CSUN Structured Supervision Folder. Revised November, 2013

Transcription

1 CSUN Structured Supervision Folder Revised November, 2013 Ellie Kazemi, Ph.D, BCBA-D & Peter Adzhyan, Psy.D, LEP, BCBA-D The authors thank Ashley Rice for her support & efforts on this document. 1

2 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. 2

3 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 3

4 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. 4

5 Below is a sample of a Tab and some of the items you can find: Links to Supplemental Materials Competency Tab Titles Each tab has a task analysis for how to meet the competency Supervisor s Initial on each tab in appropriate column for 1 st or 2 nd 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 5

6 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 Tab 4* baseline data 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 14A* discrimination using direct instruction (e.g. DTT), precision teaching and/or natural environment/incidental teaching Develop skills acquisition programs to teach verbal behavior, imitation and discrimination 14B* using direct instruction (e.g. DTT), precision teaching and/or natural environment/incidental teaching 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* Develop social and play skill programs 16B* 6

7 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* Ongoing VIII. Conduct ongoing assessment of interventions 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 Tab 27* behavior change procedures X. Develop and present a training module to individuals unfamiliar with behavior Dissemination analysis 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 7

8 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 ) Return to Folder Index 8

9 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 Return to Folder Index 9

10 I. Use the professional and ethical guidelines with colleagues and clients Tab 1: Demonstrate knowledge of ethical, responsible, professional and disciplinary guidelines 1 st Year 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 2 nd Year Supervisor Name: Signature: Date: III. Review BACB task list-4 th 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 4 th Edition task list IV. Supervisor Name: Signature: Date: 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) 10

11 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, Shook, G.K., Rosales, S.A., & Glenn, S. (2004). Certification and Training of Behavior Analyst Professionals. Behavior Modification, 26 (1), Shook, G., & Neisworth, J. (2005). Ensuring Appropriate Qualifications for Applied Behavior Analyst Professionals: The Behavior Analyst Certification Board. Exceptionality, 13(1), Return to Folder Index 11

12 I. Use the professional and ethical guidelines with colleagues and clients Tab 2: Demonstrate knowledge of HIPPA and confidentiality rules 1 st Year 2 nd Year 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 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. Return to Folder Index 12

13 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) 1 st Year 2 nd Year I. Review BACB ethical guidelines 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) Suggested Readings 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, Return to Folder Index 13

14 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) I. Review BACB ethical guidelines A. Review and discuss with supervisor Ethical practices relevant to data collection and data based decision making 14 1 st Year 2 nd Year 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 Measure frequency/rate

15 A Measure duration A Measure latency A Measure IRT A Measure percent of occurrence A Use trials to criterion Implement discontinuous measurement procedures (A-13) 7. Use partial interval recording 8. Use whole interval recording A 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 (3 rd Ed). New York, NY: Routledge Return to Folder Index 15

16 II. Develop and use behavior measurement methods, record and analyze data Tab 5: Assess quality of behavioral measurement (Accuracy & Reliability) 1 st Year 2 nd Year 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 Suggested Readings 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, Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research (3 rd 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, Watkins, M.W., & Pacheco, M. (2000). Inter-observer Agreement in Behavioral Research: Importance and Calculation. Journal of Behavioral Education, 10, Return to Folder Index 16

17 II. Develop and use behavior measurement methods, record and analyze data Tab 6: Graph & analyze gathered information I. Review BACB ethical guidelines 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 Suggested Readings 17 1 st Year 2 nd Year 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. Dixon, M. R., Jackson, J. W., Small, S. L., Horner King, M.J., Mui Ker Lik, N., Garcia, Y., & Rosales, R. (2009). Creating single subject design graphs in Microsoft Excel Journal of Applied Behavior Analysis, 42, Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2003). Visual aids and structured criteria for improving visual inspection and interpretation of single-case designs. Journal of Applied Behavior Analysis, 36, Gast, D.L. (2009). Single Subject Research Methodology in Behavioral Sciences. New York, NY: Routledge. Hagopian, L. P., Fisher, W. W., Thompson, R. H., Owen-DeSchryver, J., Iwata, B. A., & Wacker, D. P. (1997). Toward the development of structured criteria for interpretation of functional analysis data. Journal of Applied Behavior Analysis, 30,

18 Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research (3 rd Ed). New York, NY: Routledge Kazdin, A.E. (2011). Single-Case Research Designs: Methods for Clinical and Applied Settings (2 nd ed.). New York: Oxford University Press. Return to Folder Index 18

19 XI. 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 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. III. 1 st Year 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 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 Create a basic table (see Table 4.1 in Cooper) incorporating: 19 2 nd Year

20 IV. 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) 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 20

21 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 (2 nd ed.). New York, NY: Routledge. Dixon et.al., Creating Single-Subject Design Graphs in Microsoft Excel JABA, 42, Ellignson, Miltenberger, & Long (1999). A Survey of the Use of Functional Assessment Procedures in Agencies Serving Individuals with Developmental Disabilities, Behavior Interventions, 14, 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., Functional Assessment of Problem Behavior: Dispelling Myths, Overcoming Implementation Obstacles, and Developing New Lore. Behavior Analyst in Practice, 5, Hanley, G.P., Iwata, B.A., McCord, B. E. (2003). Functional analysis of problem behavior: A review, JABA, 36 (2), 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, 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,

22 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, Return to Folder Index 22

23 III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment) Tab 8: Conduct preference assessments (I-07) Click here for examples of Performance Monitoring Tool for Paired-Choice & MSWO 1 st Year Assessment 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 2 nd Year 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., Evaluation of the multiple-stimulus without replacement preference assessment method using activities as stimuli. Journal of Applied Behavior Analysis, 42, DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, Hagopian, L.P., Long, E.S., Rush, K.S. (2004). Preference Assessment Procedures for Individuals with Developmental Disabilities, Behavior Modification, 28, Piazza, Fisher, Roane, and Hilker (1999). Predicting and Enhancing the Effectiveness of Reinforcers and Punishers in Repp & Horner (Eds) Functional Analysis of Problem Behavior. Return to Folder Index 23

24 III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment) Tab 9: Conduct reinforcer assessments 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 1 st Year 2 nd Year 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, Hagopian, L.P., Long, E.S., Rush, K.S. (2004). Preference Assessment Procedures for Individuals with Developmental Disabilities, Behavior Modification, 28, Piazza, Fisher, Roane, and Hilker (1999). Predicting and Enhancing the Effectiveness of Reinforcers and Punishers in Repp & Horner (Eds) Functional Analysis of Problem Behavior. Return to Folder Index 24

25 III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment) Tab 10: Design and conduct parametric analysis (B-12) 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 Return to Folder Index 1 st Year 2 nd Year 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 Suggested Readings Carr, J. E., Bailey, J. S., Ecott, C. L., Lucker, K. D., & Weil, T. M. (1998). On the effects of noncontingent delivery of differing magnitudes of reinforcement. Journal of Applied Behavior Analysis, 31, 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, 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, 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,

26 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 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 Return to Folder Index 1 st Year 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 Suggested Readings Carr J. E. and Briggs, A. M. (2010) Strategies for Making Regular Contact with the Scholarly Literature. Behavior Analysis in Practice, 3, Dubuque, E.M. (2011). Automating Academic Literature Searches with RSS Feeds and Google Reader. Behavior Analysis in Practice, 4, nd Year 26

27 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 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) 27 1 st Year 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 2 nd Year 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, 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, 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, O Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997) Functional

28 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, Reed, D. D., and Kaplan, B.A. (2011). The Matching Law: A Tutorial for Practitioners. Behavior Analyst in Practice, 4, 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, Return to Folder Index 28

29 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 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 1 st Year 2 nd Year 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 B. Include the final product in this tab Return to Folder Index 29

30 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 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 # D-10 D-11 and F-07 F-08 Echoic Training Skill Acquisition Program Mand Training with various topographies (at least two) Speech Pictures ASL Augmentative devices D-12 Tact Training Teaching Method Discrete Trials (DTT) (F-03, D- 08) Natural Environment /Incidental Teaching (NET/IT) (D-08) Precision Teaching (PT) (F-04) : ( ) 30 1 st Year 2 nd Year

31 D-13 D-14 III. D-04 Actions Objects Color and shapes Using prepositions Using adjectives Using adverbs Using complete sentences Intraverbal Training What questions When questions Where questions Who questions Answering questions after reading a story 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 Implement skill acquisition programs to teach imitation and equivalence Motor Imitation Training Gross motor actions (e.g. jumping) Fine motor actions (e.g. wiggle fingers) Functional skills (e.g. using spoon) 31

32 E-02 E-06 E-13 Stimulus Equivalence and Discrimination Training Matching to sample Sorting Completing patterns and sequences Use behavior change elements in skill acquisition programs IV. E-11 Use Pairing Procedures to establish new conditioned reinforcers Use appropriate schedules of reinforcement Initial Implementation Phase D-02 Thinning Maintenance D-03 Use of Prompts and Prompt Fading E-12 Use Errorless Learning and Prompt Fading D-21 Use of differential reinforcement Return to Folder Index 32

33 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 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 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 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) 1 st Year 2 nd Year 33

34 BACB Task list # D-10 D-11 and F-07 F-08 D-12 D-13 D-14 Echoic Training Skill Acquisition Program Mand Training with various topographies (at least two) Speech Pictures ASL Augmentative devices Tact Training Actions Objects Color and shapes Using prepositions Using adjectives Using adverbs Using complete sentences Intraverbal Training What questions When questions Where questions Who questions Answering questions after reading a story 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 Teaching Method Discrete Trials (DTT) (F-03, D-08) Natural Environment /Incidental Teaching (NET/IT) (D-08) Precision Teaching (PT) (F-04) : ( ) 34

35 Following two to three step directions III. Develop skill acquisition programs to teach imitation and equivalence Motor Imitation Training Gross motor actions (e.g. jumping) Fine motor actions (e.g. wiggle fingers) D-04 Functional skills (e.g. using spoon) Stimulus Equivalence and Discrimination Training Matching to sample E-02 Sorting E-06 Completing patterns and E-13 sequences IV. Program behavior change elements in skill acquisition plans E-11 Program Pairing Procedures to establish new conditioned reinforcers Program appropriate schedules of reinforcement Initial Implementation Phase D-02 Thinning Maintenance 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, Grow, L., & LeBlanc, L. (2013). Teaching Receptive Language Skills: Recommendations for Instructors. Behavior Analysis in Practice, 6, 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, Hall, G., & Sundberg, M. L. (1987). Teaching Mands by Manipulating Conditioned Establishing Operations. The Analysis of Verbal Behavior, 5, 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,

36 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, Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error Correction in Discrimination Training for Children with Autism. Behavioral Interventions, 21, Sundberg, M.L., & Michael, J. (2001). The Benefits of Skinner s Analysis of Verbal Behavior for Children with Autism. Behavior Modification, 25, 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, Weiss, M.J., & Zane, T. (2010). Three Important Things to Consider When Starting Intervention for a Child Diagnosed With Autism. Behavior Analysis in Practice, 3, Return to Folder Index 36

37 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 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 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 The Behavior Analyst and Research 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 # D-05 D-06 D-07 D-05 D-06 D-07 D-05 D-06 D-07 Daily Living Skills Acquisition Program Dressing Clothing selection appropriate for weather Putting on and removing shirts, pants, socks Putting on and removing jackets Putting on and removing shoes Toileting: Personal Hygiene Brushing teeth Washing hands and face 37 Chaining Method Forward Backward Total Task 1 st Year 2 nd Year

38 Showering Combing Hair Eating and Drinking Using utensils Drinking from a cup D-05 Meal preparation D-06 Use of kitchen appliances D-07 Household Chores Cleaning Making bed D-05 Setting and cleaning table D-06 Washing dishes D-07 Feeding animals Laundry D-05 Washing and drying clothes D-06 Folding and putting away washed clothing D-07 Safety Awareness D-05 Abduction-Prevention D-06 Crossing streets D-07 Safety/Danger signs and signals First Aid skills D-05 Using Public Transportation D-06 Money Management D-07 Employment Skills III. Use behavior change elements in skill acquisition programs E-11 Use Pairing Procedures to establish new conditioned reinforcers Use appropriate schedules of reinforcement Initial Implementation phase D-02 Thinning Maintenance D-03 Use Prompts and Prompt Fading E-12 Use Errorless Learning and Prompt Fading D-21 Use of differential reinforcements Return to Folder Index 38

39 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 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 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 The Behavior Analyst and Research 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) 39 1 st Year 2 nd Year

40 BACB Task list # D-05 D-06 D-07 D-05 D-06 D-07 D-05 D-06 D-07 D-05 D-06 D-07 D-05 D-06 D-07 D-05 D-06 D-07 D-05 D-06 D-07 G. Evaluate the effectiveness of interventions through ongoing data collection and analysis and make data based decisions (See Tab 23) Chaining Method Daily Living Skills Forward Acquisition Program Backward Total Task Dressing Clothing selection appropriate for weather Putting on and removing shirts, pants, socks Putting on and removing jackets Putting on and removing shoes Toileting Personal Hygiene Brushing teeth Washing hands and face Showering Combing hair Eating and Drinking Using utensils Drinking from a cup Meal preparation Use of kitchen appliances Household Chores Cleaning Making bed Setting and cleaning table Washing dishes Feeding animals Laundry Washing and drying clothes Folding and putting away washed clothing Safety Awareness Abduction-Prevention Crossing streets 40

41 Safety/Danger signs and signals First Aid skills D-05 Using Public Transportation D-06 Money Management (e.g. banking skills) D-07 Employment Skills III. Program behavior change elements in skill acquisition programs E-11 Program Pairing Procedures to establish new conditioned reinforcers Program appropriate schedules of reinforcement Initial Implementation Phase D-02 Thinning Maintenance 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 (2 nd 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, 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, 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, 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, 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, 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, Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30, Return to Folder Index 41

42 V. Design and implement skill acquisition procedures based on initial assessment VB-MAPP results) Tab 16A: Implement social and play skills programs based on formal assessment results 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 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 The Behavior Analyst and Research II. Implement skill acquisition programs to teach social and play 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 i. 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 # D-05 D-06 D-07 D-05 D-06 D-07 Daily Living Skills Acquisition Program Independent Play skills Functional play Creative play Independent indoor play Independent outdoor play Social Play Sharing toys Turn taking Initiating and sustaining indoor and outdoor play activities with peers Joining in an ongoing indoor or outdoor 42 Chaining Method Forward Backward Total Task 1 st Year 2 nd Year

43 D-05 D-06 D-07 play activity Pretend play with peers Team sports and sportsmanship Social Interactions Initiating and maintaining eye contact Greetings Beginning and ending intraverbal exchange Intraverbal behavior with others on nonreinforcing topics Giving and accepting compliments Discriminating and tacting feelings of others Offering and receiving help Negotiations Perspective taking Joint attention III. Program behavior change elements in skill acquisition programs E-11 Program Pairing Procedures to establish new conditioned reinforcers Program appropriate schedules of reinforcement Initial Implementation Phase D-02 Thinning Maintenance D-03 Program use of Prompts and Prompt Fading E-12 Program Errorless Learning and Prompt Fading D-21 Program use of differential reinforcements Return to Folder Index 43

44 V. Design and implement skill acquisition procedures based on formal assessment results VB-MAPP results) Tab 16B: Develop social and play skill programs 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 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 The Behavior Analyst and Research II. Develop skill acquisition programs to teach daily living skills A. For each social and play 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) 44 1 st Year 2 nd Year

45 G. Evaluate the effectiveness of interventions through ongoing data collection and analysis and make data based decisions (See Tab 23) Chaining Method BACB Daily Living Skills Forward Task Acquisition Program Backward list # Total Task Independent Play skills Functional play Creative play D-05 Independent indoor play D-06 Independent outdoor play D-07 Social Play Sharing toys Turn taking Initiating and sustaining indoor and D-05 outdoor play activities with peers D-06 Joining in an ongoing indoor or outdoor D-07 play activity Pretend play with peers Team sports and sportsmanship Social Interactions Initiating and maintaining eye contact Greetings Beginning and ending intraverbal exchange Intraverbal behavior with others on nonreinforcing topics Giving and accepting compliments D-05 Discriminating and tacting feelings of D-06 others D-07 Offering and receiving help Negotiations Perspective taking Joint attention III. Program behavior change elements in skill acquisition programs E-11 Program Pairing Procedures to establish new conditioned reinforcers Program appropriate schedules of reinforcement Initial Implementation Phase D-02 Thinning Maintenance D-03 Program use of Prompts and Prompt Fading 45

46 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 (2 nd 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, Libby M. E., Weiss J. S., Bancroft 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, McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30, Return to Folder Index 46

47 VI. Design and implement behavior reduction procedures Tab 17A: Implement antecedent based interventions 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 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 The Behavior Analyst and Research II. Implement antecedent-based interventions A. Implement the listed interventions and obtain at least 90 % implementation fidelity on at least two consecutive performance monitoring checklists for each program B. Include the completed performance checklists for each program in this tab C. 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 # Intervention E-01 Identify and make changes to the physical environment (e.g. manipulate G-08 discriminative stimuli) Use Non-Contingent Reinforcement for behaviors maintained by Attention D-20 Escape E-01 Access to tangibles Automatic reinforcement E-01 Use stimulus fading-in (e.g. food blending or for task refusal) E-01 Use choice making Use high- probability request sequences E-09 Use task-interspersal (e.g. academic work completion) III. Use behavior change elements during implementation D-02 D-20 Use appropriate parameters and schedules of reinforcement Use Fixed and Variable Time Schedules Initial Implementation Phase Thinning the Schedules D-03 Use Prompts and Prompt Fading 47 1 st Year 2 nd Year

48 D-18 Use Extinction E-08 Use the matching law and recognize factors influencing choice Return to Folder Index 48

49 VI. Design and implement behavior reduction procedures Tab 17B: Develop antecedent-based interventions I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Develop antecedent-based interventions A. Select potential antecedent-based intervention or combination of interventions (e.g., NCR with stimulus fading in) based on assessment results and the best available scientific evidence (J-02) i. Consult with supervisor and offer rational and supporting articles for your choice ii. Discuss the limits of each procedure with supervisor and address the iii. limits in the plan 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) B. Propose an appropriate single subject design that will allow evaluation of the effectiveness of the behavioral programs (See Tab 23) C. Develop technological and conceptually systematic treatment plan(s) for given problem behavior(s) (developing plans for all areas listed below is strongly recommended) i. State intervention goals in observable and measurable terms (J-01) ii. iii. iv. Program for stimulus and response generalization and maintenance (J-11, 12) Combine antecedent-based procedures with reinforcement and extinction procedures Design and include a data collection form to obtain representative data given the dimensions of the behavior and the logistics of observing and recording (See Tab 4) D. Have the supervisor use a written program performance checklist to evaluate whether the written treatment plans 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 49 1 st Year 2 nd Year

50 BACB Task list # E-01 G-08 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) Antecedent Interventions Identify and make changes to the physical environment (e.g. manipulate discriminative stimuli). Use Non-Contingent Reinforcement for behaviors maintained by Attention D-20 Escape E-01 Access to tangibles Automatic reinforcement E-01 Use stimulus fading-in (e.g. food blending or for task refusal) E-01 Use choice making Use high- probability request sequences E-09 Use task-interspersal (e.g. academic work completion) III. Use behavior change elements during implementation D-02 D-20 Use appropriate parameters and schedules of reinforcement Use Fixed and Variable Time Schedules Initial Implementation Phase Thinning the Schedules D-03 Use Prompts and Prompt Fading D-18 Use Extinction E-08 Use the matching law and recognize factors influencing choice Suggested Readings Bancroft S. L, Bourret J. C. (2008). Generating variable and random schedules of reinforcement using Microsoft Excel macros. Journal of Applied Behavior Analysis, 41, Ducharme, J. M.,& Worling, D. E. (1994). Behavioral momentum and stimulus fading in the acquisition and maintenance of child compliance in the home. Journal of Applied Behavior Analysis, 27, Fisher, W. W., & Mazur, J. E. (1997). Basic and applied research on choice responding. Journal of Applied Behavior Analysis, 30, Hanley, G.P. (2010). Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs. Behavior Analysis in Practice, 3, Hanley, G. P., Piazza, C. C., & Fisher, W. W. (1997). Non-contingent presentation of attention and alternative stimuli in the treatment of attention-maintained destructive behavior. Journal of Applied Behavior Analysis, 30, Luiselli, J. K., & Cameron, M. J. (Eds.). (1998). Antecedent Control: Innovative Approaches to Behavioral Support. Baltimore: Paul H. Brookes. Luiselli, J. K. (Ed.). (2006). Antecedent Assessment and Intervention: Supporting Children and Adults with Developmental Disabilities in Community Settings. Baltimore: Paul H. Brookes. Michael, J. L. (1982). Distinguishing between discriminative and motivational functions of stimuli. 50

51 Journal of the Experimental Analysis of Behavior, 37, Smith, R. G., & Iwata, B. A. (1997). Antecedent influences on behavior disorders. Journal of Applied Behavior Analysis, 30, Return to Folder Index 51

52 VI. Design and implement behavior reduction procedures (MPP results) Tab 18A: Implement consequence-based interventions 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 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 The Behavior Analyst and Research II. Implement consequence-based interventions A. Implement the listed interventions and obtain at least 90 % implementation fidelity on at least two consecutive performance monitoring checklists for each program B. Include the completed performance checklists for each program in this tab C. 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 Intervention Task list # D-01 Implement treatment plans using positive and negative reinforcement Differential Reinforcement of Alternative/Incompatible Behavior (DRA/DRI) Functional communication training (F-07) Differential Negative Reinforcement of Alternative/Incompatible Behavior (DNRA/DNRI) D-21 Differential Reinforcement of Behavior (DRO) F-07 Differential Reinforcement of High Rates of Behavior (DRH) (e.g. Reading Fluency) Differential Reinforcement of Low Rates of Behavior (DRL) Full Session DRL Interval DRL Spaced Responding DRL E-10 Implement treatment plans using the Premack principle F-02 Implement treatment plans using token economy D-18 Implement treatment plans using extinction D-15 Implement treatment plans using positive and negative punishment Identify and use punishers Time out Response cost Reprimands 52 1 st Year 2 nd Year

53 Response blocking Overcorrection Implement treatment plans using combinations of reinforcement, D-19 punishment and extinction III. Use behavior change elements during implementation of treatment plans Appropriate parameters and schedules of reinforcement D-02 Fixed and Variable Time Schedules D-20 Initial Implementation Phase Thinning the Schedules E-11 Use pairing procedures to establish new conditioned reinforcers D-17 Use appropriate parameters and schedules of punishment D-03 Use prompts and prompt fading Return to Folder Index 53

54 VI. Design and implement behavior reduction procedures MPP r Tab 18B: Develop consequence-based interventions 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 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 The Behavior Analyst and Research II. Develop and implement consequence-based interventions A. Select potential consequence-based intervention or combination of interventions (e.g., DRO with token economy and response cost) based on assessment results and the best available scientific evidence (J-02) o Consult with supervisor and offer rational and supporting articles for your choice o Discuss the limits of each procedure with supervisor and address the limits in the plan o 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) B. Before developing treatment plans discuss with supervisor and plan for possible unwanted effects of: o Reinforcement (C-01) o Punishment (C-02) o Extinction (C-03) o Plan for behavioral contrast effects ( E-07) C. Develop technological and conceptually systematic treatment plans for given problem behavior(s) (developing plans for all areas listed below is strongly recommended) o State intervention goals in observable and measurable terms (J-01) o When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased (J-10) o Program for stimulus and response generalization and maintenance (See Tabs 21 & 22) o If reinforcement and extinction procedures are not effective, consider least restrictive punishment procedure(s) o Design and include a data collection form to obtain representative data given the dimensions of the behavior and the logistics of observing and recording (See Tab 4) D. Have the supervisor use a written program performance checklist to evaluate 54 1 st Year 2 nd Year

55 whether the written treatment plans are behavior analytic in nature and give feedback (B-01) o 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) o 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) BACB Task list # Consequence-Based Intervention D-01 Develop treatment plans using positive and negative reinforcement Differential Reinforcement of Alternative/Incompatible Behavior (DRA/DRI) Functional communication training (F-07) Differential Negative Reinforcement of Alternative/Incompatible Behavior (DNRA/DNRI) D-21 Differential Reinforcement of Behavior (DRO) F-07 Differential Reinforcement of High Rates of Behavior (DRH) (e.g. Reading Fluency) Differential Reinforcement of Low Rates of Behavior (DRL) Full Session DRL Interval DRL Spaced Responding DRL E-10 Develop treatment plans using the Premack principle F-02 Develop treatment plans using token economy E-11 Use pairing procedures to establish new conditioned reinforcers D-18 Develop treatment plans using extinction D-15 Develop treatment plans using positive and negative punishment Identify and use punishers Time out Response cost Reprimands Response blocking Overcorrection Develop treatment plans using combinations of reinforcement, punishment D-19 and extinction III. Incorporate behavior change elements into the treatment plans D-02 D-20 Appropriate parameters and schedules of reinforcement Fixed and Variable Time Schedules Initial Implementation Phase 55

56 Thinning the Schedules E-11 Use pairing procedures to establish new conditioned reinforcers D-17 Use appropriate parameters and schedules of punishment D-03 Prompts and Prompt Fading E-08 Consider matching law and recognize factors influencing choice Suggested Readings Bancroft S. L, Bourret J. C. (2008). Generating variable and random schedules of reinforcement using Microsoft Excel macros. Journal of Applied Behavior Analysis, 41, Geiger, K.B., Carr, J.E., & LeBlanc, L.A (2010). Function-Based Treatments for Escape-Maintained Problem Behavior: A Treatment-Selection Model for Practicing Behavior Analysts. Behavior Analysis in Practice, 3, Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of Applied Behavior Analysis, 31, Hagopian, L.P., Boelter, E.W., & Jarmolowicz, D.P. (2011). Reinforcement Schedule Thinning Following Functional Communication Training: Review and Recommendations. Behavior Analysis in Practice, 4, Hanley, G.P. (2010). Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs. Behavior Analysis in Practice, 3, Harding, J.W., Wacker, D.P., Berg, W.K., Lee, J.F., Dolsezal, D. (2009). Conducting Functional Communication Training in Home Settings: A Case Study and Recommendations for Practitioners. Behavior Analysis in Practice, 2, Harper, J. M., Iwata, B.A., & Camp, E.M. (2013). Assessment and Treatment of Social Avoidance. Journal of Applied Behavior Analysis, 46, Lerman, D. C., Kelley, M. E., Vorndran, C. M., Kuhn, S. A. C., & LaRue, R. H., Jr. (2002). Reinforcement magnitude and responding during treatment with differential reinforcement. Journal of Applied Behavior Analysis, 35, Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment: Implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35, Patel, M. R., Piazza, C. C., Martinez, C. J., Volkert, V. M., & Santana, C. M. (2002). An evaluation of two differential reinforcement procedures with escape extinction to treat food refusal. Journal of Applied Behavior Analysis, 35, Reed, D.D., & Kaplan, B.A. (2010). The Matching Law: A Tutorial for Practitioners. Behavior Analysis in Practice, 4, Tiger, J.H., Hanley, G., Bruzek, J. (2008). Functional Communication Training: A Review and Practical Guide. Behavior Analysis in Practice, 1, Return to Folder Index 56

57 VI. Design and implement behavior reduction procedures MPP results) Tab 19A: Implement group contingences 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 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 The Behavior Analyst and Research II. Implement group contingences A. Implement the listed group contingences and obtain at least 90 % implementation fidelity on at least two consecutive performance monitoring checklists for each program B. Include the completed performance checklists for each program in this tab C. 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 # Group Contingency Use independent group contingencies. E-05 Use interdependent group contingencies Use dependent group contingencies III. Use behavior change elements during implementation of treatment plans D-01 D-02 D-20 Use positive and negative reinforcement Appropriate parameters and schedules of reinforcement Fixed and Variable Time Schedules Initial Implementation Phase Thinning the Schedules D-03 Use prompts and prompt fading E-11 Use pairing procedures to establish new conditioned reinforcers D-17 Use appropriate parameters and schedules of punishment D-18 Use extinction IV. Data collection and display During implementation of interventions, collect appropriate data and generate graphs Discuss the visually displayed data with supervisor Make necessary changes and include the final graph for each skill in this tab 57 1 st Year 2 nd Year

58 A-02 To A-05 A-10 B-04 B-05 B-07 B-08 Collect data on Rate/Frequency Duration Latency IRT Plot, and interpret data using equal-interval graphs Use withdrawal/reversal designs (B-04 and B-05) Use changing criterion designs (B-07) Use multiple baseline designs (B-08) Return to Folder Index 58

59 VI. Design and implement behavior reduction procedures MPP results) Tab 19B: Develop group contingences 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 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 The Behavior Analyst and Research II. Develop group contingences A. Select potential group contingency intervention(s) based on assessment results and the best available scientific evidence (J-02) a. Consult with supervisor and offer rational and supporting articles for your choice b. Discuss the limits of each procedure with supervisor and address the limits in the plan 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) B. Before developing treatment plans discuss with supervisor and plan for possible unwanted effects of: a. Reinforcement (C-01) b. Punishment (C-02) c. Extinction (C-03) d. Plan for behavioral contrast effects ( E-07) C. Develop technological and conceptually systematic treatment plans for given problem behavior(s) (developing plans for all areas listed below is strongly recommended) a. State intervention goals in observable and measurable terms (J-01) b. Program for stimulus and response generalization and maintenance (J-11, 12) D. If reinforcement and extinction procedures are not effective, consider least restrictive punishment procedure(s) E. Have the supervisor use a written program performance checklist to evaluate whether the written treatment plans are behavior analytic in nature and give feedback (B-01) a. 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) 59 1 st Year 2 nd Year

60 a. Develop and use performance monitoring checklists to monitor procedural integrity during implementation of treatment plans (See Tab 24) G. Evaluate the effectiveness of interventions through ongoing data collection and analysis and make data based decisions (See Tab 23) BACB Task list # Return to Folder Index Group Contingency Develop plans using independent group contingencies. E-05 Develop plans using interdependent group contingencies Develop plans using dependent group contingencies III. Use behavior change elements during implementation of treatment plans D-01 D-02 D-20 Use positive and negative reinforcement Appropriate parameters and schedules of reinforcement Fixed and Variable Time Schedules Initial Implementation Phase Thinning the Schedules D-03 Use prompts and prompt fading E-11 Use pairing procedures to establish new conditioned reinforcers D-17 Use appropriate parameters and schedules of punishment. D-18 Use extinction Suggested Readings Greenwood, C. R., Hops, H., Delquadri, J., & Guild, J. (1974). Group contingencies for group consequences in classroom management: A further analysis. Journal of Applied Behavior Analysis, 7, Speltz, M. L., Shimamura, J. W., & McReynolds, W. T. (1982). Procedural variations in group contingencies: Effects on children's academic and social behaviors. Journal of Applied Behavior Analysis, 15, Switzer, E. B., Deal, T. E., & Bailey, J. S. (1977). The reduction of stealing in second graders using a group contingency. Journal of Applied Behavior Analysis, 10,

61 VI. Design and implement behavior reduction procedures MPP r Tab 20A: Implement self-management strategies and contingency contracts 1 st Year 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 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 The Behavior Analyst and Research II. Implement self-management procedures and contingency contracts A. Implement the listed interventions and obtain at least 90 % implementation fidelity on at least two consecutive performance monitoring checklists for each program B. Probe for generalization and maintenance C. 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 # Intervention Implement Self-Management plans addressing the following behaviors Task completion Reducing problem behaviors Following schedules (e.g. time management) F-01 Weight management and diet Exercise Repetitive (not self-injurious) behaviors maintained by automatic reinforcement Medication management (e.g. insulin administration) E-04 Implement and monitor contingency contracts D-19 Implement treatment plans using combination of self-management strategies and contingency contracts III. Use behavior change elements during implementation D-02 Appropriate parameters and schedules of reinforcement 2 nd Year 61

62 D-20 Fixed and Variable Time Schedules Initial Implementation Phase Thinning the Schedules F-02 Token economies and other conditioned reinforcement systems E-11 Pairing procedures to establish new conditioned reinforcers D-17 Use of appropriate parameters and schedules of punishment D-03 Prompts and Prompt Fading E-01 Use of antecedent manipulation, such as motivating operations and discriminative stimuli E-03 Use of instructions and rules E-08 Consider matching law and recognize factors influencing choice Return to Folder Index 62

63 VI. Design and implement behavior reduction procedures MPP r Tab 20B: Develop self-management strategies and contingency contracts 1 st Year 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 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 The Behavior Analyst and Research II. Develop consequence-based interventions A. Select potential self-management intervention or combination of self-management intervention with a behavior contract based on assessment results and the best available scientific evidence (J-02) a. Consult with supervisor and offer rational and supporting articles for your choice b. Discuss the limits of each procedure with supervisor and address the limits in the plan 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) B. Before developing treatment plans discuss with supervisor and plan for possible unwanted effects of: a. Reinforcement (C-01) b. Punishment (C-02) c. Extinction (C-03) d. Plan for behavioral contrast effects ( E-07) C. Develop technological and conceptually systematic treatment plans for given problem behavior(s) (developing plans for all areas listed below is strongly recommended) i. State intervention goals in observable and measurable terms (J-01) ii. When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased (J-10) iii. Program for stimulus and response generalization and maintenance (J-11, 12) iv. Use instructions and rules (E-03) v. If antecedent, reinforcement and extinction procedures are not effective, consider least restrictive punishment procedure(s) vi. Design and include a data collection form to obtain representative data given the dimensions of the behavior and the logistics of observing and recording (See Tab 4) 2 nd Year 63

64 D. Have the supervisor use written program performance checklists to evaluate whether the written treatment plans 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) BACB Task list # Intervention Develop Self-Management plans addressing the following behaviors Task completion Reducing problem behaviors Following schedules (e.g. time management) F-01 Weight management and diet Exercise Repetitive (not self-injurious) behaviors maintained by automatic reinforcement Medication management (e.g. insulin administration) E-04 Develop and monitor contingency contracts Develop treatment plans using combination of self-management D-19 strategies and contingency contracts III. Incorporate behavior change elements into the treatment plans D-02 D-20 Appropriate parameters and schedules of reinforcement Fixed and Variable Time Schedules Initial Implementation Phase Thinning the Schedules F-02 Token economies and other conditioned reinforcement systems E-11 Pairing procedures to establish new conditioned reinforcers D-17 Use of appropriate parameters and schedules of punishment D-03 Prompts and Prompt Fading E-01 Use of antecedent manipulation, such as motivating operations and discriminative stimuli E-03 Use of instructions and rules E-08 Consider matching law and recognize factors influencing choice Suggested Readings Allen, K. D. (1998). The Use of an Enhanced Simplified Habit-Reversal Procedure to Reduce Disruptive Outbursts during Athletic Performance. Journal of Applied Behavior Analysis, 31,

65 Briesch, A. M., & Chafouleas, S. M. (2009). Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors ( ). School Psychology Quarterly, 24, Christian, L., & Poling, A. (1997). Using self-management procedures to improve the productivity of adults with developmental disabilities in a competitive employment setting. Journal of Applied Behavior Analysis, 30, Craig. A. R. (2010). Self-Administered Behavior Modification to Reduce Nail Biting: Incorporating Simple Technology to Ensure Treatment Integrity. Behavior Analysis in Practice, 3, Dixon, M.R., & Holcomb, S. (2000). Teaching Self-Control to Small Groups of Dually Diagnosed Adults. Journal of Applied Behavior Analysis, 33, Dixon, M. R., & Cummings, A. (2001). Self-control in children with autism: Response allocation during delays to reinforcement. Journal of Applied Behavior Analysis, 34, Dixon, M. R., Horner, M. J., & Guercio, J. (2003). Self-control and the preference for delayed reinforcement: An example in brain injury. Journal of Applied Behavior Analysis, 36, Epstein, R. (1997). Skinner as self-manager. Journal of Applied Behavior Analysis, 30, Fowler, S. A., & Baer, D. M. (1981). Do I have to be good all day? The timing of delayed reinforcement as a factor in generalization. Journal of Applied Behavior Analysis, 14, Fritz, J., Iwata, B.A., Rolider, N.U., Camp, E.M., & Neidert, P.L. (2012). Analysis of self-recording in self-management interventions for stereotypy. Journal of Applied Behavior Analysis, 45, Koegel, L.K., Harrower, J. K., & Koegel, R. L. (1999). Support for Children with Developmental Disabilities in Full Inclusion Classrooms through Self-Management. Journal of Positive Behavior Interventions, 1, Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief Report: Reduction of Inappropriate Vocalizations for a Child with Autism Using a Self-Management Treatment Program. Journal of Autism and Developmental Disorders, 30, Mann, R. A. (1972). The behavior-therapeutic use of contingency contracting to control an adult behavior problem: Weight control. Journal of Applied Behavior Analysis, 5, Mooney, P. Ryan, J.B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A Review of Self-Management Interventions Targeting Academic Outcomes for with Emotional and Behavioral Disorders. Journal of Behavioral Education, 14, Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, Schillinger, D. (2011). Supporting Self-Management a Necessity in Diabetes Healthcare. Patient Education and Counseling, 85, Shapiro, E. S., DuPaul, G. J., & Bradley-Klug, K. L. (1998). Self-management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31, Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, Thomas, J. D. (1976). Accuracy of self-assessment of on-task behavior by elementary school children. Journal of Applied Behavior Analysis, 9, Welch, S. J., Holborn, S. W. (1988). Contingency contracting with delinquents: Effects of a brief training manual on staff contract negotiation and writing skills. Journal of Applied Behavior Analysis, 21, Return to Folder Index 65

66 VII. Program and probe for generalization and maintenance Tab 21: Program and probe for stimulus and response generalization 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 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 The Behavior Analyst and Research II. Plan for generalized behavior change A. For each skill acquisition or behavior reduction plan, choose a strategy to program for generalized behavior change based on assessment results and the best available scientific evidence (J-02) Consult with supervisor and offer rational and supporting articles for your choice Discuss the limits of each procedure with supervisor and address the limits in the plan 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) B. Incorporate technological and conceptually systematic procedures for achieving generality in your skills acquisition and behavior reduction plans Develop observable and measurable goals that will address generality (J-01) Incorporate naturally existing contingences in the plans i. Involve significant others and caregivers in your plan for generalization ii. Use one or combination of strategies listed below to support stimulus and response generality across people and settings: a. Teach sufficient examples (stimulus and response) (e.g. tact or mand training) b. General case analysis (e.g. doing laundry) c. Programming common stimuli (e.g. job training) d. Program indiscernible contingences e. Use Don t do it teaching examples f. Program behavior traps g. Incorporate self-management skills C. Have the supervisor use a written program performance checklist to evaluate whether the generalizations are behavior analytic in nature and give feedback (B-01) Make needed changes and place the final product and the feedback in this tab D. Use Behavior Skills Training to train the staff on how to implement the plans (See Tab 27) 66 1 st Year 2 nd Year

67 i. Develop and use performance monitoring checklists to monitor procedural integrity during implementation of treatment plans (See Tab 24) E. Evaluate the effectiveness of interventions through ongoing data collection and analysis and make data based decisions (See Tab 23) Suggested Readings Barton, E. J., Ascione, F. R. (1979). Sharing in preschool children: Facilitation, stimulus generalization, response generalization, and maintenance. Journal of Applied Behavior Analysis, 12, Chandler, L. K., Lubeck, R. C., Fowler, S. A. (1992). Generalization and maintenance of preschool children's social skills: A critical review and analysis. Journal of Applied Behavior Analysis, 25, Ducharme, D. E.,& Holborn, S. W. (1997). Programming generalization of social skills in preschool children with hearing impairments. Journal of Applied Behavior Analysis, 30, Fragale, C.L., O'Reilly, M. F., Aguilar, J., Pierce, N., Lang, R., Sigafoos, J., & Lancioni, G. (2012). The influence of motivating operations on generalization probes of specific mands by children with autism. Journal of Applied Behavior Analysis, 45, Hughes, C., Harmer, M. L., Killian, D. J.,& Niarhos, F. (1995). The effects of multiple-exemplar selfinstructional training on high school students' generalized conversational interactions. Journal of Applied Behavior Analysis, 28, Mesmer, E.M., Duhon, G. J., & Dodson, K. G. (2007). The effects of programming common stimuli for enhancing stimulus generalization of academic behavior. Journal of Applied Behavior Analysis, 40, Sprague, J. R., Horner, R. H. (1984). The effects of single instance, multiple instance, and general case training on generalized vending machine use by moderately and severely handicapped students. Journal of Applied Behavior Analysis, 17, Stevenson, H. C., Fantuzzo, J. W. (1984). Application of the generalization map to a self-control intervention with school-aged children. Journal of Applied Behavior Analysis, 17, Stokes, T. F., Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, Young, J. M., Krantz, P. J., McClannahan, L. E.,& Poulson, C. L. (1994). Generalized imitation and response-class formation in children with autism. Journal of Applied Behavior Analysis, 27, Return to Folder Index 67

68 VII. Program and probe for generalization and maintenance Tab 22: Program and probe for maintenance 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 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 The Behavior Analyst and Research II. Plan for and probe for maintenance A. For each skill acquisition or behavior reduction plan, choose a strategy to maintain behavior change in the natural environment using the best available scientific evidence (J-02) Consult with supervisor and offer rational and supporting articles for your choice 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) B. Incorporate technological and conceptually systematic procedures for achieving maintenance of socially appropriate behaviors Develop observable and measurable goals that will address maintenance (J-01) Incorporate naturally existing contingences in the plans Involve significant others and caregivers in your plans C. Have the supervisor use written program performance checklist to evaluate whether the strategies are appropriate, behavior analytic in nature and give feedback (B-01) i. Make needed changes and place the final product and the feedback in this tab D. Develop performance monitoring checklists that include measurable components of maintenance plan (K-04 and K- 05) i. Have the supervisor use performance monitoring checklists to evaluate the objectivity of performance checklist and give feedback ii. Make needed changes and place the final product and the feedback in this tab 68 1 st Year 2 nd Year Suggested Readings Barton, E. J., & Ascione, F. R. (1979). Sharing in preschool children: Facilitation, stimulus generalization, response generalization, and maintenance. Journal of Applied Behavior Analysis, 12, Baer, R. A., Blount, R. L., Detrich, R., & Stokes, T. F. (1987). Using intermittent reinforcement to

69 program maintenance of verbal/nonverbal correspondence. Journal of Applied Behavior Analysis, 20, Chandler, L. K., Lubeck, R. C., & Fowler, S. A. (1992). Generalization and maintenance of preschool children's social skills: A critical review and analysis. Journal of Applied Behavior Analysis, 25, Cuvo, A. J., Leaf, R. B., & Borakove, L. S. (1978). Teaching janitorial skills to the mentally retarded: Acquisition, generalization, and maintenance. Journal of Applied Behavior Analysis, 11, Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, Lamm, N., Greer, R. D. (1988). Induction and maintenance of swallowing responses in infants with dysphagia. Journal of Applied Behavior Analysis, 21, O'Reilly, M. F., Aguilar, J., Fragale, C.L., Lang, R., Edrisinha, C., Sigafoos, J., Lancioni, G., & Didden, R. (2012). Effects of a motivating operation manipulation & the maintenance of mands. Journal of Applied Behavior Analysis, 45, Rusch, F. R., & Kazdin, A. E. (1981). Toward a methodology of withdrawal designs for the assessment of response maintenance. Journal of Applied Behavior Analysis, 14, Return to Folder Index 69

70 VIII. Conduct ongoing assessment of interventions Tab 23: Evaluate the effectiveness of the behavioral programs (K-07) 1 st Year 70 2 nd Year I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Effectiveness of treatment plan, data collection, display and data based decision making A. For each written treatment plan, propose an appropriate design that will allow evaluation of the effectiveness of the behavioral programs (K-07) Example: Suppose you are using an intervention to address a problem behavior that occurs in two different settings. You would purpose a multiple probe or baseline across settings design to evaluate if there is a functional relationship between your intervention and the problem behaviors. o Discuss the proposed design with supervisor and obtain feedback o Make necessary changes to the designs and include the final products in this tab Use the title of treatment plans to label each design B. Use the proposed design to systematically arrange interventions (IV) and to demonstrate their effects on target behaviors (DV) (B-03) C. Provide for ongoing documentation of behavioral services (K-01) o During implementation of interventions, collect appropriate data and generate graphs o Obtain feedback on construction of graphs o Make necessary changes and include the revised graphs in this tab D. Base decision-making on data displayed in various formats (J-15) o Discuss the visually displayed ongoing treatment data with supervisor E. Using Baseline logic, evaluate the effectiveness of the treatments and make changes to the treatment plans III. Experimental designs Indicate Yes or No for each design B-04 Used withdrawal designs B-05 Used reversal designs B-06 Used alternating treatments (i.e., multi-element) designs B-07 Used changing criterion designs B-08 Used multiple baseline designs B-09 Used multiple probe designs B-10 Used combinations of design elements

71 F-04 Used standard celeration charts (SCC) A-11 Used cumulative record Suggested Readings Allen, K. D., & Evans, J. H. (2001). Exposure-based treatment to control excessive blood glucose monitoring. Journal of Applied Behavior Analysis, 34, Hains, A. H., & Baer, D. M. (1989). Interaction effects in multi-element designs: Inevitable, desirable, and ignorable. Journal of Applied Behavior Analysis, 22, Hall, R. V., Cristler, C., Cranston, S. S., & Tucker, B. (1970). Teachers and parents as researchers using multiple baseline designs. Journal of Applied Behavior Analysis, 3, Hartmann, D. P., & Hall, R. V. (1976). The changing criterion design. Journal of Applied Behavior Analysis, 9, Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, Marholin, D. II, Touchette, P. E., & Stewart, R. M. (1979). Withdrawal of chronic chlorpromazine medication: An experimental analysis. Journal of Applied Behavior Analysis, 12, Rusch, F. R., & Kazdin, A. E. (1981). Toward a methodology of withdrawal designs for the assessment of response maintenance. Journal of Applied Behavior Analysis, 14, Shore, B. A., Iwata, B. A., Vollmer, T. R., Lerman, D. C., & Zarcone, J. R. (1995). Pyramidal staff training in the extension of treatment for severe behavior disorders. Journal of Applied Behavior Analysis, 28, Wacker, D., McMahon, C., Steege, M., Berg, W., Sasso, G., & Melloy, K. (1990). Applications of a sequential alternating treatments design. Journal of Applied Behavior Analysis, 23, Return to Folder Index 71

72 VIII. Conduct ongoing assessment of interventions Tab 24: Conduct treatment fidelity checks I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Design and use effective performance monitoring systems (K-04 and K- 05) A. For each written treatment plan, design a performance monitoring checklist for monitoring procedural integrity o Obtain feedback from supervisor and make needed changes o Include the final product in this tab B. Use performance monitoring checklists to evaluate implementation of the skills acquisition and behavior reduction programs in the field o Provide corrective feedback o Obtain supervision during use of checklists and feedback o Use performance monitoring checklists during scheduled supervision visits with implementers o Include the completed checklists in this tab (make sure to de-identify personal information) C. Use performance monitoring checklists to evaluate fidelity of data collection in the field o Include the completed checklists in this tab (make sure to de-identify personal information) D. Use performance monitoring checklists to evaluate fidelity of preference assessment in the field o Include the completed checklists in this tab (make sure to de-identify personal information) Suggested Readings 1 st Year 2 nd Year Alavosius M. P., & Sulzer-Azaroff B. (1990). Acquisition and maintenance of health-care routines as a function of feedback density. Journal of Applied Behavior Analysis, 23, Brackett L., Reid, D. H, Green, C. W. (2007). Effects of reactivity to observations on staff performance. Journal of Applied Behavior Analysis, 40, Burgio, L. D., Engel, B. T., Hawkins, A., McCormick, K., Scheve, A., & Jones, L. T. (1990). A staff management system for maintaining improvements in continence with elderly nursing home residents. Journal of Applied Behavior Analysis, 23, Codding, R.S., Feinberg, A. B., Dunn, E.K., & Pace, G.M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38, Parsons, M. B., & Reid, D. H. (1995). Training residential supervisors to provide feedback for 72

73 maintaining staff teaching skills with people who have severe disabilities. Journal of Applied Behavior Analysis, 28, Parsons M. B., Rollyson, J.H., & Reid D. H., (2012). Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analysis in Practice, 5, Reid D. H., & Parsons M. B. (1995). Comparing choice and questionnaire measures of the acceptability of a staff training procedure. Journal of Applied Behavior Analysis, 28, Richman, G. S., Riordan, M. R., Reiss, M. L., Pyles, D. A. M., & Bailey, J. S. (1988). The effects of self-monitoring and supervisor feedback on staff performance in a residential setting. Journal of Applied Behavior Analysis, 21, Vollmer, T.R., Sloman, K.N., & St. Peter Pipkin, C. (2008). Practical Implications of Data Reliability and Treatment Integrity Monitoring. Behavior Analysis in Practice, 1, Return to Folder Index 73

74 VIII. Conduct ongoing assessment of interventions Tab 25: Evaluate effectiveness of components of an intervention package 1 st Year 2 nd Year I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Conduct a component analysis to determine the effective components of an intervention package (B- 11) A. For treatment plans that consist of multiple procedures design a component analysis to determine the effectiveness of different components of the intervention package B. Discuss the proposed design with supervisor and obtain feedback o Make necessary changes to the designs and include the final products in this tab Use the title of treatment plans to label each design C. Use the proposed design to systematically arrange different components to demonstrate their effects on target behaviors o Collect appropriate data and generate graphs (See Tab 4) o Obtain feedback on construction of graphs o Make necessary changes and include the revised graphs in this tab D. Base decision-making on data displayed in various formats (J-15) o Discuss the visually displayed ongoing treatment data with supervisor E. Using Baseline logic evaluate the effectiveness of the different components and make changes to the treatment plans III. Experimental designs Indicate Yes or No for each design B-04 Used withdrawal designs B-05 Used reversal designs B-06 Used alternating treatments (i.e., multi-element) designs B-07 Used changing criterion designs B-08 Used multiple baseline designs B-09 Used multiple probe designs B-10 Used combinations of design elements Used standard celeration charts (SCC) Used cumulative record Suggested Readings Cooper, L. J., Wacker, D. P., McComas, J. J., Brown, K., Peck, S. M., Richman, D., Drew, J., Frischmeyer, P., & Millard, T. (1995). Use of component analyses to identify active variables in treatment packages for children with feeding disorders. Journal of Applied Behavior Analysis, 28, 74

75 Hanley, G. P., Iwata, B. A., Thompson, R. H., & Lindberg, J. S. (2000). A component analysis of "stereotypy as reinforcement" for alternative behavior. Journal of Applied Behavior Analysis, 33, Millard, T., Wacker, D. P., Cooper, L. J., Harding, J., Drew, J., Plagmann, L. A., Asmus, J., McComas, J., & Jensen-Kovalan, P. (1993). A brief component analysis of potential treatment packages in an outpatient clinic setting with young children. Journal of Applied Behavior Analysis, 26, Mazaleski, J. L., Iwata, B. A., Vollmer, T. R., Zarcone, J. R., & Smith, R. G. (1993). Analysis of the reinforcement and extinction components in DRO contingencies with self-injury. Journal of Applied Behavior Analysis, 26, Ward-Horner, J., & Sturmey, P. (2010). Component analyses using single-subject experimental designs: A review. Journal of Applied Behavior Analysis, 43, Return to Folder Index 75

76 VIII. Conduct ongoing assessment of interventions Tab 26: Compare effectiveness of different treatments 76 1 st Year 2 nd Year I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Conduct a component analysis to determine the effective components of an intervention package (B-11) A. Design an intervention that uses alternating treatment design to establish effectiveness of two or more treatments on the DV B. Discuss the proposed design with supervisor and obtain feedback o Make necessary changes to the designs and include the final products in this tab Use the title of treatment plans to label each design C. Use the proposed design to alternate different treatments to demonstrate their effects on target behaviors o Collect appropriate data and generate graphs (See Tab 4) o Obtain feedback on construction of graphs o Make necessary changes and include the revised graphs in this tab D. Base decision-making on data displayed in various formats (J-15) o Discuss the visually displayed ongoing treatment data with supervisor E. Using Baseline logic evaluate the effectiveness of the different components and make changes to the treatment plans III. Experimental designs Indicate Yes or No for each design B-06 Multi-element design Simultaneous design Suggested Readings Ahearn, W. H., Kerwin, M. E., Eicher, P. S., Shantz, J., & Swearing, W. (1996). An alternating treatments comparison of two intensive interventions for food refusal. Journal of Applied Behavior Analysis, 29, Barlow, D. H., & Hayes, S. C. (1979). Alternating treatments design: One strategy for comparing the effects of two treatments in a single subject. Journal of Applied Behavior Analysis, 12, Barlow, K.E., Tiger, J.H., Slocum, S.K., & Miller, S.J. (2013). Comparing Acquisition of Exchange-Based and Signed Mands with Children With Autism. Analysis of Verbal Behavior, 29, Hains, A. H., & Baer, D. M. (1989). Interaction effects in multi-element designs: Inevitable, desirable, and ignorable. Journal of Applied Behavior Analysis, 22, Sisson, L. A., & Barrett, R. P. (1984). An alternating treatments comparison of oral and total communication training with minimally verbal retarded children. Journal of Applied Behavior Analysis, 17, Wacker, D., McMahon, C., Steege, M., Berg, W., Sasso, G., & Melloy, K. (1990). Applications of a sequential alternating treatments design. Journal of Applied Behavior Analysis, 23, Return to Folder Index

77 IX. Train another individual to conduct a procedure Tab 27: Design and use competency based training for persons who are responsible for carrying out behavior change procedures 77 1 st Year 2 nd Year I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Develop an evidence-based staff training (K-03) A. Design competency based trainings for direct staff that includes the following components: o Description of the target skill and purpose o Technological written plan describing how to perform the target skill o Demonstration of the target skill o Opportunity for trainees to practice the target skills o How performance feedback is going to be given during practice o Set a clear criteria for mastery of the skill in training setting o Set a clear criteria for mastery of the skills on the job B. Obtain feedback from supervisor and make needed changes o Include the final product in this tab C. Conduct small group training using the competency based training o Include participant ratings of the group training III. Provide on the job training and supervision for behavior-change agents (K-06) A. Conduct on the job behavior skills trainings after small group instruction o Use the performance monitoring checklists to evaluate implementation of skills in the field. See example performance monitoring tool o Give feedback to implementers using the checklists o Obtain supervision during on the job behavior skills training B. Provide weekly supervision to direct staff that includes o Data collection o Monitoring procedural integrity and corrective feedback o Data analysis and data based decision making o Modification of existing programs o Development and implementation of new programs o Orderly termination of services when they are no longer required (K-10) IV. Develop professional presentations (optional) A. Submit an abstract for consideration to a professional conference or organization (Click here to see sample Performance Monitoring Tool) B. Present empirical research findings, a conceptual paper, or professional topic at professional conference or organization (Click here to see sample Performance Monitoring Tool)

78 Suggested Readings Arnal, L., Fazzio, D., Martin, G. L., Yu, C. T., Keilback, L., & Starke, M. (2007). Instructing university students to conduct discrete-trials teaching with confederates simulating children with autism. Developmental Disabilities Bulletin, 35(1-2), Ducharme, J. M., Feldman, M. A. (1992). Comparison of staff training strategies to promote generalized teaching skills. Journal of Applied Behavior Analysis, 25, Brodhead, M.T., & Higbee, T.S. (2012). Teaching and Maintaining Ethical Behavior in a Professional Organization. Behavior Analysis in Practice, 5, Iwata, B. A., Wallace, M. D., Kahng, S., Lindberg, J. S., Roscoe, E. M., Conners, J., Hanley, G. P., Thompson, R. H., & Worsdell, A. S. (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33, McGimsey J. F., Greene B. F., Lutzker J. R. (1995). Competence in aspects of behavioral treatment and consultation: Implications for service delivery and graduate training. Journal of Applied Behavior Analysis, 28, Miles N. I., Wilder D. A. (2009). The effects of behavioral skills training on caregiver implementation of guided compliance. Journal of Applied Behavior Analysis, 42, Parsons, M. B., Rollyson, J.H., & Reid D. H., (2012). Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analysis in Practice, 5, Roscoe, E.M., & Fisher, W.W. (2008). Evaluation of an efficient method for training staff to implement stimulus preference assessments. Journal of Applied Behavior Analysis, 41, Sarokoff, R.A., & Sturmey, P. (2004). The Effects of Behavioral Skills Training on Staff Implementation of Discrete-Trial Teaching. Journal of Applied Behavior Analysis, 37, Shore, B. A., Iwata, B. A., Vollmer, T. R., Lerman, D. C., & Zarcone, J. R. (1995). Pyramidal staff training in the extension of treatment for severe behavior disorders. Journal of Applied Behavior Analysis, 28, Wolery, M., & Garfinkle, A. N. (2002). Measures in intervention research with young children who have autism. Journal of Autism And Developmental Disorders, 32(5), doi: /a: Return to Folder Index 78

79 X. Develop and present a training module to individuals unfamiliar with behavior analysis Tab 28: Develop and present a training module to individuals unfamiliar with behavior analysis Return to Folder Index 1 st Year I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Develop an evidence-based staff training (K-03) A. Design and conduct competency based trainings for parents and/or teachers using combination of presentations, demonstrations and opportunities for trainees to practice the target skills o Set a clear criteria for mastery of the skill in training setting o Set a clear criteria for mastery of the skills in the natural environment o Provide feedback in all settings B. Assess learning outcomes through tests and demonstrations o Include assessment results in this tab C. Obtain feedback from supervisor and make needed changes Suggested Readings Gardner J. M. (1972). Teaching behavior modification to nonprofessionals. Journal of Applied 2 nd Year Behavior Analysis, 5, Kazdin. A.D., & Warzak, W. J. (2000). The problem of parental non-adherence in clinical behavior analysis: Effective treatment is not enough. Journal of Applied Behavior Analysis, 33, Neef, N. A. (1995). Pyramidal parent training by peers. Journal of Applied Behavior Analysis, 28, Noell G. H, Witt J. C, LaFleur L. H, Mortenson B. P, Ranier D. D, LeVelle J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33, Phaneuf, L., & Lee McIntyre., L. (2007) Effects of individualized video feedback combined with group parent training on inappropriate maternal behavior. Journal of Applied Behavior Analysis, 40, Sanders, M. R., & Glynn, T. (1981). Training parents in behavioral self-management: An analysis of generalization and maintenance. Journal of Applied Behavior Analysis, 14, Seiverling, L., Williams, K., Sturmey, P., & Hart, S. (2012). Effects of behavioral skills training on parental treatment of children s food selectivity. Journal of Applied Behavior Analysis, 45,

80 X. Develop and present a training module to individuals unfamiliar with behavior analysis Tab 29: Explain behavioral concepts using nontechnical language 1 st Year 2 nd Year I. Review BACB ethical guidelines A. 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 The Behavior Analyst and Research II. Provide behavior-analytic services in collaboration with others who provide services to your clients (G- 06). A. Collaborate with other professionals who provide services to your client o Reducing problem behaviors to allow other professionals to work on skill acquisition o Providing treatment data to parents to share with physicians for clients that are taking psychotropic medications B. Explain behavioral concepts using nontechnical language o During meetings with other professionals and parents use non-technical language to explain: Assessment results Treatment plans Data analysis and progress Suggested Readings Jarmolowicz, A., et al., Effects of conversational versus technical language on treatment preference and integrity. Intellectual and Developmental Disabilities, 46, Rolider, A., & Axelrod, S. (2005). The effects of behavior-speak on public attitudes toward behavioral interventions. A cross-cultural argument for using conversational language to describe behavioral interventions. In Focus on behavior analysis in education (pp ). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Rolider, A., Axelrod, S., & Van Houten, R., Don't Speak Behaviorism to Me: How to Clearly and Effectively Communicate Behavioral Interventions to the General Public. Child & Family Behavior Therapy, 20, Return to Folder Index 80

81 SAMPLE CONTRACT BETWEEN SUPERVISEE & SUPERVISOR EXPERIENCE AS BEHAVIOR ANALYST This agreement defines a relationship of supervision between and (name of supervisee) (name of supervisor) MA in Psychology: Behavioral Clinical Program Department of Psychology College of Social and Behavioral Sciences & The Tseng College Category of Supervised Experience: Amount of Supervised Experience Required: Amount of Supervision Required: Supervisor s Qualifications (see below): Site(s) of Supervision: ****************************************************************************** Nature of the Contract: This contract is to establish a supervisor-supervisee relationship between the parties named above. Should either party not adhere to their responsibilities, this contract may be terminated by either party upon written notice, immediately. Standards of Conduct: Both parties attest to adhere to the BACB Guidelines for Responsible Conduct. The supervisor is to be considered the client of the applicant. Parties should pay particular attention to Sections 1 (Responsible Conduct of a Behavior Analyst), 2 (The Behavior Analyst s Responsibility to Clients), and 3 (Assessing Behavior) of the Guidelines set by BACB. Onset of Experience (from Supervisee may not start accumulating experience until they have begun the coursework required to meet the BACB coursework requirements. The supervisee will provide proof of coursework upon the written request of the supervisor. Additionally, the supervisee must complete a registration process with the BACB in which they must pass an online, competency-based training module on BACB experience standards by no later than December 31, After December 31, 2014, supervisees must complete the registration process with BACB and begin coursework before beginning to accumulate experience. Appropriate Activities (from The supervisee s primary focus should be on learning new behavior analytic skills related to the BACB Third Edition Task List. Activities must adhere to the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in the article Some Current Dimensions of Applied Behavior Analysis published in the Journal of Applied Behavior Analysis. Supervisees are encouraged to have experiences in multiple sites and with multiple supervisors. Appropriate experience activities include: 1. Direct implementation of behavior programs may not count for more than 50% (BACB will monitor and audit) 2. Supervisees are strongly encouraged to have multiple experiences (e.g., sites, populations) and multiple supervisors 81

82 3. Conducting assessment activities related to the need for behavioral interventions (e.g., Functional Behavior Assessments, Preference Assessments) 4. Designing, implementing, and monitoring behavior analysis programs for clients 5. Overseeing the implementation of behavior analysis programs by others 6. Training and managing others 7. activities normally performed by a behavior analyst that are directly related to behavior analysis such as case consultation, attending planning meetings regarding the behavior analysis program, researching the literature related to the program, talking to individuals about the program; plus any additional activities related to oversight of behavioral programming such as behavior analyst supervision issues, or evaluation of behavior analysts' performance. The supervisor will determine if activities qualify. Examples of activities that are not appropriate as experience activities include: attending meetings with little or no behavior analytic content, providing interventions that are not based in behavior analysis, doing nonbehavior analytic administrative activities, or any other activities that are not directly related to behavior analysis. Temporal Distribution of Experience Supervisees may accrue no fewer than 10 hours, no more than 30 hours, each week. Start-date and end-date of supervision may not be more than 5 years apart (effective as of December 31, 2014; see Appropriate Clients (from Clients may be any persons for whom behavior analysis services are appropriate. However, the applicant may not be related to the client or the client s primary caretaker. Applicants must work with multiple clients during the experience period. Supervisor Qualifications (from During the experience period, the supervisor must be: A Board Certified Behavior Analyst in good standing and the supervisor may not be the applicant's relative, subordinate or employee during the experience period. The supervisor will not be considered an employee of the applicant if the only compensation received by the supervisor from the applicant consists of payment for supervision. New BACB Requirements as of December 31, 2014 require that BCBAs supervising individuals pursuing certification must: a) Complete a post-certification, competency-based training program on supervision (i.e., minimum of 8-hr supervision training) AND b) Pass an online, competency-based training module on BACB experience standards (at scheduled for release September 30, 2013) AND c) Obtain 3 hours of CE s in supervision each certification cycle 82

83 Nature of Supervision (from The supervisor must observe the applicant engaging in behavior analytic activities in the natural environment at least once every two weeks. The supervisor must provide specific feedback to applicants on their performance. During the initial half of the total experience hours, observation should concentrate on applicantclient interactions. This observation may be conducted via web-cameras, videotape, videoconferencing, or similar means in lieu of the supervisor being physically present. Supervision may be conducted in small groups of 10 or fewer participants for no more than half of the total supervised hours in each supervisory period. The remainder of the total supervision hours in each supervisory period must consist of direct one-to-one contact. Supervision hours may be counted toward the total number of experience hours required. Acceptable activities include Development of performance expectations Observations, BST, and delivery of PF Modeling technical, professional, & ethical behavior Guiding behavioral case conceptualization repertoires Review of written materials Oversight and evaluation of the effects of behavioral service delivery Ongoing evaluation of the effects of supervision Acceptable structure Supervisor must observe and provide feedback to supervisee on behavior-analytic activities with a client in natural environment during each supervisory period Supervision may be conducted in small groups for half of the total supervised hours. Small groups 2-10 supervisees If non-supervisees are present, their participation should be limited Documentation of Supervision (from Supervisors are responsible for providing documentation for each supervisory period on a feedback form provided by the BACB. The feedback form will require documentation of number of hours of experience, number of supervised hours, feedback on the applicant s performance, the supervisor for each supervisory period, and signatures of the applicant and supervisor. The supervisor must review the completed feedback forms with the applicant and provide a copy for the applicant each supervisory period. The supervisor and the applicant are responsible for retaining their copies of the forms (in the event of a disagreement regarding experience, the BACB will need documentation from each party). The BACB reserves the right to request this documentation at any time following an individual s application to take the certification exam. In addition, the supervisor will be required to verify the applicant s supervision on the Experience Verification Form that is provided within the application for examination. I have read the above and agree to the provisions set forth in this contract. Supervisor s Signature Date Supervisee s Signature Date Return to Contracts and Important Forms 83

84 November 6, 2013 BACB Sample Supervision Contract for a University Practicum Obtained from The following sample contract pertains to supervision conducted or coordinated through a university practicum. The sample terms provided herein are for general reference and information purposes only. These terms are intended to comply with the requirements for supervised experience of applicants to the Behavior Analyst Certification Board ( BACB ). Nothing herein shall be construed as legal advice. The BACB does not warrant or guarantee the legal enforceability of any provision contained in this sample agreement. Contracts should be drafted by individuals familiar with local and state laws and requirements. Please note that it is the responsibility of the supervisor and supervisee to ensure that the contract meets all the requirements outlined by the BACB in the BACB Experience Standards policy. Please also note that this contract will need to be edited for supervisees pursuing the BCaBA credential. This sample agreement is not designed to serve as a course syllabus. University policies and provisions typically found in a syllabus, such as grading, academic dishonesty, student disability policy, etc. should be covered in a separate syllabus document and may be attached to this sample agreement as an appendix. This Supervision agreement is made on the date indicated below by and between (supervisor) and (supervisee) for supervision of the delivery of applied behavior analysis services in the supervisee s Practicum experience through, including the following activities: 1. Conducting assessment activities related to the need for behavioral interventions; 2. Designing, implementing, and monitoring behavior analysis programs for clients; 3. Overseeing the implementation of behavior analysis programs by others; 4. Training, designing behavioral systems, and performance management; AND 5. activities normally performed by a behavior analyst that are directly related to behavior analysis, such as attending planning meetings regarding the behavior analysis program, researching the literature related to the program, talking to individuals about the program; plus any additional activities related to oversight of behavioral programming such as behavior analyst supervision issues, or evaluation of behavior analysts' performance. The supervisor will determine if activities qualify. RESPONSIBILITIES AND AGREEMENTS 1. Supervisor and supervisee agree to work together to facilitate in-depth discussion/understanding of issues affecting practice both personally and professionally and developing a high level of behavior-analytic expertise. 2. Supervisor agrees to provide specific feedback to supervisee on performance in Supervisee-client interaction; this may be conducted via web-camera, videotape, videoconferencing, or similar means in lieu of the supervisor being physically present. 3. Both parties agree to protect the time and space for supervision, by keeping to agreed appointments and the time allotted. Privacy will be respected and interruptions avoided. Any party requiring a variance in schedule will notify the other party at the earliest possible time of variance to determine an appropriate time to reschedule. 4. Supervision may be conducted in a small group for no more than half of the total supervised hours, per BACB standards. The rest of the hours of supervision must be conducted as direct one-to-one supervision. 5. Supervisee and supervisor will meet at least once every week for 7.5% of the total hours spent in Supervised Independent Fieldwork. 6. A Supervision Documentation Form will be completed at each supervisory interaction. 84

85 7. Supervisee agrees to accumulate the required minimum of 10 hours and maximum of 30 hours per week to meet the total 1000 hours needed to complete the BACB Practicum requirement approximately within one year. 8. In addition to supervision meetings, supervisee is required to attend additional professional meetings relevant to the case, such as school meetings, case conferences, and parent meetings, which may not count towards BACB eligible supervised experience. 9. Supervisee agrees to begin Practicum only after supervisee has started attending courses required to meet the BACB coursework requirements. 10. Supervisee and supervisor both agree to maintain a copy of each signed supervision document including all feedback forms identified in Clause 11, below, and this signed contract for supervision. 11. During the supervision period, there will be progress reviews conducted after every 100 hours of supervision have been acquired. At these reviews, the supervisor will provide feedback to the supervisee and document whether adequate progress is being made. After two progress reviews during which inadequate progress has been made, the supervisor must determine whether supervision should continue, and provide in writing the required steps to allow for continued supervision. If the determination is made that supervision should stop, the supervisor must provide in writing to the supervisee what areas were lacking adequate progress and determine if any of the hours during that period should be counted toward supervision. As such, there is no guarantee that the supervisor will sign off on hours accrued during the 100- hour period during which supervisee performance was inadequate. 12. The Experience Verification Form will be signed by the supervisor when either of the following occur: a. All experience hours are completed satisfactorily. b. The supervisor-supervisee relationship is terminated under positive conditions (e.g.,). 13. The following circumstances would justify a supervisor refusing to sign off on a supervisee s accrued hours on the Experience Verification Form (i.e., even though those hours were tracked through individual Supervision Documentation Forms). a. Supervisee does not receive a passing grade. b. Supervisee receives unsatisfactory performance evaluations. c. Egregious violation of the BACB s Guidelines for Responsible Conduct for Behavior Analysts (see language below) and/or behavior that jeopardizes the well-being of clients or other team members. d. Supervisee fails to: If Practicum services are to be delivered off-campus, it is strongly recommended that the supervisor and supervisee meet with relevant personnel (e.g., directors, supervisor, employer) in the supervisee s practice settings to (a) ensure that all provisions in this contract can be faithfully executed in the setting, (b) familiarize the supervisor with setting-specific rules, regulations, and practices, (c) identify if and how the supervisor s recommendations will be incorporated into the setting, and (d) identify potentially challenging dual relationship (e.g., supervision) issues and develop a plan to address them. It might be advantageous to incorporate some of this content into the supervision contract and include a section for setting personnel to formally agree to contract content via signature. RESPONSIBLE CONDUCT 1. Both supervisor and supervisee herein referred to as both parties agree to adhere to high standards of professional behavior. This includes behavioral discussions grounded in scientific and professionally derived knowledge. 2. The supervisor will provide supervision to the supervisee only within the boundaries of his/her competence. 3. Both parties agree to maintain confidentiality in accordance with the guidelines for responsible conduct and all pertinent legal regulations. 4. Both parties have read, understood, and will adhere to the BACB s Guidelines for Responsible Conduct for Behavior Analysts. Particular attention will be given to sections 1 through 6 as it relates to conduct, responsibility to clients, and assessing behavior. 85

86 RELEASE AND INDEMNIFICATION Supervisee agrees to release, defend, indemnify, and hold harmless, its officers, agents, and employees, from and against any and all claims, damages and expenses, including costs and attorneys fees, arising from or alleged to arise from (a) any asserted deficiencies or defects in the behavior analysis services rendered by or to be rendered by the supervisee in accordance with this agreement; (b) any breach of any term set forth in this agreement; AND (c) any act or omission of supervisee in connection with supervisee s business operations and the behavior analysis services provided by supervisee. CONFIDENTIALITY Confidential Information. On and after the date of this agreement, supervisor and supervisee shall keep confidential all information relating to current or potential clients including, but not limited to, any medical or clinical information, in whatever form. Supervisor Records. All records including, but not limited to the information described and copies thereof, are and shall remain the property of. Supervisee shall not, except in the ordinary and usual course of his/her duties and obligations under this agreement, remove from supervisor s premises, copy, or retain any of s records. Upon termination of the agreement, supervisee agrees to return promptly to any of s records, copies of records and all other property that are in supervisee s possession or under supervisee s control or custody. Supervisor and supervisee shall be jointly responsible for ensuring that clients have consented to the observation of services delivery and sharing of confidential client information. TERM AND TERMINATION Term. This agreement shall be effective on and shall remain in effect until either party terminates this agreement by day s advance written notice to the other of the intention to terminate. In the event of termination Clause 12 shall survive and remain valid. REMEDIES Injunctive Relief. The supervisee acknowledges that a breach of any of the covenant or obligations contained in this agreement may result in material and irreparable injury to, or its affiliates or subsidiaries for which there is no adequate remedy at law and that injury and damages to, its affiliates or its subsidiaries resulting from a breach will be immeasurable. Without limiting any other rights or remedies, both legal and equitable, available to supervisor in the event of an actual or threatened breach, supervisor shall be entitled to seek and obtain a temporary restraining order and/or a preliminary or permanent injunction against supervisee that shall prevent supervisee from engaging in any activities prohibited by this agreement, or to seek and obtain such other relief against supervisee as may be required to specifically enforce any of the covenants or obligations contained in this agreement. Supervisee hereby agrees and consents that injunctive relief may be sought ex parte in any court of record in the jurisdiction in which the violation occurs, or any other court of competent jurisdiction, at the election of supervisor. Costs and Attorneys Fees. In addition to any other relief to which it may be entitled, shall be entitled to recover from supervisee the costs and reasonable attorneys fees it may incur in any action it brings to enforce this agreement in which it prevails. 86

87 MISCELLANEOUS PROVISIONS Entire agreement. This agreement contains the entire agreement between the Parties hereto with respect to the subject matter hereof. This section is reserved for selected miscellaneous provisions regarding topics important to contract interpretation and enforcement. Research into enforceable contracts in your state should help you select contract provisions to address the following provisions: Modifications Identify who may make changes to the agreement and whether they need to be in writing or via electronic format, if permitted by your state law. Identify the addresses where changes should be sent. Waiver - Do the parties have the right to waive a clause in the agreement? How should other clauses be treated? Severability If one clause is stricken by implication of law, may the remaining clauses of the contract be still considered valid? May a stricken clause be reconstrued so as to be enforceable? Governing law and venue Which law will govern the interpretation of the agreement? Do you desire arbitration or mediation prior to litigation? Are court costs and legal fees desired remedies? Notice under this agreement by one Party to another Party shall be in writing and considered effectively given if personally delivered or deposited via postal service, postage prepaid, certified or registered, return requested, and addressed to the recipient as follows: The responsibilities described in this document will be carried out in accordance with the BACB s Guidelines for Responsible Conduct for Behavior Analysts and Professional Disciplinary and Ethical Standards. All parties agree to the stipulations herein: Supervisee Name (printed): Supervisee signature: Date: Supervisor Name & Credentials (printed): Supervisor signature: Date: Return to Contracts and Important Forms 87

88 November 6, 2013 BACB Supervision Contract for Independent Supervision Obtained from The following sample contract describes a relationship between a supervisor and a supervisee who is acquiring Supervised Independent Fieldwork toward an eligibility requirement for a BACB credential. This contract pertains specifically to situations in which the supervisor and supervisee DO NOT work in the same service-delivery environment. The sample terms provided herein are for general reference and information purposes only. These terms are intended to comply with the requirements for supervised experience of applicants to the Behavior Analyst Certification Board ( BACB ). Nothing herein shall be construed as legal advice. The BACB does not warrant or guarantee the legal enforceability of any provision contained in this sample agreement. Contracts should be drafted by individuals familiar with local and state laws and requirements. Please note that it is the responsibility of the supervisor and supervisee to ensure that the contract meets all the requirements outlined by the BACB in the BACB Experience Standards policy. Please also note that this contract will need to be edited for supervisees pursuing the BCaBA credential. This Supervision agreement is made on the date indicated below by and between (supervisor) and (supervisee) for supervision of the delivery of applied behavior analysis services, including the following activities: 1. Conducting assessment activities related to the need for behavioral interventions; 2. Designing, implementing, and monitoring behavior analysis programs for clients; 3. Overseeing the implementation of behavior analysis programs by others; 4. Training, designing behavioral systems, and performance management; AND 5. activities normally performed by a behavior analyst that are directly related to behavior analysis, such as attending planning meetings regarding the behavior analysis program, researching the literature related to the program, talking to individuals about the program; plus any additional activities related to oversight of behavioral programming such as behavior analyst supervision issues, or evaluation of behavior analysts' performance. The supervisor will determine if activities qualify. Direct implementation of behavioral programs may not count for more than 50% of accrued experience hours. RESPONSIBILITIES AND AGREEMENTS 1. Supervisor and supervisee agree to work together to facilitate in-depth discussion/understanding of issues affecting practice both personally and professionally and developing a high level of behavior-analytic expertise. 2. Supervisor agrees to provide specific feedback to supervisee on performance in Supervisee-client interaction; this may be conducted via web-camera, videotape, videoconferencing, or similar means in lieu of the supervisor being physically present. 3. Both parties agree to protect the time and space for supervision, by keeping to agreed appointments and the time allotted. Privacy will be respected and interruptions avoided. Any party requiring a variance in schedule will notify the other party at the earliest possible time of variance to determine an appropriate time to reschedule. 4. Supervision may be conducted in a small group for no more than half of the total supervised hours, per BACB standards. The rest of the hours of supervision must be conducted as direct one-to-one supervision. 5. Supervisee and supervisor will meet at least once every 2 weeks for 5% of the total hours spent in Supervised Independent Fieldwork. 6. A Supervision Documentation Form will be completed at each supervisory interaction. 7. Supervisee agrees to accumulate the required minimum of 10 hours and maximum of 30 hours per week to meet the total 1500 hours needed to complete the BCBA Supervised Independent Fieldwork requirement 88

89 approximately within one year. agrees to provide supervisee with the work opportunities necessary to meet this requirement. 8. In addition to supervision meetings, supervisee is required to attend additional professional meetings relevant to the case, such as school meetings, case conferences, and parent meetings, which may not count towards BACB eligible supervised experience. 9. Supervisor is to be compensated at an hourly rate of $ to be paid immediately upon conclusion of each supervision session or by a mutual agreement arranged at the onset of the supervisory relationship. Payment for supervision rendered is a necessary but insufficient condition for the submission of a signed Experience Verification Form to the BACB. Adequate progress and payment must be completed before such documentation is signed. 10. Supervisor agrees to accept no remuneration from supervisee above the negotiated hourly consultant rate or salary. 11. Supervisee agrees to begin Supervised Independent Fieldwork only after supervisee has started attending courses required to meet the BACB coursework requirements. 12. Supervisee and supervisor both agree to maintain a copy of each signed supervision document including all feedback forms identified in Clause 13, below, and this signed contract for supervision. 13. During the supervision period, there will be progress reviews conducted after every 100 hours of supervision have been acquired. At these reviews, the supervisor will provide feedback to the supervisee and document whether adequate progress is being made. After two progress reviews during which inadequate progress has been made, the supervisor must determine whether supervision should continue, and provide in writing the required steps to allow for continued supervision. If the determination is made that supervision should stop, the supervisor must provide in writing to the supervisee what areas were lacking adequate progress and determine if any of the hours during that period should be counted toward supervision. As such, there is no guarantee that the supervisor will sign off on hours accrued during the 100-hour period during which supervisee performance was inadequate. 14. The Experience Verification Form will be signed by the supervisor when either of the following occur: a. All experience hours are completed satisfactorily. b. The supervisor-supervisee relationship is terminated under positive conditions (e.g.,). 15. The following circumstances would justify a supervisor refusing to sign off on a supervisee s accrued hours on the Experience Verification Form (i.e., even though those hours were tracked through individual Supervision Documentation Forms). a. Supervisee receives unsatisfactory performance evaluations. b. Egregious violation of the BACB s Guidelines for Responsible Conduct for Behavior Analysts (see language below) and/or behavior that jeopardizes the well-being of clients or other team members. c. Supervisee fails to: It is strongly recommended that the supervisor and supervisee meet with relevant personnel (e.g., directors, supervisor, employer) in the supervisee s practice settings to (a) ensure that all provisions in this contract can be faithfully executed in the setting, (b) familiarize the supervisor with setting-specific rules, regulations, and practices, (c) identify if and how the supervisor s recommendations will be incorporated into the setting, and (d) identify potentially challenging dual relationship (e.g., supervision) issues and develop a plan to address them. It might be advantageous to incorporate some of this content into the supervision contract and include a section for setting personnel to formally agree to contract content via signature. RESPONSIBLE CONDUCT 1. Both supervisor and supervisee herein referred to as both parties agree to adhere to high standards of professional behavior. This includes behavioral discussions grounded in scientific and professionally derived knowledge. 2. The supervisor will provide supervision to the supervisee only within the boundaries of his/her competence. 3. Both parties agree to maintain confidentiality in accordance with the guidelines for responsible conduct and all pertinent legal regulations. 89

90 4. Both parties have read, understood, and will adhere to the BACB s Guidelines for Responsible Conduct for Behavior Analysts. Particular attention will be given to sections 1 through 6 as it relates to conduct, responsibility to clients, and assessing behavior. CONFIDENTIALITY Confidential Information. On and after the date of this agreement, supervisor and supervisee shall keep confidential all information relating to current or potential clients including, but not limited to, any medical or clinical information, in whatever form. Supervisor and supervisee shall be jointly responsible for ensuring that clients have consented to the observation of service delivery and sharing of confidential client information. Supervisor Records. All records related to the activities described in this contract, including, but not limited to the information described and copies thereof, are and shall remain the property of. Supervisee shall not, except in the ordinary and usual course of his/her duties and obligations under this agreement, remove from supervisor s premises, copy, or retain any of s records. Upon termination of the agreement, supervisee agrees to return promptly to, any of s records, copies of records and all other property that are in supervisee s possession or under supervisee s control or custody. Supervisor and supervisee shall be jointly responsible for ensuring that clients have consented to the observation of services delivery and sharing of confidential client information. TERM AND TERMINATION Term. This agreement shall be effective on and shall remain in effect until either party terminates this agreement by day s advance written notice to the other of the intention to terminate. In the event of termination Clause 14 shall survive and remain valid. MISCELLANEOUS PROVISIONS Entire agreement. This agreement contains the entire agreement between the Parties hereto with respect to the subject matter hereof. This section is reserved for selected miscellaneous provisions regarding topics important to contract interpretation and enforcement. Research into enforceable contracts in your state should help you select contract provisions to address the following provisions: Modifications Identify who may make changes to the agreement and whether they need to be in writing or via electronic format, if permitted by your state law. Identify the addresses where changes should be sent. Waiver - Do the parties have the right to waive a clause in the agreement? How should other clauses be treated? Severability If one clause is stricken by implication of law, may the remaining clauses of the contract be still considered valid? May a stricken clause be reconstrued so as to be enforceable? Governing law and venue Which law will govern the interpretation of the agreement? Do you desire arbitration or mediation prior to litigation? Are court costs and legal fees desired remedies? 90

91 Notice under this agreement by one Party to another Party shall be in writing and considered effectively given if personally delivered or deposited via postal service, postage prepaid, certified or registered, return requested, and addressed to the recipient as follows: The responsibilities described in this document will be carried out in accordance with the BACB s Guidelines for Responsible Conduct for Behavior Analysts and Professional Disciplinary and Ethical Standards. All parties agree to the stipulations herein: Supervisee Name (printed): Supervisee signature: Date: Supervisor Name & Credentials (printed): Supervisor signature: Date: Return to Contracts and Important Forms 91

92 BACB Supervision Contract for Within Agency Supervision Obtained from November 6, 2013 The following sample contract describes a relationship between a supervisor and a supervisee who is acquiring practical experience toward an eligibility requirement for a BACB credential. This contract pertains specifically to situations in which the supervisor and supervisee work in the same service-delivery environment. The sample terms provided herein are for general reference and information purposes only. These terms are intended to comply with the requirements for supervised experience of applicants to the Behavior Analyst Certification Board ( BACB ). Nothing herein shall be construed as legal advice. The BACB does not warrant or guarantee the legal enforceability of any provision contained in this sample agreement. Contracts should be drafted by individuals familiar with local and state laws and requirements. Please note that it is the responsibility of the supervisor and supervisee to ensure that the contract meets all the requirements outlined by the BACB in the BACB Experience Standards policy. Please also note that this contract will need to be edited for supervisees pursuing the BCaBA credential. This supervision agreement is made on the date indicated below by and between (supervisor) and (supervisee) for supervision of the delivery of applied behavior analysis services, including the following activities: 1. Conducting assessment activities related to the need for behavioral interventions; 2. Designing, implementing, and monitoring behavior analysis programs for clients; 3. Overseeing the implementation of behavior analysis programs by others; 4. Training, designing behavioral systems, and performance management; AND 5. activities normally performed by a behavior analyst that are directly related to behavior analysis, such as attending planning meetings regarding the behavior analysis program, researching the literature related to the program, talking to individuals about the program; plus any additional activities related to oversight of behavioral programming such as behavior analyst supervision issues, or evaluation of behavior analysts' performance. The supervisor will determine if activities qualify. RESPONSIBILITIES AND AGREEMENTS Supervisor and supervisee agree to work together to facilitate in-depth discussion and understanding of issues affecting practice both personally and professionally and developing a high level of behavior-analytic expertise. 3. Supervisor agrees to provide specific feedback to supervisee on performance in supervisee-client interaction; this may be conducted via web-camera, videotape, videoconferencing, or similar means in lieu of the supervisor being physically present. 4. Both parties agree to protect the time and space for supervision, by keeping to agreed appointments and the time allotted. Privacy will be respected and interruptions avoided. Any party requiring a variance in schedule will notify the other party at the earliest possible time of variance to determine an appropriate time to reschedule. 5. Supervision may be conducted in a small group for no more than half of the total supervised hours, per BACB standards. The rest of the hours of supervision must be conducted as direct one-to-one supervision. 6. Supervisee and supervisor will meet at least once every 2 weeks for 5% of the total hours spent in Supervised Independent Fieldwork. 7. A Supervision Documentation Form will be completed at each supervisory interaction. 8. Supervisee agrees to accumulate the required minimum of 10 hours and maximum of 30 hours per week to meet the total 1500 hours needed to complete the Supervised Independent Fieldwork requirement approximately within one year. agrees to provide supervisee with the work opportunities necessary to meet this requirement.

93 9. Supervisor agrees to accept no remuneration from supervisee or, above their negotiated hourly consultant rate or salary. 10. If supervisee is an hourly (vs. salaried) team member, supervision hours are unpaid. 11. In addition to supervision meetings, supervisee is required to attend additional professional meetings relevant to the case, such as school meetings, case conferences, and parent meetings, which may not count towards BACB eligible supervised experience. 12. Supervisee agrees to begin Supervised Independent Fieldwork only after supervisee has started attending courses required to meet the BACB coursework requirements. 13. Supervisee and supervisor both agree to maintain a copy of each signed supervision document including all feedback forms identified in Clause 14, below, and this signed contract for supervision. 14. During the supervision period, there will be progress reviews conducted after every 100 hours of supervision have been acquired. At these reviews, the supervisor will provide feedback to the supervisee and document whether adequate progress is being made. After two progress reviews during which inadequate progress has been made, the supervisor must determine whether supervision should continue, and provide in writing the required steps to allow for continued supervision. If the determination is made that supervision should stop, the supervisor must provide in writing to the supervisee what areas were lacking adequate progress and determine if any of the hours during that period should be counted toward supervision. As such, there is no guarantee that the supervisor will sign off on hours accrued during the 100- hour period during which supervisee performance was inadequate. 15. The Experience Verification Form will be signed by the supervisor when either of the following occur: a. All experience hours are completed satisfactorily. b. The supervisor-supervisee relationship is terminated under positive conditions (e.g.,). 16. The following circumstances would justify a supervisor refusing to sign off on a supervisee s accrued hours on the Experience Verification Form (i.e., even though those hours were tracked through individual Supervision Documentation Forms). a. Supervisee receives unsatisfactory performance evaluations. b. Egregious violation of the BACB s Guidelines for Responsible Conduct for Behavior Analysts (see language below) and/or behavior that jeopardizes the well-being of clients or other team members. c. Supervisee fails to: RESPONSIBLE CONDUCT 1. Both supervisor and supervisee herein referred to as both parties agree to adhere to high standards of professional behavior. This includes behavioral discussions grounded in scientific and professionally derived knowledge. 2. The supervisor will provide supervision to the supervisee only within the boundaries of his/her competence. 3. Both parties agree to maintain confidentiality in accordance with the guidelines for responsible conduct and all pertinent legal regulations. 4. Both parties have read, understood, and will adhere to the BACB s Guidelines for Responsible Conduct for Behavior Analysts. Particular attention will be given to sections 1 through 6 as it relates to conduct, responsibility to clients, and assessing behavior. RELEASE AND INDEMNIFICATION Supervisee agrees to release, defend, indemnify, and hold harmless, its officers, agents, and employees, from and against any and all claims, damages and expenses, including costs and attorneys fees, arising from or alleged to arise from (a) any asserted deficiencies or defects in the behavior analysis services rendered by or to be rendered by the supervisee in accordance with this agreement; (b) any breach of any term set forth in this agreement; AND (c) any act or omission of supervisee in connection with supervisee s business operations and 93

94 the behavior analysis services provided by supervisee. CONFIDENTIALITY Confidential Information. On and after the date of this agreement, Representatives of and supervisee shall keep confidential all information relating to current or potential clients including, but not limited to, any medical or clinical information, in whatever form serviced in the course of this agreement and any of s accounting, marketing, financial, strategic, or any other business information in whatever form. The Parties agree this is intended to supplement, but not displace, s applicable corporate legal rights. Supervisor Records. All records related to the activities described in this contract, including, but not limited to the information described and copies thereof, are and shall remain the property of. Supervisee shall not, except in the ordinary and usual course of his/her duties and obligations under this agreement, remove from s premises, copy, or retain any of s records. Upon termination of the agreement, supervisee agrees to return promptly to, any of s records, copies of records and all other property that are in supervisee s possession or under supervisee s control or custody. Supervisor and supervisee shall be jointly responsible for ensuring that clients have consented to the observation of services delivery and sharing of confidential client information. TERM AND TERMINATION Term. This agreement shall be effective on and shall remain in effect until either party terminates this agreement by day s advance written notice to the other of the intention to terminate. In the event of termination Clause 15 under Responsibilities and Agreements shall survive and remain valid. REMEDIES Injunctive Relief. The supervisee acknowledges that a breach of any of the covenant or obligations contained in this agreement may result in material and irreparable injury to, or its affiliates or subsidiaries for which there is no adequate remedy at law and that injury and damages to, its affiliates or its subsidiaries resulting from a breach will be immeasurable. Without limiting any other rights or remedies, both legal and equitable, available to supervisor in the event of an actual or threatened breach, supervisor shall be entitled to seek and obtain a temporary restraining order and/or a preliminary or permanent injunction against supervisee that shall prevent supervisee from engaging in any activities prohibited by this agreement, or to seek and obtain such other relief against supervisee as may be required to specifically enforce any of the covenants or obligations contained in this agreement. Supervisee hereby agrees and consents that injunctive relief may be sought ex parte in any court of record in the jurisdiction in which the violation occurs, or any other court of competent jurisdiction, at the election of supervisor. Costs and Attorneys Fees. In addition to any other relief to which it may be entitled, shall be entitled to recover from supervisee the costs and reasonable attorneys fees it may incur in any action it brings to enforce this agreement in which it prevails. 94

95 MISCELLANEOUS PROVISIONS Entire agreement. This agreement contains the entire agreement between the Parties hereto with respect to the subject matter hereof. This section is reserved for selected miscellaneous provisions regarding topics important to contract interpretation and enforcement. Research into enforceable contracts in your state should help you select contract provisions to address the following provisions: Modifications Identify who may make changes to the agreement and whether they need to be in writing or via electronic format, if permitted by your state law. Identify the addresses where changes should be sent. Waiver - Do the parties have the right to waive a clause in the agreement? How should other clauses be treated? Severability If one clause is stricken by implication of law, may the remaining clauses of the contract be still considered valid? May a stricken clause be reconstrued so as to be enforceable? Governing law and venue Which law will govern the interpretation of the agreement? Do you desire arbitration or mediation prior to litigation? Are court costs and legal fees desired remedies? Notice under this agreement by one Party to another Party shall be in writing and considered effectively given if personally delivered or deposited via postal service, postage prepaid, certified or registered, return requested, and addressed to the recipient as follows: The responsibilities described in this document will be carried out in accordance with the BACB s Guidelines for Responsible Conduct for Behavior Analysts and Professional Disciplinary and Ethical Standards. All parties agree to the stipulations herein: Supervisee Name (printed): Supervisee signature: Date: Supervisor Name & Credentials (printed): Supervisor signature: Date: Return to Contracts and Important Forms Return to Tab 1 95

96 Recommended Responsibilities for Supervisors & Supervisee Student Responsibility Register for 3 units of XBEH-903 Attend all group meetings Select a site by applying and interviewing for internship positions with university approved sites Comply with all requirements of the selected site Work 10 hours a week in-field as an intern Adhere to the course syllabus and BCP Internship Student Agreement Commit at least 1-year to the Internship Site Student must submit, to the CSUN group supervisor, monthly evaluations from the site-supervisor Meet weekly with field supervisor for supervision meetings will collaborate with supervisor(s) to identify professional goals for the practicum, and will be required I. To document the activities of the practicum as related to the practicum goals and objectives II. Maintain documentation for all individual and group practicum supervision hours and activities III. Provide the supervisor completed supervision forms after each supervision meeting Field Supervisor Responsibility The purpose of field supervision is to improve and maintain the behavior analytic, professional, and ethical repertoires of the supervisee and to facilitate the delivery of high-quality services to his/her clients. The field supervisor will: Develop performance goals with supervisee Provide supervisee with opportunities to perform listed competences (Note* it is likely that some competencies will not be met). Observe the supervisee in the field and use performance feedback to give corrective feedback Use Behavior Skills Training to teach and improve supervisees skills Model technical, professional and ethical behavior Guide and give feedback on behavioral case conceptualization, problem-solving, program development and decision-making repertoires Review data and written materials (e.g., behavior programs, data sheets, reports) Monitor and evaluate the effects of behavioral service delivery Conduct weekly evaluation of supervisees performance and effects of supervision Practicum Supervisor Responsibility The purpose of group supervision is to improve behavior analytic, professional, and ethical repertoires of the supervisee and monitor supervisees performance in the field. The practicum supervisor will: Develop performance goals with supervisee Use Behavior Skills Training to teach and improve supervisee s skills in group setting Model technical, professional and ethical behavior Guide and give feedback on behavioral case conceptualization, problem-solving, program development and decision-making repertoires in group setting Review data and written materials (e.g., behavior programs, data sheets, reports) Meet with field supervisors to conduct monthly evaluation of supervisee s experience, performance and effects of supervision (this only applies to CSUN approved supervisors, Option II Practica) Return to Tab 1 96

97 Supervisee: Supervisor: SAMPLE Performance Monitoring Tab 3: Select and Define Target Behaviors for Change Competency Criterion Rating I. Review BACB ethical guidelines 2.0 and 3.0 and discuss with supervisor A. Ethical practices in assessing and selecting potential target behaviors B. Include a written summary of ethical practices in selection of target behaviors in this tab A. Evaluating the social significance of potential target behaviors Presented a written summary of ethical practices in selection of target behaviors that included: A. Definition of client B. Responsibility to client and others C. Consultation and third party requests for services D. Client rights Met the criterion as it is written Did not meet the criterion as it is written II. Show competency developing and using worksheets to prioritize target behaviors Correctly used a worksheet to evaluate social significance of potential target behaviors at least on two different occasions B. Prioritizing potential target behaviors Correctly used the worksheet to evaluate social significance of potential target behaviors at least on two different occasions III. Define behavior in observable and measurable terms The topographical definitions of all 5 target behaviors must be o Technological (passed the 1. Show competency stranger rule) defining behavior o Observable (Pass the Dead topographically (define Man s test) at least 5 different o Measurable (includes behaviors) in measurable dimension of the measurable and behavior) observable terms o If necessary, include exclusionary factors (e.g. a student can leave his or her seat if given permission) o Parsimonious (e.g. aggression, self-injury and elopement are defined separate behaviors and not as a part of a tantrum ) Met the criterion as it is written Did not meet the criterion because the worksheet was not completed correctly Met the criterion as it is written Did not meet the criterion because the worksheet was not completed correctly Met the criterion (definition included all the components described in the criterion for this competency) Did not meet the criterion (definition did not include one or more of the components described in the criterion for this competency) Performance Feedback Given on / / Given on / / Given on / / Given on / / 97

98 2. Show competency defining behavior The functional definitions of all 5 target behaviors must be: functionally (define at least 5 different Technological (passed the stranger rule) behaviors) in Observable (Pass the Dead measurable and Man s test) observable terms Measurable (includes measurable dimension of the behavior) If necessary, include exclusionary factors (e.g. a student can leave his or her seat if given permission) Parsimonious (e.g. aggression, self-injury and elopement are defined as separate behaviors and not as part of a tantrum ) 3. Included revised operational definitions for each behavior reviewed with the supervisor in the supervision folder under Tab 3 Met the criterion (definition included all the components described in the criterion for this competency) Did not meet the criterion (definition did not include one or more of the components described in the criterion for this competency) Met the criterion as it is written Did not meet the criterion as it is written Given on / / Given on / / Student must show 100 % accuracy for this competency Date Total Number of Criterion Met as it is written Accuracy (Total number Met / 8) Supervisor s Initials Supervisee s Initials University Based Practicum Supervisor Initials Return to Tab 3 98

99 Supervisee: Supervisor: SAMPLE Performance Monitoring Checklist Tab 4: Use various direct observation methods to collect baseline data Please rate each competency area using the given criterion. If the supervisee does not meet the set criterion, give feedback using the space provided in this performance checklist and re-evaluate that competency. Use the Needs to Improve section to provide supervisee with observable and measurable targets that will support meeting the specific competences. Competency Criterion Rating 1 Rating 2 Rating 3 II. Review BACB ethical guidelines relevant to data collection and discuss with supervisor A. Ethical practices Presented a written summary of ethical practices when Yes Yes Yes for data collection using various data collection methods that included all B. Include a written of the following listed below: No No No summary of Ongoing data collecting and record keeping ethical practices Documenting professional and scientific work for data collection III. Create a basic table for the advantages and disadvantages of using continuous and discontinuous measurement procedures A. Created a table that summarized the advantages and disadvantages for using Yes Yes Yes continuous and discontinuous measurement procedures to collect data. The table must include correct information on the following: No No No 1. Advantages of using continuous and discontinuous measures 2. When to use continuous and discontinuous measures 3. Disadvantages of using continuous and discontinuous measures Student must show 100 % accuracy for this competency Date of Evaluation Total Number Yes Accuracy (Total number Yes / 2) Field Supervisor Initials Supervisee Initials University Based Practicum Supervisor Initials Needs to Improve: Date of Evaluation 99

100 Supervisee: Supervisor: SAMPLE Performance Monitoring Checklist Tab 4: Use various direct observation methods to collect baseline data Please rate each competency area using the given criterion. If the supervisee does not meet the set criterion, use the Needs to Improve section to provide supervisee with observable and measurable targets that will support meeting the specific competency. Re-evaluate the competency after each feedback. Competency Criterion Rating 1 Rating 2 Rating 3 III. Directly observe target behavior for change, select a measurement method and develop a data collection form to obtain representative data A. Select a measurement method and develop a data collection form Developed individual data collection sheets that captured necessary variables for each of the following measures: Frequency/Rate Yes No Yes No Yes No Duration Yes No Yes No Yes No Latency Yes No Yes No Yes No IRT Yes No Yes No Yes No Momentary time sampling Yes No Yes No Yes No Partial interval recording Yes No Yes No Yes No Whole interval recording Yes No Yes No Yes No Trials to criterion Yes No Yes No Yes No Percent of occurrence Yes No Yes No Yes No Planned Activity Check Yes No Yes No Yes No After initial data collection made necessary changes to the form Yes No Yes No Yes No Student must show 100 % accuracy for this competency Date Total Number Yes Accuracy (Total number Yes / 11) Supervisor s Initials Supervisee s Initials University Based Practicum Supervisor Initials 100

101 Needs to Improve: Criterion Frequency Date of Evaluation Feedback Duration Latency IRT Time Sampling Momentary Partial Whole Trials to Criterion Percent of Occurrence Planned Activity Check 101

102 Supervisee: Supervisor: SAMPLE Performance Monitoring Checklist Tab 4: Use various direct observation methods to collect baseline data Please rate each competency area using the given criterion. If the supervisee does not meet the set criterion, use the Needs to Improve section to provide supervisee with observable and measurable targets that will support meeting the specific competency. Re-evaluate the competency after each feedback. Competency Criterion Rating 1 Rating 2 Rating 3 IV. Use data recording forms and directly measure target behavior for change A. Use of technology B. Data Collection Used stopwatch with count up and down options or appropriate smartphone application with similar options Collected data using every measurement method listed below with 90 % IOA. Used each measurement method at least twice with 90 % IOA. Yes No Yes No Yes No IOA 1 IOA 2 IOA 3 Frequency/Rate Duration Latency IRT Momentary time sampling Partial interval recording Whole interval recording Trials to criterion or Percent of occurrence Planned Activity Check Student must use each measurement method twice with 90 % average IOA Date Completed Measurement Method Average IOA Supervisor s Initials Initials Supervisee s Initials University Based Practicum Supervisor Initials Supervisee: Supervisor: 102

103 Needs to Improve: Criterion Frequency Date of Evaluation Feedback Duration Latency IRT Time Sampling Momentary Partial Whole Trials to Criterion Or Percent of Occurrence Planned Activity Check Return to Tab 4 103

104 SAMPLE Performance Monitor Checklist Functional Analysis: Attention Condition (pg. 1) Client: Assessors: Supervisor: Date: Setting: Instructions: 1. Before assessment the supervisor must check a. The operational definitions of target behaviors b. Assessment setting 2. During assessment: a. Use the data collection sheet to rate the assessors performance for each session b. Give feedback as needed 3. After the assessment a. Use the data from the data collection sheet to complete the Performance Checklist b. Check IOA and graphs (data and graphs) c. Give feedback, discuss goals for next performance Scoring Guide: Y = Correct N= Incorrect NA = No opportunity to observe Preference Assessment Time Frame Y/N/NA Feedback Conducted within 1 week and the results are present at the time of the FA Target Behavior: Operational Definition Y/N/NA Feedback Observable Measurable Parsimonious Assessment Setting: Setting Instructions Y/N/NA Feedback 1. Electrical outlets are protected. 2. All doors are closed. 3. The room is free of any stimuli that could confound the assessment results. 4. Ensure that the Assessor has the moderately preferred items (no less than two items) available based on the preference assessment. 104

105 Assessment: SAMPLE Performance Monitor Checklist Functional Analysis: Attention Condition (pg. 2) Start time: End Time Mark 1 for Yes and mark 0 for No NA= No opportunity to record Task Analysis Y/N/NA Feedback S1 S2 S3 1. Assessor checked if the data collector was ready. 2. Assessor provided the client with moderately preferred items. 3. Had the client attend to the items. 4. Assessor said: I am going to do some work, you can play with these. 5. Assessor turned away from the client and pretended to be busy. 6. In 100 % of opportunities, contingent on hand biting, Assessor provided social attention in a form of a verbal reprimand (E.g. Don t do that. Stop it. ) and light physical contact. 7. Used a natural tone when providing verbal attention. 8. In 100 % of opportunities, after delivering the attention, the Assessors turned away from the client and pretended to be busy. 9. In 100 % of opportunities, any other behavior (inappropriate or appropriate) was ignored by the Assessor. 10. Condition was completed within set time interval. 105

106 Data Collection sheet for steps 6, 7 and 9 SAMPLE Performance Monitor Checklist Functional Analysis: Attention Condition (pg. 3) Mark 1 for Yes Mark 0 for No NA= No opportunity to record Session/trial 1 Opportunities Problem Behavior Attention Delivered Turn Away Ignored all other Behaviors Session/trial 2 Opportunities Problem Behavior Attention Delivered Turn Away Ignored all other behaviors Goals for the next session: Supervisor Signature Return to Tab 7 Assessor Signature 106

107 SAMPLE Performance Monitor Checklist Functional Analysis: Escape Condition (pg. 1) Client: Date: Assessors: Supervisor: Setting: Instructions: 1. Before assessment the supervisor must check a. The operational definitions of target behaviors b. Assessment setting 2. During assessment: a. Use the data collection sheet to rate the assessors performance for each session b. Give feedback as needed 3. After the assessment a. Use the data from the data collection sheet to complete the Performance Checklist b. Check IOA and graphs (data and graphs) c. Give feedback, discuss goals for next performance Scoring Guide: Y = Correct N= Incorrect NA = No opportunity to observe Target Behavior: Operational Definition Y/N/NA Feedback Observable Measurable Parsimonious Assessment Setting: Setting Instructions Y/N/NA Feedback 1. Room is safe. 2. The room is free of any stimuli that could confound the assessment results. 3. Ensure that the Assessor has the nonpreferred activity/task (e.g., homework, coloring, etc.) available based on descriptive analysis. Data and Graphs: Data collection and graphs Y/N/NA Feedback 1. IOA for data for all sessions was > 90 % 2. The results were graphed correctly 107

108 SAMPLE Performance Monitor Checklist Functional Analysis: Escape Condition (pg. 2) Start time: End Time Y = Correct N= Incorrect NA = No opportunity to observe Task Analysis 1. Before beginning the condition, the therapist checked if the data collector was ready 2. Therapist had the client sit on a chair at the table 3. Therapist presented the non-preferred activity/task 4. If client complied within 5s, therapist provided verbal praise (e.g., Good job! Awesome work!) 5. If the client did not comply within 5s, therapist demonstrated correct response using LTM prompts 6. Contingent on target behavior, therapist removed the non-preferred activity/task and turned away for 30s 7. After 30s, therapist re-delivered non-preferred activity/task 8. All other behaviors were ignored by the therapist 9. Condition was completed within set time interval Percent Correct: Sessions S1 S2 S3 S4 S5 Feedback: Goals for the next session: Supervisor Signature Therapist Signature 108

109 SAMPLE Performance Monitor Checklist Functional Analysis: Escape Condition (pg. 3) Data Collection Sheet: Instructions: Mark 1 for Yes and mark 0 for No NA= No opportunity to observe Session Task presented Compliance No Compliance within 5 seconds Target Behavior Provided verbal praise Continued presenting demands Used LTM prompts to have the client engage in task Did not provide praise Removed the task Turned away for 30s (no interaction) After 30s, re-delivered nonpreferred activity/task Ignored all other behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. Session Task presented Compliance No Compliance within 5 seconds Target Behavior Provided verbal praise Continued presenting demands Used LTM prompts to have the client engage in task Did not provide praise Removed the task Turned away for 30s (no interaction) After 30s, re-delivered nonpreferred activity/task Ignored all other behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. 109

110 Session 3 SAMPLE Performance Monitor Checklist Functional Analysis: Escape Condition (pg. 4) Task presented Compliance No Compliance within 5 seconds Target Behavior Provided verbal praise Continued presenting demands Used LTM prompts to have the client engage in task Did not provide praise Removed the task Turned away for 30s (no interaction) After 30s, re-delivered nonpreferred activity/task Ignored all other behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. Session Task presented Compliance No Compliance within 5 seconds Target Behavior Provided verbal praise Continued presenting demands Used LTM prompts to have the client engage in task Did not provide praise Removed the task Turned away for 30s (no interaction) After 30s, re-delivered nonpreferred activity/task Ignored all other behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. Return to Tab 7 110

111 SAMPLE Performance Monitor Checklist Functional Analysis: Play Condition (pg.1) Client: Date: Assessor: Supervisor: Setting: Instructions: 1. The Assessor must complete each item listed in the setting instructions. 2. If the step is completed correctly put a Y. If the step is completed incorrectly, or is ignored put an N. 3. Use NA for steps that there was no opportunity to observe 4. Provide feedback when necessary Preference Assessment: Time Frame Y/N/NA Feedback Conducted within 1 week and the results are present at the time of the FA Target Behavior: Observable Operational Definition Y/N/NA Feedback Measurable Parsimonious Assessment Setting: Setting Instructions Y/N/NA Feedback 1. Electrical outlets are protected. 2. All doors are closed. 3. The room is free of any stimulus that could cofound the assessment results. 4. Ensure that the Assessor has the moderately preferred items (no less than two items) available based on the preference assessment. 111

112 SAMPLE Performance Monitor Checklist Functional Analysis: Play Condition (pg. 2) Start time: End Time Task Analysis Y/N/NA Feedback S1 S2 S3 1. Assessor checked if the data collector was ready. 2. Assessor provided the client with moderately preferred items. 3. The client had access to multiple preferred items. 4. Assessor said: it is time to play. Use data collection sheet below to complete 5, 6, 7, 8 5. Assessor provided social praise every 30 seconds (FT 30-s) in the absence of target behaviors. 6. Used a natural tone when providing social praise. 7. Assessor ignored all targeted behaviors and other inappropriate behaviors. 8. No demands were presented to the client. 9. Condition was completed within set time interval. Goals for the next session: Supervisor Signature Assessor Signature 112

113 SAMPLE Performance Monitor Checklist Functional Analysis: Play Condition (pg.3) Data Collection Sheet: Instructions: Mark 1 for Yes and mark 0 for No NA= No opportunity to observe Session/Trial Task presented No Problem Behaviors Target Behavior Provided attention every 30 seconds No demands were presented Ignored problem behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. Session/Trial Task presented No Problem Behaviors Target Behavior Provided attention every 30 seconds No demands were presented Ignored problem behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. Session/Trial Task presented No Problem Behaviors Target Behavior Provided attention every 30 seconds No demands were presented Ignored problem behaviors Percent Correct Note: When calculating percent correct do not count NA in the total. Return to Tab 7 113

114 Below, please see the general guide we developed for writing FBAs. We recognize the formatting of FBAs may differ based on the requirements of third party payees. We also recognize that assessments and interventions will differ based on the referral problem. However, we expect the assessment procedures, interpretations, and intervention recommendations to meet BACB Guidelines for Responsible Conduct for Behavior Analysts (e.g., Reliance on Scientific Knowledge, Treatment Efficacy, etc.). Functional Behavior Assessment Criteria for Components of the FBA Identifying information Reason for Referral a. Source of referral clearly stated (teacher, parent, Regional Center) b. The reason child/adolescent was referred, which includes general description of problem (target) behaviors (e.g. elopement or tantrum). c. If the target behaviors have been present in the past, included information on worsening or improvement in target behavior to justify the need for assessment The purpose of the FBA a. Gather baseline (e.g. frequency, duration) data on target behavior(s) b. Identify setting events that could support occurrence of the problem behavior(s) c. Identify antecedents that evoke the target behavior(s) d. Identify the function(s) of the target behavior(s) e. Recommend intervention strategies that address necessary environmental changes, function based interventions and also teaching strategies that will increase occurrence of socially acceptable behaviors and decrease occurrence of the problem behaviors Reason for referral sentence structure BACKGROUND INFORMATION Includes information about the methods used to obtain background information: If records are available Record review and interviews with parents and or teacher(s) must be included as methods in this section Format of Family History Content of Family History a. Family members with whom the child/adolescent lives b. Primary care taker and their availability for parent training c. History of household changes including changes in family members d. Recent moves e. Home Language f. Regional Center involvement Home base behavior services g. Department of Child and Family Services (DCFS) Involvement Placement in Foster home Format of Medical History Medical History (In a paragraph format) a. Any health, vision and hearing issues that might impact learning and current behaviors b. Relevant medication information c. History of hospitalizations and recent injures Format of Educational History Educational History (In a paragraph format) a. History of schools attended b. Date of initial IEP and Eligibility (if applicable) c. Instructional setting(s) and past and current services d. History of specific behavior difficulties (e.g. difficulties that are documented in school records) Frequency, duration and intensity of each behavior Include all problem behaviors documented in school records with appropriate references o Example: according to IEP dated 11/14/2011 John exhibited aggressive behaviors towards peers and adults. Discipline history o Office Discipline Referrals (ODR) 114

115 o Suspensions or expulsions Include a graph, if there is available data, to visually show the occurrence of problem behaviors over time. e. Brief discussion on current achievement history to document impact of behavior on access to academic curriculum: a. Report card information (if available) b. Current work samples and classroom test performance (if available) Intervention history Summary of Indirect Assessments Includes information about the methods used to obtain indirect assessment information: If records are available Record review and interviews with parents and or teacher(s) must be included as methods in this section Use of a structured interview and/or rating scales (e.g., FAI, FAST, MAS, QABF) or unstructured interview (provide a sample of questions) Relevant dates of interviews included The table for identification of the problem behaviors must include: a. Behavior (general description is ok) b. Occurrence (could have a range) c. Duration d. Severity Possible response class hierarchy is described if the indirect assessment results show that the parents or the teachers observe sequence of behaviors ranging from less severe to more severe. Appropriate behaviors a. Appropriate behaviors in the child s repertoire (including any basic verbal operant, adaptive and social skills) are clearly described Immediate Antecedents The table for identifying possible antecedents must include: a. Behavior (from indirect assessment) b. Immediate antecedents (from indirect assessment) Possible Maintaining Consequences The table for identifying possible consequences must include: a. Behavior (from indirect assessment) b. Consequences (from indirect assessment) Setting Events Effecting Problem Behavior a. The setting events are described using language that is not technical Setting Events Effecting Problem Behavior a. If specific setting events are identified the report should address the following for each setting event: I. List the setting events identified and possible factors that could have evocative effect on the behavior II. The possible relationship between the setting event and the target behavior is addressed (e.g. poor sleep: On days when John gets less than 8 hours of sleep, the frequency and duration of tantrums have been reported to increase) I. Setting events are possible correlates. Without an experimental test, authors should refrain from making causal statements. Summary of Indirect Assessments and Hypothesized Predictor(s) (setting events and immediate antecedents) and potential function(s) of problem behavior(s) table must include for each target behavior: a. Setting events related to each target behavior b. Immediate antecedents that could evoke the target behavior c. Possible function(s) (from indirect assessments) DIRECT ASSESSMENT The table describing direct observation session must include: a. The observer b. The dates and times of each observation session Operational Definition of Target Behaviors a. Definition is objective, clear, and discriminates between what is and what is not an instance of Target Behavior b. Definitions are observable and measurable. Definitions are situation specific and individualized I. Target behaviors are defined topographically or functionally 115

116 Baseline Data for Target behaviors a. Average level is reported b. References to graphs included c. Graphs are present and axes are correctly labeled (based on data collection method) d. Data is correctly plotted DESCRIPTIVE ASSESSMENT (DA) Description of DA method (e.g., ABC data, event recording) is technological Results a. Data is summarized using an appropriate measure (e.g., conditional probabilities for ABC data) b. Graphs of results are included and correctly labeled Summary a. Summary statements are relevant to the Indirect Assessment and the data collected in the DA b. Hypotheses about function are tentative FUNCTIONAL ANALYSIS (FA) The procedures for FA are technological a. You can act out the procedure without having any questions about how to do it b. Procedure includes a reference to an article that was used as a reference for the assessment If parametric analysis is used the procedure is technological a. You can act out the procedure without having any questions about how to do it b. The materials used during the analysis are clearly described c. Procedure includes a reference to an article that was used as a reference for the assessment For severe problem behaviors (e.g. self injury, elopement, aggression) the FA procedure describes how the child s safety was addressed. Also, the assessor lists that consent was obtained and by whom. Results of Functional Analysis (see task analysis for sample) For each Target behavior: a. Reference to the graph is made b. Function is stated and matches the results shown on the graph c. Antecedent evoking the TB is stated (antecedent manipulated during the FA) FA graph a. All axis are correctly labeled b. Data is correctly plotted c. All graphing requirements (see Cooper) are met (e.g. black data points, conditions are labeled ) SUMMARY of FUNCTIONAL BEHAVIOR ASSESSMENT Summary has three separate paragraphs First paragraph includes the following: a. Referral question b. School of attendance, grade and class c. Eligibility of special education and current services d. Current academic performance e. Previous and current interventions and their effectiveness f. Medical history Second paragraph includes the following: a. Reported setting events match the setting events included in the report. b. Reported Baseline data matches the baseline data included in the report. Third paragraph includes the following: For each behavior a. Antecedents that have most control over the behavior b. Consequence that maintains the behavior RECOMMENDATION Recommended antecedent interventions are evidence-based Recommendations for antecedent interventions do not need to be technological but have to meet the following criteria: a. For each setting event there is an antecedent intervention that addresses the setting event b. For each problem behavior there is a recommended antecedent intervention c. All antecedent interventions include specific details (does not have to be technological) that will help in development of the intervention plans. i. Procedure for initial implementation ii. Use of prompts (if needed) 116

117 iii. How to fade in and out the antecedent stimulus (criteria for fading) Recommended Consequence interventions are evidence-based Consequence based interventions do not need to be technological but have to meet the following criteria: a. For each problem behavior there is a recommend function based consequence based intervention b. Least intrusive interventions is recommended c. If recommending punishment strategies (time out or response cost) I. There is a statement as to why the assessor recommends a more restrictive intervention (e.g., research evidence that the intervention is most effective with the presenting problem or evidence that evidencebased less restrictive interventions were used but were ineffective) II. Punishment procedures are combined with reinforcement procedures (i.e., research based interventions that combined punishment strategies with reinforcement procedures). d. All consequence based interventions must include specific details that will help in development of the intervention plans. I. The initial schedule of reinforcement (based on the baseline data) II. Specific items or actions to be used as possible reinforcers (from preference assessment) III. Use of prompts IV. When to thin the schedule of reinforcement Data collections and analysis a. How often data should be collected b. Data collection forms (include sample in the Appendix) c. Person responsible for data entry and analysis d. Clear criterion for review of effectiveness of the plan is set We suggest reviewing the following selected references: 1. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, Bijou, S. W., Peterson, R. F., & Ault, M. H. (1968). A method to integrate descriptive and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1, Bloom, S. E., Iwata, B. A., Fritz, J.N., Roscoe, E.M.& Carreau, A. B. (2011). Classroom application of trialbased functional analysis. Journal of Applied Behavior Analysis, 44(1), Broussard, C. D., & Northup, J. (1995). An approach to functional assessment and analysis of disruptive behavior in regular education classrooms. School Psychology Quarterly, 10, Camp, E. M., Iwata, B. A., Hammond, J. L., & Bloom, S. E. (2009). Antecedent vs. consequent events as predictors of problem behavior. Journal of Applied Behavior Analysis, 42, Carr, E. G. (1977). The motivation of self-injurious behavior: A review of some hypotheses. Psychological Bulletin, 84, Carr, E.G., & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, Durand, V. M., & Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, Gable, R. A. (1996). A critical analysis of functional assessment: Issues for researchers and practitioners. Behavioral Disorders, 22, Hanely, G.P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5(1), Hanley, G.P., Iwata. B.A., & McCord, B.E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), Iwata, B. A & Dozier, C.L. (2008). Clinical Application of Functional Analysis Methodology, Behavior Analyst in Practice, 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, Reprinted from Analysis and Intervention in Developmental Disabilities, 1982, 2, Iwata, B. A., Pace, G. M., Dorsey, M. F., Zarcone, J. R., Vollmer, T. R., Smith, R. G., Rodgers, T. A., Lerman, D. C., Shore, B. A., Mazaleski, J. L., Goh, H., Cowdery, G. E., Kalsher, M. J., & Willis, K. D. (1994). The functions 117

118 of self-injurious behavior: An experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27, Kahng, S., Iwata, B. A., Fischer, S. M., Page, T. J., Treadwell, K. R. H., Williams, D. E., & Smith, R. G. (1998). Temporal distributions of problem behavior based on scatter plot analysis. Journal of Applied Behavior Analysis, 31, Lerman, D. C., & Iwata, B. A. (1993). Descriptive and experimental analyses of variables maintaining selfinjurious behavior. Journal of Applied Behavior Analysis, 26, Marion, S.D., Touchette, P.E., & Sandman, C.A. (2003). Sequential analysis reveals a unique structure for selfinjurious behavior. American Journal on Mental Retardation, 108, Matson, J. L., Bamburg, J. W., Cherry, K. E., & Paclawskyj, T. R. (1999). A validity study on the Questions About Behavioral Function (QABF) scale: Predicting treatment success for self-injury, aggression, and stereotypies. Research in Developmental Disabilities, 20, Pence, S. T., Roscoe, E. M., Bourret, J. C., & Ahearn, W. H. (2009). Relative contributions of three descriptive methods: Implications for behavioral assessment. Journal of Applied Behavior Analysis, 42, Smith, R. G., & Churchill, R. M. (2002). Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors. Journal of Applied Behavior Analysis, 35, Sturmey, P. (1994). Assessing the functions of aberrant behavior: A review of psychometric instruments. Journal of Autism and Developmental Disorders, 24, Thomason-Sassi, J. L., Iwata, B. A., Neidert, P. L., & Roscoe, E. M. (2011). Response latency as an index of response strength during functional analyses of problem behavior. Journal of Applied Behavior Analysis, 44, Thompson, R. H., & Iwata, B. A. (2001). A descriptive analysis of social consequences following problem behavior. Journal of Applied Behavior Analysis, 34, 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, Vollmer, T. R., Borrero, J. C., Wright, C. S., Van Camp, C., and Lalli, J. S. (2001). Identifying possible contingencies during descriptive analyses of severe behavior disorders. Journal of Applied Behavior Analysis, 34, Vollmer, T. R., Marcus, B. A., Ringdahl, J. E., & Roane, H. S. (1995). Progressing from brief assessments to extended experimental analyses in the evaluation of aberrant behavior. Journal of Applied Behavior Analysis, 28, Worsdell, A. S., Iwata, B. A., Conners, J., Kahng, S., & Thompson, R. H. (2000). Relative influences of establishing operations and reinforcement contingencies on self-injurious behavior during functional analyses. Journal of Applied Behavior Analysis, 33, Zarcone, J. R., Rodgers, T. A., Iwata, B. A., Rourke, D., & Dorsey, M. F. (1991). Reliability analysis of the Motivation Assessment Scale: A failure to replicate. Research in Developmental Disabilities, 12, In addition to the above, we strongly recommend the Special Issue of JABA, Spring 2013, Return to Tab 7 Return to Tab

119 SAMPLE Informed Consent & Assent Informed consent is a legal, moral and ethical responsibility to us and our clients; hereby consent is given based upon a clear appreciation and understanding of the facts, implications and future consequences of an action. See the BACB Task List and BACB Code of Ethics Elements of Informed Consent Capacity to decide Surrogate consent Guardian consent Voluntary decision Knowledge of the treatment Treatment without consent Confidentiality and its limits See Cooper, John O., Heron, Timothy E., Heward, William L. (2007). Applied Behavior Analysis (2 nd edition, pp. 672). New Jersey: Pearson Education. Keep in mind the elements of informed consent and recognize that your informed consent discussion must be in language that is clear, simple and jargon-free. That discussion must include: the nature of the decision /procedure/ intervention any reasonable alternatives to the proposed decision/ procedure/ intervention the relevant risks, benefits, and uncertainties related to each alternative assessment of client/ caregiver/ family/ guardian/ surrogate understanding and their acceptance of the decision/ procedure/ intervention. * Written documentation is required. Return to Tab 2 Return to Tab 7 119

120 SAMPLE Informed Assent This informed assent form explains all terms and conditions for the services that will be provided by under the supervision of. I, understand that my parents /guardian have/has given permission (said it s okay) for me to get direct services (help with work completion, planning, organization) from. I understand that I have the following rights: I understand that any personal information I share with will be kept confidential unless I break the law and/or there s a direct danger to myself or others. I have the right to get information regarding my treatments, services, or tests, including risks and benefits of the treatments, services or tests. I have the right to get enough information to make the best decision about accepting or refusing the treatments, services, or tests. I have the right to have give me a written and/or oral explanation of any and all treatments, services, or tests in a way that I can fully understand and that includes the following: o Test results o Nature of the treatments, services, and/or tests/procedures; o Dosage or frequency of services o Expected end of services o Any expected benefits o Known side effects and risks o Whether other services are available o Information on what can happen if treatments, services, and/or tests are not used Services will be on (Day(s) of the week & Time Frame). If have to cancel a session they will call my parents /guardian and let them know that they will be cancelling the session for the day at least 30 minutes before the session starts. will also let my parents know when they plan on rescheduling the session. If I or my parents have to cancel the session, my parents will let know at least 30 minutes before the session starts for that day. I promise to let my parents know if I have to cancel a session so that they can let the know as soon as possible. Contact Information If you have any questions, comments, or concerns please feel to contact the case supervisors Dr. Peter Adzhyan, L.E.P., BCBA-D Dr. Ellie Kazemi, BCBA-D [email protected] [email protected] (818) (818) Sierra Tower 306 Sierra Tower 306 California State University, Northridge California State University, Northridge 120

121 Student interns contact information: XXXXXXXXXX Graduate Student, BCP (XXX) XXXX California State University, Northridge XXXXXXXXXX Graduate Student, BCP (XXX) XXXXXX California State University, Northridge I am taking part in these services because I want to and because I understand the risks and benefits. Signature Student Intern Signature Date Student Intern Signature Return to Tab 2 Return to Tab 7 121

122 SAMPLE Informed Consent This informed consent form explains all terms and conditions for the services that will be provided by under the supervision of Dr. Kazemi and Dr. Adzhyan. Information Sheet Description of Services: (client s name) will receive direct services provided by under the direct supervision of Dr. Ellie Kazemi and Dr. Peter Adzhyan. These services may include the following: initial and ongoing assessment, academic remediation, interventions based on the assessment results and parent training. (client s name) is the primary client and services will be designed primarily for their benefit. Any other individuals or agencies (e.g., family, school professionals) that may be affected by the direct services are considered secondary clients. The direct services that will be provided focus on increasing pivotal skills, therefore the first several sessions will consist of assessment activities designed to (a) evaluate current skills (e.g., curricular assessments) and (b) determine which instructional strategies and interventions are likely to prove most effective (e.g., preference assessments, assessment of prompting strategies). The parent(s) may be asked to assist in gathering some of this information by participating in interviews, providing previous records, and recording problem behavior as it occurs. Prior to implementation, parent(s) will receive a printed copy of the results of any assessment and of any proposed instructional procedures or behavior intervention plans for approval. The contents of those documents will be explained in full and any questions will be answered to the parents satisfaction. Behavior analysts are ethically obligated to provide treatments that have been scientifically supported as most effective. interventions that parents pursue may affect the client s response to treatment. Thus, it is important to make the treatment team aware of those interventions and to partner with them to evaluate any associated therapeutic or detrimental effects of those interventions. Services will be provided on (Day(s) of the week and Time Frame). Cancellations: In the event that is not able to fulfill a session, he/she will inform the parent(s) at least 30 minutes before the session start time. will telephone the parent(s) and supervisors to inform them of the cancellation. will confirm the cancellation through and subsequently offer parent(s) times for rescheduling the cancelled session. In the event that client and/or the parent(s) must cancel a session, the parent(s) will inform at least 30 minutes before the session start time. Parent(s) will also inform the supervisors when a session must be cancelled. Confidentiality: All personal information, including videos, obtained will be kept confidential. Files will be kept in a locked filing cabinet in a room at CSUN designated for the Assessment and Treatment Evaluation Clinic. Only the interns and supervisors will have access to the files. All video tapes will be deleted after supervision meetings and all files with identifying information will be de-identified or destroyed after one year of service. Any personal information that is given to the student volunteers and/or the supervisors by client will not be shared with the parents unless it involves criminal activity and/or puts client and/or others in danger. Cost, duration and withdrawal: The parent(s) will not be charged for the services that will be provided. Services will begin (Month & Year) and end at a time agreed upon by both parties. You have the right to withdraw or stop participating at any time, decline to answer any question(s), or decline to participate in any procedure for any reason. Videotaping: In order to provide effective supervision to the interns, upon parental agreement, all sessions will be videotaped. The recorded material will be used only by the student interns, Dr. Kazemi, and Dr. Adzhyan. The recorded material will be 122

123 used for ongoing assessment and supervision purposes only. You have the right to decline the recording of sessions at any time. Client(s) Rights: The parent has the right to: 1. Receive information regarding prescribed treatments, services, or tests, including risks and benefits of the prescribed treatments, services, or tests. 2. Obtain information in sufficient detail to be able to make an informed decision regarding consent or refusal of the treatments, services, or tests. 3. Have the behavioral provider make available written and/or oral explanation of any and all prescribed treatments, services, or tests in language the individual fully understands, and that typically includes the following: a. Assessment results; b. Nature of the treatments, services, and/or tests/procedures; c. Dosage or frequency of intervention d. Expected recovery schedule for procedures; e. Any expected benefits; f. Known side effects and risks; g. Whether alternatives are available; h. Prognosis if prescribed treatments, services, and/or tests are not utilized Contact Information If you have any questions, comments, or concerns please feel to contact the case supervisors Dr. Peter Adzhyan, L.E.P., BCBA-D Dr. Ellie Kazemi, PhD, BCBA-D (818) (818) Sierra Tower 306 Sierra Tower 306 California State University, Northridge California State University, Northridge Student volunteers contact information: XXXXXXXXXX Graduate Student, BCP (XXX) XXX- XXXXX California State University, Northridge XXXXXXXX Graduate Student, BCP (818) XXX- XXXX California State University, Northridge Certificate of Consent I have read the foregoing information, or it has been read to me. I have had the opportunity to ask questions about it and any questions that I have asked have been answered to my satisfaction. Print Name of Parent or Guardian Date Signature of Parent or Guardian Time Relation to the Child Print Name of Assessor Date Signature of Assessor Supervisor s Signature Supervisor s Signature Return to Tab 2 Return to Tab 7 123

124 SAMPLE Performance Monitoring Competency 11: Use indirect measures of behavior & summarize findings Competency Criterion Rating 1. Select and discuss a case when meeting with supervisor in order to select target behavior for change. 2. Operationally define a target behavior based on its function or topography that include measurable dimension of the behavior (Occurrence, Frequency, Intensity, Duration, Latency) 3. Choose the most valid and reliable rating scale available to the supervisee Brought and discussed a case The operational definition is: Technological (passed the stranger rule) Observable (Pass the Dead Man s test) Measurable (includes measurable dimension of the behavior) Includes exclusionary factors (e.g. a student can leave his or her seat if given permission) if needed Used literature review to choose a rating scale that is the most valid from the available rating scales Met the criterion (at least 90 % of the trials) Did not meet the criterion Met the criterion (at least 90 % of the trials) Did not meet the criterion Met the criterion (at least 90 % of the trials) Did not meet the criterion Performance Feedback Given on / / 4. Presenting the rating scale to the target individual Discussed the purpose of the rating scale with the target person Explained how to complete the form by going over each item Asked for questions and answered the questions posed correctly Asked the target person to complete the first 5 items Yes No Yes No Yes No Yes No To meet the criterion 4 Yes s must be scored in two consecutive meetings 5. Scoring, graphing and writing interpretation of rating scale results Scored the form correctly Correctly graphed the results using an appropriate graph o Graph included the following components: Correctly plotted DV Y and X axis labels Chart Title Wrote the interpretation of the results by following the provided guidelines for write-up by supervisor Made the corrections within timelines set by the supervisor 124 Did not meet the criterion Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No To meet the criterion 8 Yes s must be scored in two consecutive meetings Did not meet the criterion

125 6. Interviewing the target individual 7. Writing interpretation of interview results Before interview o Discussed the purpose of the interview with the target person o Explained the interview process o Asked for questions During interview o Asked open ended question o Asked the questions in the order provided in the interview form o Asked clarifying questions (e.g. can you tell me more about ) o Asked less than 3 leading questions o Asked less than 3 Yes or No questions o Gave clear signal that interview was complete (e.g. Thanked the target individual for his or her time). Wrote the interpretation of the results by following the provided guidelines for write-up by supervisor Made the corrections within timelines set by the supervisor Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No To meet the criterion 9 Yes s must be scored in two consecutive meetings Did not meet the criterion Yes No Yes No To meet the criterion 2 Yes s must be scored in two consecutive meetings Did not meet the criterion Return to Tab 7 125

126 SAMPLE Performance Monitoring Check List for Multiple Stimulus Preference Assessment (MSWO) Scoring key: 1 = step completed correctly 0 = step completed incorrectly NA = No opportunity to observe Task Analysis % correct Seven items selected for the assessment The table was clear of all stimuli before presenting the items All seven items are presented simultaneously in an arch After child selected an item, the therapist removed all the items Recorded the selection of the item The assessor let the child play with selected item for 10 seconds before presenting the next pair The remaining items are presented again and the items at the corners are switched (item to the assessors left is moved to the assessors right and the item on the assessors right is moved to assessors left) If child reached for more than one item, the therapist blocked access to items If reached for both items, after clocking, waited 5 seconds and represented the same items If child did not select item, the therapist removed items after 5 seconds and presented the entire array again by switching the corners All steps completed correctly 1 = all steps in the trial are completed correctly 0 = any of the steps in the trial are missed Feedback: Goals for the next session: Supervisor Signature: Therapist Signature: Return to Tab Date: Date:

127 SAMPLE Performance Monitoring Check List for Paired-Choice Preference Assessment Scoring key: 1 = step completed correctly 0 = step completed incorrectly NA = No opportunity to observe Task Analysis % correct Had a randomization matrix ready with all items listed or data sheet created based on randomized matrix Assessor cleared the table of all stimuli before presenting the items Presentation of the items matched the matrix or data sheet The items presented 1 feet apart After child selected item, the therapist removed other item and recorded data The therapist let the child play with selected item for 10 seconds before presenting the next pair If child reached both items, the therapist blocked and removed items After both items were removed, waited 5 seconds and represented the same items If child did not select item, the therapist removed items after 5 seconds and presented a new pair All steps completed correctly 1 = all steps in the trial are completed correctly 0 = any of the steps in the trial are missed Feedback: Goals for the next session: Supervisor Signature: Date: Therapist Signature: Date: 127

128 SAMPLE Performance Monitoring CSUN Social Validity Project Supervisee: Date: Supervisor: Checklist Item Task Analysis Criterion Performance Feedback First Arrived 5 min before appointment Yes No Impressions Arrived professionally dressed Yes No Came Prepared to the Interview by Bringing Clinical Professionalism Informed Consent Demographic Form PDDBI Business cards to give to caregiver(s) Yes No Response sheet to facilitate responding Yes No Copy of Pervasive Developmental Disorders Behavior Inventory Protocol Yes No (PDDBI) Copy of Caregiver Satisfaction with Behavioral Services Yes No Copy of Treatment Acceptability Rating Form- Revised (TARF-R) Yes No The Consumer s Assessment Packet Yes No Gray boxes of demographic form were filled prior to the interview Yes No Adhered to training protocol when Yes No introduced self to the caregiver(s) (to meet this criterion Introduced self with eye contact must meet all tasks in this category) Reminded caregiver of telephone conversation and appointment Introduced others (e.g. supervisor or shadow) in attendance Asked if caregiver is ready for the interview Asked where the caregiver would like to hold the interview Gave a copy to the caregiver Yes No Adhered to training protocol for consent Yes No Project Description (to meet this criterion Interviewer s Position must meet all tasks in this category) Confidentiality Case Review and Submittal Cost, Duration, and Withdrawal Contact Information Asked if Caregiver has Questions Obtained Signature Left a copy for the caregiver Yes No Read all questions clearly and recorded Yes No Clarified questions asked by caregivers Yes No NA Placed Response Sheet in-front of Yes No caregiver Read all questions clearly and recorded Yes No 128

129 Caregiver Satisfaction with Behavioral Services TARF-R Clarified questions asked by caregivers Yes No NA Use transition words between scales Yes No Placed Response Sheet in-front of Yes No caregiver Read all questions clearly and recorded Yes No Clarified questions asked by caregivers Placed copy of TARF-R in-front of caregiver Read all questions clearly and recorded Yes No NA Yes No Yes No Transition between forms and interviewing skills End Interview Total Clarified questions asked by caregivers Yes No NA Thanked and introduced the next form *Yes No Gave eye contact when posing *Yes No questions Posed questions and clarifications Yes No objectively (not leading questions) Completed the interview within Yes No appropriate (between 60 to 90 minutes) time frame Thanked caregiver for time and effort Yes No Informed the caregiver that Yes No Someone might call them to (to meet this criterion assess the quality of the must meet all tasks in this category) interview For questions or concerns use the number on the business card They will be contacted for follow-up interviews Filled in duration of interview, on demographic sheet, at end of interview 129 Yes No Total Yes/ 33 = % *Consider 75% of the time a yes. Use feedback box to give examples of correct and incorrect responses and/or capture % of correct responding. My supervisor and I discussed my performance, based on the rubric above, and I understand the criterion I met are my areas of strengths and the criterion I did not meet are areas in which I need to improve. During review of my performance, I asked any questions I had and obtained satisfactory answers from my site supervisor. (Signature of supervisor) (Signature of supervisee) Return to Tab 7 Return to Tab 27 Date

130 SAMPLE Klab Performance Feedback: Abstracts for Conference Submission Criteria Picked a title that accurately reflects the presentation but is also creative and fun Used a min of 100 words and max of 250 words (JABA requires 150 words or less) Began with a succinct summary of the problem at hand, most important point of study, or purpose of research Tip: use this opportunity to set up the context of the study and demonstrate your understanding of current literature. It helps if you can demonstrate that your question or issue is interesting and worth answering. Accurately reflected the purpose of the study Provided a brief summary of the methodology (including participants and design) Provided a brief summary of the research results Provided a brief summary of conclusions and implications of the research Tip: you need to convince the reader that your research is significant and that you deserve the time to present it. Used active instead of passive voice Used past tense to describe completed actions (but present tense may be used to describe conclusions and implications) Acronyms or abbreviated words were defined Did not use outside sources Tip: The only time that outside sources should be noted in an abstract is if the research study replicates or expands a prior study or if the reference is seminal or cutting edge. To save space, all numbers in abstracts were presented as digits, not words, except if they occurred as the first word of a sentence Met (yes or no) Descriptive Feedback References for further review 1. See or for submission requirements 2. Online Writing Lab (OWL) at Purdue offers an APA formatting and style guide at 3. APA provides a free ONLINE TUTORIAL for APA 6 th Edition 4. See APA manual, 6 th edition, p. 12 Return to Tab