J-01 State intervention goals in observable and measureable terms.

Transcription

1 BACB 4 th Edition Task List s Content Area J: Intervention J-01 State intervention goals in observable and measureable terms. J-02 Identify potential interventions based on assessment results and the best available scientific evidence. J-03 Select intervention strategies based on task analysis. Functional and topographical behavioral definitions that are stated in objective terms are essential for developing and conducting behavioral interventions. Behavior analysts must not only be proficient in writing clear intervention goals, but must also be able to translate goals that are subjective and difficult to measure into more objective terms. Behavioral assessment is a key step in developing interventions. Clinicians must be able to use the outcomes of assessments together with the research literature to determine the intervention that is most likely to be effective. Task analyses are used to break complex tasks down into smaller steps. A task analysis may be taught using forward chaining, backward chaining, or total task presentation. Prompting and reinforcement strategies are often incorporated into the teaching of a task analysis. The way in which a task analysis is taught may vary according to the individual client and the features of the task analysis itself. s 2016 SupervisorABA TM

2 J-04 Select intervention strategies based on client preferences. J-05 Select intervention strategies based on the client s current repertoires. J-06 Select intervention strategies based on supporting environments. J-07 Select intervention strategies based on environmental and resource constraints. Behavior analysts should account for client preference in selecting behavior intervention strategies. If possible, the client should be involved in selecting strategies, and in evaluating effectiveness of interventions over time. If the client is unable to clearly identify preferred strategies, the behavior analyst should at least be mindful of the possibility of client preference, and should adjust interventions as needed if the client seems not to prefer a given strategy. strategies should consider the client s current strengths. Although many interventions can apply across a variety of skill profiles, each intervention will need to be adjusted to meet the client s current abilities. strategies should consider the need for environmental support. Specific interventions may be more or less successful in different environments. Things to consider are size of room, number of people, training of staff, and environmental variables. strategies should consider the need for environmental support and available resources. Specific interventions may be more or less successful in different environments and may require more or less resources for implementation. s 2016 SupervisorABA TM

3 J-08 Select intervention strategies based on the social validity of the intervention. J-09 Identify and address practical and ethical considerations when using experimental designs to demonstrate treatment effectiveness. J-10 When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased. Social validity includes acceptability of the intervention and the behavior change to the client as well as to others in the client s environment. Social validity also refers to the extent to which behavior change is meaningful in the client s current environment. Behavior analysts should consider social validity when selecting and evaluating the effectiveness of interventions. Single-subject experimental design can be used to determine the effectiveness of an intervention, but there are practical and ethical considerations when doing so. Each design has benefits and risks that can be discussed with regard to specific situations. For example, a reversal design is not a good way to assess the effectiveness of a language intervention, because the behavior change may be permanent or irreversible. There are also ethical concerns with designs that delay or withdraw treatment to demonstrate effectiveness. Any behavior reduction program should include a plan to increase an acceptable alternative behavior, for ethical and practical purposes. Alternative behavior choices may be functionally equivalent to the behavior being reduced (i.e., serve to obtain the same reinforcers), incompatible with the behavior to be reduced (i.e., not possible to do at the same time), or simply an alternative that is neither functionally equivalent nor incompatible. s 2016 SupervisorABA TM

4 J-11 Program for stimulus and response generalization. Stimulus generalization refers to the likelihood that behavior will occur in the presence of untrained stimuli. Response generalization refers to the likelihood that untrained responses will occur. Both stimulus and response generalization should be programmed for, rather than expected to occur. At a minimum, the occurrence of generalization should be assessed and monitored in behavior change programs. J-12 Program for maintenance. Maintenance refers to the likelihood that behavior change will continue to occur in the absence of the intervention. Maintenance should be programmed for, rather than expected to occur. At a minimum, the occurrence of maintenance should be assessed and monitored in behavior change programs. J-13 Select behavioral cusps as goals for intervention when appropriate. Behavioral cusps are changes in behavior that result in other, desired changes. Behavioral cusps bring learners into contact with new reinforcers, environments, contingencies, other related behavior, and competition with problem behavior. Behavioral cusps are preferred because they are an efficient way to effect behavior change beyond the initial training or programming situation. s 2016 SupervisorABA TM

5 J-14 Arrange instructional procedures to promote generative learning (i.e., derived relations). J-15 Base decision-making on data displayed in various formats. Evaluating temporal relations between observed variables within and between sessions is important to derive relationships without additional training. It is imperative to know the concept of stimulus equivalence in regards to symmetry, transitivity and equivalence. For example if AC, and AB then BC. A practical example would be the written word dog is to the picture dog, as the spoken word dog is to the picture of dog, therefore the derived relation is that written word dog is to the spoken word dog. Data-based decision-making is a hallmark of applied behavior analysis. Behavior analysts should identify various forms of data display, evaluate data according to the format that it is presented in, and determine when and what program changes should occur based on data. s 2016 SupervisorABA TM