods and collect baseline or intervention data using appropriate measurement procedure

 Discuss your selection with supervisor and obtain feedback B. Collect data and share the results with supervisor

 Evaluate if changes need to be made to your data sheet and make necessary changes

C. Graph the results and obtain feedback from supervisor  Implement continuous measurement procedures (A-12) A-02 1. Measure frequency/rate

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Return to Folder Index

A-03 2. Measure duration A-04 3. Measure latency A-05 4. Measure IRT

A-06 5. Measure percent of occurrence A-07 6. Use trials to criterion

 Implement discontinuous measurement procedures (A-13) A-13

7. Use partial interval recording 8. Use whole interval recording 9. Use momentary time sampling

10.Measure behavior by permanent product  Suggested Readings

 Baily, J., & Burch, M. (2011). Ethics in Behavior Analysis (2nd ed). New York, NY: Routledge.  Cooper J.O, Heron T.E, Heward W.L. (2007). Applied Behavior Analysis (2nd ed.). Upper Saddle

River, NJ: Pearson.

 Gast, D.L. (2010). Single Subject Research Methodology in Behavioral Sciences. New York, NY, Routledge.

 Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research(3rd Ed). New York, NY: Routledge

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II.

Develop and use behavior measurement methods, record and

analyze data

Tab 5:

Assess quality of behavioral measurement (Accuracy & Reliability)

1st Year Students

2nd Year Students I. Create a basic table that summarizes threats to measurement accuracy, validity and reliability

A. Include a table in this tab that summarizes the variables that could threaten:

 Validity of behavioral data

 Reliability of behavioral data

 Accuracy of behavioral data

II. Assess and interpret inter-observer agreement (A-08)

A. Determine appropriate method to obtain (sample) inter-observer data for given data collection method

 Discuss the chosen method with the supervisor and make necessary changes B. Create a summary table that includes

 Type of IOA

 Method of calculation for each type of IOA

 Acceptable level of IOA

 Format for reporting IOA

C. Conduct, interpret and report inter-observer agreement

 When collecting baseline or intervention data use IOA to evaluate the accuracy and reliability of data and measurement procedures

 When supervising implementation of treatment plans use IOA to evaluate the accuracy and reliability of data collection

 Calculate IOA using appropriate method for given data & report the IOA data

 Use IOA data to make changes to measurement procedures or use Behavior Skills Training (See Tab 27) to improve data collection skills of

implementers

Use Total Count IOA and report the results Use Total Duration IOA and report the results

Use Mean Duration per occurrence IOA and report the results Use Interval by Interval IOA and report the results

Use Scored and Unscored Interval IOA and report the results Use Trial by Trial IOA and report the results

 Baer, D. M. (1977). Reviewer’s comment: Just because it’s reliable doesn’t mean that you can use it. Journal of Applied Behavior Analysis, 10, 117–119.

 Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research(3rd Ed). New York, NY: Routledge

 Repp, A. C., Deitz, D. E. D., Boles, S. M., Deitz, S. M., & Repp, C. F. (1976). Technical article:

Differences among common methods for calculating inter-observer agreement. Journal of Applied Behavior Analysis, 9, 109-113.

 Watkins, M.W., & Pacheco, M. (2000). Inter-observer Agreement in Behavioral Research: Importance and Calculation. Journal of Behavioral Education, 10, 205–212.

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II.

Develop and use behavior measurement methods, record and

analyze data

Tab 6:

Graph & analyze gathered information

1st Year Students

A. Review ethical guidelines relevant to data collection, visual display and analysis

B. Discuss the guidelines with supervisor II. Design, plot, and interpret data

A. Plot data using equal-interval graphs (A-10)

o Use Excel or other graphing tools to generate  Bar Graphs

 Multiple Baseline Graphs  Multiple Probe Graphs  ABAB Graphs

 Alternating Treatments  Multi-element  Simultaneous  Chaining Criterion Graphs

B. Plot and interpret data using Standard Celeration Charts (SCC) C. Plot data using a cumulative record (A-11)

D. Interpret visually displayed data using baseline logic (A-10 and 11) o Draw level and trend lines

o Evaluate changes in level, trend, and variability o Measure Effect Size using

 Points of Non-Overlap  Dual-Criterion Method E. Print and place all graphs in this tab



Conduct behavior assessments (e.g., Functional Behavior

Assessment, Preference Assessment, Reinforcer Assessment)

Tab 7:

Conduct comprehensive functional behavior assessments

Click here for examples of Performance Monitoring Tools for conducting functional analysis (Attention, Escape, Play Conditions)

Click here for example of FBA Rubric

1st Year Students

2nd Year Students I. Review BACB® ethical guidelines 1.0, 2.0 and 3.0 and discuss with supervisor

A. Ethical practices in conducting behavior assessments

B. Discuss with supervisor the ethical practices and the importance of practicing within one’s limits of professional competence and obtaining consultation, supervision, training, or making referrals as necessary

II. Conduct a preliminary assessment in order to identify the referral problem (G-03) A. Obtain informed consent for assessment (Click here for examples of Informed Consents) B. Identification of the problem

1. Conduct Indirect Assessment (Click here for example of Performance Monitoring Tool); (Click here for interviewing tool)

 Review records and available data (G-01)

 Conduct interviews using semi structured format (e.g. FAI)  Use rating scales

i. FAST ii. MAS iii. SIT

 Consider biological/medical variables that may be affecting the client (G-02)

 Include completed Indirect Assessment forms and notes on your interview under this tab

2. Observe the client in the natural environment

 Identify variables that could have evocative effect on target behaviors

C. Develop a hypothesis statement based on the preliminary assessment of the client For each target behavior identify potential

i. Biological/medical variables that may affect the client ii. Immediate antecedents

iii. Consequences

D. Define target behaviors in observable and measurable terms

 Operationally define target behaviors in measurable and observable terms before conducting direct assessment (I-01)

 Discuss the definitions with supervisor and make necessary changes III. Use direct observation to collect baseline data

A. Select observation periods to obtain baseline data given the dimensions of the behavior and the logistics of observing and recording (H-01)

 Use Scatter Plot data to select observation periods, or

 Use information obtained from interviews to select observation periods (H-02)

B. Select a measurement system to obtain baseline data given the dimensions of the behavior and the logistics of observing and recording

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o Fundamental measures (e.g., count, duration, temporal locus) o Procedures for measuring behavior (e.g., event recording, time

sampling)

o Examples of behaviors you may measure using each method and procedure of data collection

 For each measurement system develop data recording sheets to be used for data collection

C. Directly observe target behavior(s)

 Use data recording sheet to obtain baseline data given the dimensions of the behavior.

o Obtain baseline data

o Discuss baseline data with supervisor o Conduct IOA (See tab 5)

o Evaluate if changes need to be made to your data collection method or recording sheets

D. Select and use a data display that effectively communicates relevant quantitative relations (H-03)

 Use excel to generate graphs to display results of baseline data  Graphs must include

o Correctly labeled Y and X axis o Title

o Correct data points and markers o Figure captions

 Analyze, and interpret observed data (H-04 and I-05)

IV. Identify variables that influence the occurrence of problem behavior A. Create a basic table that includes uses and limitations of

o ABC recording and Functional Analysis

o Response Dependent ABC recording and Response Independent (scheduled observation) ABC recording

o Discuss with supervisor what information can be obtained from ABC recording

o Discuss with supervisor the many limitations of ABC recording and why behavior analysts cannot draw accurate conclusions regarding function when using descriptive assessments

o If ABC recording is used

o Define environmental variables in observable and measurable terms (I-02) (e.g. define antecedents and consequences)

o Evaluate temporal relations between observed variables (H-05) B. Design and Conduct Functional Analysis (I-04)

Click here for examples of Performance Monitoring Tools for conducting functional analysis (Attention, Escape, Play Conditions)

 Create a table that includes

o Various types of Functional Analysis (FA) Procedures o Examples of target behaviors assessed using each type of FA

procedure

o Limitations of each type of FA procedure

 Choose Functional Analysis Procedure appropriate for given target behavior o Discuss with supervisor the risks associated with the assessment o Discuss how to reduce the risks

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o Propose FA procedure that is most appropriate for given target behavior and minimizes risk to client

 Obtain informed consent to conduct FA from caregiver or client (see sample informed consent)

 Conduct Functional Analysis under direct supervision of supervisor o Graph and analyze the results of the functional analysis (I-05) o Evaluate temporal relations between observed variables (H-05) V. Write functional behavior assessment report

 The FBA should include the following components A. Reason for referral (see scoring rubric)

B. Background information

C. Behavior-analytic description of reported target behaviors and environmental variables that could influence the target behaviors D. Hypothesis statement for each target behavior

E. Baseline data

F. Functional analysis results G. Summary

H. Recommendations

o Make recommendations regarding behaviors that must be established, maintained, increased, or decreased (I-06)

i. State intervention goals in observable and measurable terms (J-01)

o Identify potential interventions based on assessment results and the best available scientific evidence (J-02)

 Include the completed FBAs in this tab (De-identify client information first)  Suggested Readings

 Bailey, J. S., & Burch, M. R. (2011). Ethics for Behavior Analysts (2nd ed.). New York, NY: Routledge.

 Dixon et.al., 2009. Creating Single-Subject Design Graphs in Microsoft Excel 2007. JABA, 42, 277-293.

 Ellignson, Miltenberger, & Long (1999). A Survey of the Use of Functional Assessment Procedures in Agencies Serving Individuals with Developmental Disabilities, Behavior Interventions, 14, 187-198.  Fox, J. & Davis, C. (2005). Functional Behavior Assessments in Schools: Current Research Findings

and Future Directions, Journal of Behavioral Education, 14, 1-4.

 Hanley, G.P., 2012. Functional Assessment of Problem Behavior: Dispelling Myths, Overcoming Implementation Obstacles, and Developing New Lore. Behavior Analyst in Practice, 5, 54-72.

 Hanley, G.P., Iwata, B.A., McCord, B. E. (2003). Functional analysis of problem behavior: A review,

JABA, 36 (2), 147-185.

 Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27 , 197–209.

 Iwata, B.A., & Dozier, C.L. (2008). Clinical Application of Functional Analysis Methodology. Behavior Analysis in Practice, 1, 3-9.

 O’Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Pacific Grove, Ca.: Brooks/Cole Publishers

 Repp, A.C., & Horner, R. (1998). Functional Analysis of Problem Behavior: from Effective Assessment to Effective Support. Belmont, CA: Wadsworth Publishing.

 Thompson & Iwata (2007). A comparison of outcomes from descriptive and functional analyses of problem behavior, JABA, 40, 333-338.

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 Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18,343–351.

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III. Conduct behavior assessments (e.g., Functional Behavior

Tab 8:

Conduct preference assessments (I-07)

Click here for examples of Performance Monitoring Tool for Paired-Choice & MSWO Assessment

1st Year Students

2nd Year Students I. Design and conduct preference assessments to identify putative reinforcers (A-14)

A. Create a basic table that includes uses and limitations of: o Indirect preference assessment

o Direct observation (Approach-based) o Systematic assessment of preferred stimuli

o Multiple stimulus presentations without replacement (MSWO) o Multiple stimulus presentations with replacement (MSW) o Paired stimulus presentation (PS)

B. Design and Conduct Preference Assessment

i. Taking the resources in the setting, type of stimuli being examined, and client’s level of functioning into consideration, design a preference assessment for a client

ii. Discuss the designed preference assessment with supervisor

C. Conduct MSWO, PS and Approach-Based preference assessments under direct supervision of supervisor

D. Develop a performance monitoring checklist to evaluate the fidelity of preference assessments and have the supervisor use the form to rate and give feedback on conducting preference assessments (See Tab 24)

E. Include the completed checklist with feedback in this tab and tab 24 II. Write summary of preference assessment results

 Summarize the preference assessment results using the appropriate visual display

 Present the summary of the preference assessment results to the supervisor and make necessary changes

 Share the results with parents or teachers  Suggested Readings

 Daly, III et al., 2009. Evaluation of the multiple-stimulus without replacement preference assessment method using activities as stimuli. Journal of Applied Behavior Analysis, 42, 563-574.

 DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519-532.

 Hagopian, L.P., Long, E.S., Rush, K.S. (2004). Preference Assessment Procedures for Individuals with Developmental Disabilities, Behavior Modification, 28, 668-677.

 Piazza, Fisher, Roane, and Hilker (1999). Predicting and Enhancing the Effectiveness of Reinforcers and Punishers in Repp & Horner (Eds) Functional Analysis of Problem Behavior.

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III.

Conduct behavior assessments (e.g., Functional Behavior

Tab 9:

Conduct reinforcer assessments

1st Year Students

2nd Year Students I. Design and conduct reinforcer assessments to identify putative reinforcers

A. Design a reinforcer assessment

i. Conduct literature search and develop a procedure for reinforcer assessment ii. Discuss with supervisor the procedure and make necessary changes

iii. Include the procedure in this tab B. Conduct a Reinforcer Assessment

i. Conduct approved reinforcer assessment under direct supervision of supervisor

C. Develop a performance monitoring checklist to evaluate the fidelity of reinforcer assessments and have the supervisor use the form to rate and give feedback on conducting the assessment (See Tab 24)

D. Include the completed checklist with feedback in this tab and tab 24 II. Write summary of reinforcer assessment results

 Summarize the assessment results using the appropriate visual display

 Present the summary of the reinforcer assessment results to the supervisor and make necessary changes

 Share the results with parents or teachers  Suggested Readings

 DeLeon, I. G., Fisher, W. W., Catter, V. R., Maglieri, K., Herman, K., & Marhefka, J. (2001).

Examination of relative reinforcement effects of stimuli identified through pretreatment and daily brief preference assessment. Journal of Applied Behavior Analysis, 34, 463-473.

 Hagopian, L.P., Long, E.S., Rush, K.S. (2004). Preference Assessment Procedures for Individuals with Developmental Disabilities, Behavior Modification, 28, 668-677.

 Piazza, Fisher, Roane, and Hilker (1999). Predicting and Enhancing the Effectiveness of Reinforcers and Punishers in Repp & Horner (Eds) Functional Analysis of Problem Behavior.

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III. Conduct behavior assessments (e.g., Functional Behavior

Tab 10:

Design and conduct parametric analysis (B-12)

1st Year Students

2nd Year Students I. Design and conduct parametric analysis

A. Design Parametric Analysis

i. Conduct literature search and develop a procedure for parametric analysis for:

 Assessing the effects of various schedules of reinforcement on target behaviors

 Assessing the effects of various magnitudes of reinforcement on target behaviors

 Assessing the effects of various tasks (for escape maintained behaviors) on target behaviors

ii. Discuss with supervisor the proposed design and make necessary changes  Include the procedures in this tab

B. Conduct a Parametric Analysis

i. Conduct parametric assessment under the direct supervision of supervisor ii. Develop a performance monitoring checklist to evaluate the fidelity of

parametric assessments and have the supervisor use the form to rate and give feedback on conducting the assessments (See Tab 24)



Include the completed checklist with feedback in this tab and tab 24 II. Write summary of assessment results

i. Summarize the parametric assessment results using the appropriate visual display

ii. Present the summary of the assessment results to the supervisor and make necessary changes

iii. Use the assessment results in treatment planning iv. Share the results with parents or teachers

 Carr, J. E., Bailey, J. S., Ecott, C. L., Lucker, K. D., & Weil, T. M. (1998). On the effects of non-contingent delivery of differing magnitudes of reinforcement. Journal of Applied Behavior Analysis,

31, 313-321.

 DiGennaro Reed, F.D., Reed, D.D., Baez, C.N, & Maguire, N. (2011). A parametric analysis of errors of commission during discrete-trial training. Journal of Applied Behavior Analysis, 44, 611-615.  Roscoe, E. M., Iwata, B. A., & Rand, M. S. (2003). Effects of reinforcer consumption and magnitude

on response rates during non-contingent reinforcement. Journal of Applied Behavior Analysis, 36, 525– 539.

 Sy J.R., & John C. Borrero, J.C. (2009). Parametric analysis of presession exposure to edible and nonedible stimuli. Journal of Applied Behavior Analysis, 42, 833-837.

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IV.

Develop evidence-based intervention plans based on assessment

results and baseline data

Tab 11:

Obtain, summarize, and evaluate research articles as part of

recommendations & development of intervention plans

1st Year Students

2nd Year Students I. Review and interpret articles from the behavior-analytic literature ( B-02)

A. Obtain and summarize research articles

i. Search behavior analytic journals for peer reviewed articles that address: i. Problem behaviors with similar functions as those identified in

treatment plans that you are implementing;  Or

ii. Problem behaviors with similar functions that you are developing a treatment plan for

iii. Skill acquisition for specific skill acquisition programs that you are implementing

 Or

iv. Skill acquisition for specific skills that you are developing for skill acquisition programs

B. Summarize the articles and include the summary for each article in this tab i. Summary should include:

i. Reference to the article in APA style ii. Subjects

iii. Target behaviors with operational definitions iv. Type of FBA conducted and results

v. Procedure used for intervention vi. Results of the intervention

vii. Strengths and limitations of the articles

viii. How are you planning to use the information obtained from the article for your case

 Carr J. E. and Briggs, A. M. (2010) Strategies for Making Regular Contact with the Scholarly Literature. Behavior Analysis in Practice, 3, 13–18.

 Dubuque, E.M. (2011). Automating Academic Literature Searches with RSS Feeds and Google Reader. Behavior Analysis in Practice, 4,63-69.

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IV. Develop evidence-based intervention plans based on assessment

results and baseline data

Tab 12:

Recommend intervention strategies based on the assessment results and the

best available scientific evidence

1st Year Students

2nd Year Students I. Recommend intervention strategies based on FBA results

A. Taking the client’s needs, best practices, available resources, FBA results and the best available scientific evidence into consideration, recommend conceptually systematic and effective strategies for intervention (see tab 11 for literature search) B. The recommendations should include and not be limited to:

i. Antecedent interventions to address identified MOs and/or SDs and decrease problem behavior (provide reference)

ii. Consequence based interventions to increase socially acceptable adaptive behaviors and decrease maladaptive behaviors (provide reference)

iii. Appropriate initial reinforcement schedule and criteria for thinning iv. Shaping of replacement behaviors if not in the client’s repertoire (e.g.,

FCT; provide reference)

v. How to address the problem behavior if it occurs during intervention (provide reference)

vi. Training of support staff and/or parents (provide reference) vii. Monitoring fidelity of implementation (provide reference) viii. Data collection, monitoring and data based decision making

II. Recommend intervention strategies based on skills assessment results (VB-MAPP results) A. Taking the client’s needs, best practices, available resources, skills assessment

results, and the best available scientific evidence into consideration,

recommend conceptually systematic and effective strategies for skill acquisition interventions (see tab 11 for literature search)

B. The recommendations should include and not be limited to: i. Goals for each skill deficit

ii. Appropriate teaching methods for each skill (DTT, NET) iii. Appropriate chaining method

iv. Appropriate method of programming for generality v. Monitoring fidelity of implementation

vi. Data collection, monitoring and data based decision making  Suggested Readings

 Geiger, K.B., James E Carr, J. E., and LeBlanc, L.A. (2010). Function-Based Treatments for Escape-Maintained Problem Behavior: A Treatment-Selection Model for Practicing Behavior Analysts. Behavior Analyst in Practice, 3, 22-32.

 Hagopian, L.P., Boelter, E.W., David P Jarmolowicz, D.P. (2011). Reinforcement Schedule Thinning following Functional Communication Training: Review and Recommendations. Behavior Analyst in Practice,4, 4–16.

 Iwata, B. A., Smith, R. G., & Michael, J. L. (2000). Current research on the influence of establishing operations on behavior in applied settings. Journal of Applied Behavior Analysis, 33, 411-418.  O’Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997) Functional

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Assessment and Program Development for Problem Behavior: A Practical Handbook.Pacific Grove, Ca.: Brooks/Cole Publishers.

 Parsons M. B., Reid D. H. (2012). Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analyst in Practice, 5, 2-11.

 Reed, D. D., and Kaplan, B.A. (2011). The Matching Law: A Tutorial for Practitioners. Behavior Analyst in Practice, 4, 15-24.

 Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21, 381-384.

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V. Design and implement skill acquisition procedures based on initial

assessment

VB

-MAPP

results)

Tab 13:

Conduct formal assessment using VB-MAPP or ABLLS-R

Click here for example of FBA Rubric 1st Year

Students

2nd Year Students I. Review BACB® ethical guidelines 1.0, 2.0 and 3.0 and discuss with supervisor

A. Ethical practices in conducting behavior assessments

B. Discuss with supervisor the ethical practices and the importance of practicing within one’s limits of professional competence and obtaining consultation, supervision, training, or making referrals as necessary

II. Conduct formal assessment

A. Obtain informed consent for assessment B. Administer the entire VB-MAPP or ABLLS-R

C. Develop a performance monitoring form to evaluate the administration of VB-MAPP or ABLLS-R and have the supervisor use the form to give you feedback on administration of VB-MAPP or ABLLS-R (See Tab 24)

i. Include the feedback in this tab

D. Score and graph completed VB-MAPP or ABLLS-R E. Discuss the results with the supervisor

III. Write assessment report

A. The skills assessment report should include the following components  Reason for referral (see scoring rubric)

 Background information  Results for each area assessed  Summary

 Recommendations

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V. Design and implement skill acquisition procedures based on initial

assessment

VB

-MAPP results)

Tab 14A:

Implement skills acquisition programs to teach verbal behavior, imitation

and discrimination using direct instruction (e.g. DTT), precision teaching and/or

natural environment/incidental teaching

1st Year Students

2nd Year Students I. Review BACB® ethical guidelines

A. Before beginning to work with your first client (as an implementer) and before developing your first treatment plan, review the ethical guidelines to your work with the client

i. For example if you are implementing or developing behavior change plans that are not part of a research, you would review

i. 1.0 Responsible Conduct of a Behavior Analyst ii. 2.0 The Behavior Analyst’s Responsibility to Clients iii. 3.0 Assessing Behavior

iv. 4.0 The Behavior Analyst and the Individual Behavior Change Program

v. 6.0 The Behavior Analyst and the Workplace

vi. 8.0 The Behavior Analyst’s Responsibility to Colleagues II. Implement skill acquisition programs to teach verbal behavior

A. Implement the listed skill acquisition programs and obtain at least 90 % implementation fidelity on at least two consecutive performance

monitoring checklists for each program

o Include the completed performance checklists for each program in this tab

 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to evaluate whether interventions you are asked to implement are behavior analytic in nature (B-01)

BACB Task list # Skill Acquisition Program Teaching Method  Discrete Trials (DTT) (F-03, D-08)

 Natural Environment /Incidental Teaching (NET/IT) (D-08)  Precision Teaching (PT) (F-04)  Other: ________________(____) D-10 Echoic Training D-11 and F-07 F-08

Mand Training with various topographies (at least two)

Speech Pictures ASL

Augmentative devices D-12 Tact Training

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Actions Objects

Color and shapes Using prepositions Using adjectives Using adverbs

Using complete sentences Other Other Other D-13 Intraverbal Training What questions When questions Where questions Who questions

Answering questions after reading a story Other Other Other D-14 Listener Training Attending to speaker Following one component

actions

Following two component actions

Selecting a stimulus in an array Selecting stimuli based on

Function, Feature and Class Following instructions involving

prepositions

Discriminating between different adjectives

Following two to three step directions

Other Other

III. Implement skill acquisition programs to teach imitation and equivalence

D-04

Motor Imitation Training Gross motor actions (e.g.

jumping)

Fine motor actions (e.g. wiggle fingers)

Functional skills (e.g. using spoon)

Other Other Other

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E-02 E-06 E-13

Stimulus Equivalence and Discrimination Training Matching to sample Sorting

Completing patterns and sequences

Other Other Other

IV. Use behavior change elements in skill acquisition programs E-11 Use Pairing Procedures to establish new conditioned reinforcers

D-02

Use appropriate schedules of reinforcement Initial Implementation Phase

Thinning Maintenance

D-03 Use of Prompts and Prompt Fading

E-12 Use Errorless Learning and Prompt Fading D-21 Use of differential reinforcement

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V. Design and implement skill acquisition procedures based on initial

assessment

VB

-MAPP

results)

Tab 14B:

Develop skills acquisition programs to teach verbal behavior, imitation

and discrimination using direct instruction (e.g. DTT), precision teaching and/or

natural environment/incidental teaching

1st Year Students

A. Before beginning to work with your first client (as an implementer) and before developing your first treatment plan, review the following ethical guidelines and discuss with supervisor

i. 1.0 Responsible Conduct of a Behavior Analyst ii. 2.0 The Behavior Analyst’s Responsibility to Clients

iii. 4.0 The Behavior Analyst and the Individual Behavior Change Program

iv. 6.0 The Behavior Analyst and the Workplace

v. 8.0 The Behavior Analyst’s Responsibility to Colleagues vi. 9.0 The Behavior Analyst’s Ethical Responsibility to Society vii. 10.0 The Behavior Analyst and Research

II. Develop skill acquisition programs to teach verbal behavior

A. Select intervention strategies based on assessment results and the best available scientific evidence (J-02)

i. Consult with supervisor and offer rational and supporting articles for selected intervention strategies

B. Discuss with supervisor and take into account:

i. Client’s preferences and current repertoires (J-04 and J-05) ii. Environmental and resource constraints (J-07)

iii. Social validity of the intervention (J-08)

C. Develop technological and conceptually systematic skill acquisition programs for skills listed below

i. State goals in observable and measurable terms (J-01) ii. Program for stimulus and response generalization and

maintenance of the skills (J-11 and 12)

D. Have the supervisor use written program performance checklists to

evaluate whether the written programs are behavior analytic in nature and give feedback (B-01)

i. Make needed changes and place the final product and the feedback in this tab

E. Use Behavior Skills Training to train the staff on how to implement the plans (See Tab 27)

i. Develop and use performance monitoring checklists to monitor procedural integrity during implementation of treatment plans (See Tab 24)

F. Evaluate the effectiveness of interventions through ongoing data collection and analysis and make data based decisions (See Tab 23)

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BACB Task list # Skill Acquisition Program Teaching Method  Discrete Trials (DTT) (F-03, D-08)  Natural Environment /Incidental

Teaching (NET/IT) (D-08)  Precision Teaching (PT) (F-04)  Other: ________________(____) D-10 Echoic Training D-11 and F-07 F-08

Mand Training with various topographies (at least two)

Speech Pictures ASL Augmentative devices D-12 Tact Training Actions Objects

Color and shapes Using prepositions Using adjectives Using adverbs

Using complete sentences Other Other Other D-13 Intraverbal Training What questions When questions Where questions Who questions

Answering questions after reading a story Other Other Other D-14 Listener Training Attending to speaker Following one component

actions

Following two component actions

Selecting a stimulus in an array Selecting stimuli based on

Function, Feature and Class Following instructions involving

prepositions

Discriminating between different adjectives

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Following two to three step directions

Other Other Other

III. Develop skill acquisition programs to teach imitation and equivalence

D-04

Motor Imitation Training Gross motor actions (e.g.

jumping)

Fine motor actions (e.g. wiggle fingers)

Functional skills (e.g. using spoon) Other Other Other E-02 E-06 E-13

Stimulus Equivalence and Discrimination Training Matching to sample Sorting

Completing patterns and sequences

Other Other Other

IV. Program behavior change elements in skill acquisition plans

E-11 Program Pairing Procedures to establish new conditioned reinforcers

D-02

Program appropriate schedules of reinforcement Initial Implementation Phase

D-03 Program use of Prompts and Prompt Fading E-12 Program Errorless Learning and Prompt Fading D-21 Program use of differential reinforcement  Suggested Readings

 Bosch, S., & Fuqua, R.W. (2001). Behavioral Cusps: A Model for Selecting Target Behaviors.

Journal of Applied Behavior Analysis 34, 123–125.

 Grow, L., & LeBlanc, L. (2013). Teaching Receptive Language Skills: Recommendations for Instructors. Behavior Analysis in Practice, 6, 56-75.

 Grow, L. L., Carr, J. E., Kodak, T., Jostad, C. M., & Kisamore, A. N. (2011). A comparison of methods for teaching auditory-visual conditional discriminations to children diagnosed with autism spectrum disorders. Journal of Applied Behavior Analysis, 44, 475-498.

 Hall, G., & Sundberg, M. L. (1987). Teaching Mands by Manipulating Conditioned Establishing Operations. The Analysis of Verbal Behavior, 5, 41–53.

 Lovaas, O. I. (2003). Teaching Individuals with Developmental Delays: Basic Intervention Techniques. Austin, TX: Pro-Ed.

 Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30, 533-544.

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 Rosales, R., & Rehfeldt, R. (2007). Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities. Journal of Applied Behavior Analysis, 40, 105-121

 Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error Correction in

Discrimination Training for Children with Autism. Behavioral Interventions, 21, 245–263.

 Sundberg, M.L., & Michael, J. (2001). The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism. Behavior Modification, 25, 698-724

 Sundberg, M. L., & Partington, J. W. (1998). Teaching Language to Children with Autism or other Developmental Disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.

 Taylor, B.A., & Fisher, J. (2010). Three Important Things to Consider When Starting Intervention for a Child Diagnosed With Autism. Behavior Analysis in Practice, 3, 52-53.  Weiss, M.J., & Zane, T. (2010). Three Important Things to Consider When Starting Intervention

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V. Design and implement skill acquisition procedures based on initial

assessment

VB

-M

APP

results)

Tab 15A:

Implement daily living skills programs based on formal assessment

results

1st Year Students

II. Implement skill acquisition programs to teach daily living skills

A. Implement the listed skill acquisition programs and obtain at least 90 % implementation fidelity on at least two consecutive performance

monitoring checklists for each program

 Include the completed performance checklists for each program in this tab

B. Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to evaluate whether interventions you are asked to implement are behavior analytic in nature (B-01)

BACB Task list

#

Daily Living Skills Acquisition Program Chaining Method  Forward  Backward  Total Task D-05 D-06 D-07 Dressing

Clothing selection appropriate for weather Putting on and removing shirts, pants, socks

Putting on and removing jackets Putting on and removing shoes Other Other Other D-05 D-06 D-07 Toileting: D-05 D-06 D-07 Personal Hygiene Brushing teeth

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Return to Folder Index Showering Combing Hair D-05 D-06 D-07

Eating and Drinking Using utensils Drinking from a cup Meal preparation

Use of kitchen appliances Other Other Other D-05 D-06 D-07 Household Chores Cleaning Making bed

Setting and cleaning table Washing dishes Feeding animals Other Other Other D-05 D-06 D-07 Laundry

Washing and drying clothes

Folding and putting away washed clothing Other Other D-05 D-06 D-07 Safety Awareness Abduction-Prevention Crossing streets

Safety/Danger signs and signals D-05

D-06 D-07

First Aid skills

Using Public Transportation Money Management

Employment Skills

III. Use behavior change elements in skill acquisition programs

E-11 Use Pairing Procedures to establish new conditioned reinforcers

D-02

Use appropriate schedules of reinforcement Initial Implementation phase

D-03 Use Prompts and Prompt Fading

E-12 Use Errorless Learning and Prompt Fading D-21 Use of differential reinforcements

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V. Design and implement skill acquisition procedures based on initial

assessment

VB

-

MAPP

results)

Tab 15B:

Develop daily living skills programs based on formal assessment results

1st Year

Students

II. Develop skill acquisition programs to teach daily living skills

A. For each daily living skill listed below develop a task analysis (D-07) i. Establish Baseline using the task analysis

ii. Graph the baseline data using appropriate graphs

iii. Discuss with supervisor the assessment results and the graphs iv. Place task analysis with baseline data in this tab

B. Select intervention strategies based on task analysis results (J-03) and the best available scientific evidence (J-02)

i. Consult with supervisor and offer rational and supporting articles for your selections

C. Discuss with supervisor and take into account:

i. Client’s preferences and current repertoires (J-04 and J-05) ii. Environmental and resource constraints (J-07)

iii. Social validity of the intervention (J-08)

D. Develop technological and conceptually systematic daily living skill acquisition programs for skills listed below

i. State goals in observable and measurable terms (J-01)

ii. Program for stimulus and response generalization and maintenance of the skills (J-11 and 12)

E. Have the supervisor use written program performance checklists to evaluate whether the written programs are behavior analytic in nature and give feedback (B-01)

i. Make needed changes and place the final product and the feedback in this tab

F. Use Behavior Skills Training to train the staff on how to implement the plans (See Tab 27)

i. Develop and use performance monitoring checklists to monitor procedural integrity during implementation of treatment plans (See Tab 24)

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G. Evaluate the effectiveness of interventions through ongoing data collection and analysis and make data based decisions (See Tab 23)

BACB Task list #

Daily Living Skills Acquisition Program Chaining Method  Forward  Backward  Total Task D-05 D-06 D-07 Dressing

Clothing selection appropriate for weather Putting on and removing shirts, pants, socks

Putting on and removing jackets Putting on and removing shoes Other Other Other D-05 D-06 D-07 Toileting D-05 D-06 D-07 Personal Hygiene Brushing teeth

Washing hands and face Showering

Combing hair

D-05 D-06 D-07

Eating and Drinking Using utensils Drinking from a cup Meal preparation

Use of kitchen appliances Other Other Other D-05 D-06 D-07 Household Chores Cleaning Making bed

Setting and cleaning table Washing dishes Feeding animals Other Other Other D-05 D-06 D-07 Laundry

Washing and drying clothes

Folding and putting away washed clothing Other Other D-05 D-06 D-07 Safety Awareness Abduction-Prevention Crossing streets

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Safety/Danger signs and signals D-05

D-06 D-07

First Aid skills

Using Public Transportation

Money Management (e.g. banking skills) Employment Skills

III. Program behavior change elements in skill acquisition programs E-11 Program Pairing Procedures to establish new conditioned reinforcers

D-02

Program appropriate schedules of reinforcement Initial Implementation Phase

D-03 Program use of Prompts and Prompt Fading E-12 Program Errorless Learning and Prompt Fading D-21 Program use of differential reinforcements  Suggested Readings

 Bailey, J. S., & Burch, M. R. (2011). Ethics for Behavior Analysts (2nd ed.). New York, NY: Routledge.

 Bosch, S., & Fuqua, R.W. (2001). Behavioral Cusps: A Model for Selecting Target Behaviors.

Journal of Applied Behavior Analysis 34, 123–125.

 Derrickson, J. G., Neef, N. A., & Parrish, J. M. (1991). Teaching self-administration of suctioning to children with tracheostomies. Journal of Applied Behavior Analysis, 24, 563-570.

 Lattimore, L.P., Parsons, M.B., & Reid, D.H. (2008). Simulation Training of Community Job Skills for Adults with Autism: A Further Analysis. Behavior Analysis in Practice, 1, 24-29.

 Libby, M.E., Weiss, J.S., & Ahearn, W.H. (2008). A Comparison of Most-to-Least and Least-to-Most Prompting on the Acquisition of Solitary Play Skills. Behavior Analysis in Practice, 1, 37-43.  McDonnell, J., & Freguson, B. (1989). A comparison of time delay and decreasing prompt

hierarchy strategies in teaching banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.

 Thompson, T. J., Braam, S. J., & Fuqua, R. W. (1982). Training and generalization of laundry skills: A multiple probe evaluation with handicapped persons. Journal of Applied Behavior Analysis, 15, 177-182.

 Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30, 533-544.

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