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Relias: Assessment for Program Building for Individuals with Autism ABA Program building Analysis, time and care • Assessment is the foundation for every aspect of the development and implementation of ABA programs • Ongoing activity that takes place thro16,82 €
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Relias: Assessment For Program Building For Indivi
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Relias: Assessment for Program Building for Individuals with Autism ABA Program building Analysis, time and care • Assessment is the foundation for every aspect of the development and implementation of ABA programs • Ongoing activity that takes place thro
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Relias: Assessment For Program Building For Indivi
Relias: Assessment for Program Building for Individuals with Autism
ABA Program building
Analysis, time and care
• Assessment is the foundation for every aspect of the development and implementation of ABA programs
• Ongoing activity that takes place throughout the entire cycle of intervent...
Relias: Assessment for Program Building for Indivi
Relias: Assessment for Program Building for Indivi
Relias: Assessment for Program Building for Indivi
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Relias: Assessment for Program Building for Individuals with Autism ABA Program building latest Updated
june 2023 GRADED A+
Relias: Assessment for Program Building for Individuals with Autism
ABA Program building
Analysis, time and care
• Assessment is the foundation for every aspect of the development and implementation
of ABA programs
• Ongoing activity that takes place throughout the entire cycle of intervention
• To create a successful program and an accelerated path to progress, BCBAs must
understand several things about the client
o What motivates the client?
o Are there any behaviors that significantly interfere with learning?
o What is the clients level of language and joint attention?
o Where do the clients strengths lie?
o What areas need improvement?
• A bigger question at beginning stage of ABA intervention: whether programming should
go deeper or wider for that particular client
• Deep programming: settings vary few goals and targets at a time and providing
numerous opportunities and trials.
Intake
• Starts here
• Start assessing the needs of client right on this initial meeting
• Appointments can vary depending on the needs of the client and their family
• Successful intake appointment helps to guide where assessment efforts should lie. It is
successful when:
o The family’s expectation for the client as a result of ABA intervention
o A general idea of how the client communicates and interacts with those closest
to them
o An idea of the depth of programming needed in the initial stages of ABA
o An assessment strategy based on the needs of the client
• Preference assessment: perform for every client upon intake and other times
throughout the process. Get the information through:
o Informational interview: as the individual what they like
o Caregiver/family interview: as the people closest to client
o Free operant: observe the client in an environment with many different
reinforcing items or activities
o Multiple stimulus without replacement (MSWO): Place array of items in front of
client, note the one they chose first and allow them time to engage with the item
o Multiple stimulus with replacement (MSW): use fewer items then MSWO and the
item the client selected is placed back in the array
o Paired stimulus: Place highly preferred item besides a less preferred one in an
array of 2. Replace the item selected on the first trial with a different one
This study source was downloaded by 100000812546443 from CourseHero.com on 07-25-2023 03:10:54 GMT -05:00
, Relias: Assessment for Program Building for Individuals with Autism ABA Program building latest Updated
june 2023 GRADED A+
o Single Stimulus: Allow the client to engage with the item until they stop, note the
length of time and quality of engagement of each item to determine its
effectiveness as a reinforcer
Functional behavior assessment (FBA)
• First assessment tasks to embark upon after intake
• Data gathering process is in 3 broad categories:
o Indirect assessment data
▪ Interviewing familiar with the clients problem behavior.
▪ Open-ended assessments are largely built upon questions that do not
have a specific set of answers
o Descriptive analysis data
▪ Collecting observational data using various methods.
▪ Do not always reveal the intended results
o Functional analysis data
▪ The experimental manipulation of variables with the goal of eliciting a
behavior.
▪ Used frequently in situations where the function of the behavior is
unclear or the variables that trigger or maintain the beahvior cannot be
reliable derived from descriptive analysis or indirect assessment
▪ Have been around since the earliest days of ABA
Ethical Decision-making Regarding Professional Boundaries
• Some of the major changes:
o Need clear criteria for procedures to determine why aberrant behavior is
displayed or maintained was established
o Seminal paper published “toward a functional assessment of self-injurious
beahvior”
o Expansion to other populations
o Expansion to other behaviors
o Expansion to other settings
o Identification of “other” variables
o Interview informed synthesized contingency analysis (IISCA)
Assessment for Skill Acquisition Programs
• Core of the program building cycle is actually building skill acquisition plans. Skill
acquisition plans are the blueprint for what the client needs to learn and what needs to
take place so the client can learn. Skill areas, goals, program targets, prompt levels, and
procedures for implementation are all critical to the program being carried out
effectively.
• Criterion-references assessments. Reasons they are administered:
o Many assessments are criterion referenced
This study source was downloaded by 100000812546443 from CourseHero.com on 07-25-2023 03:10:54 GMT -05:00
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