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Master’s
Program in Applied Behavior Analysis
Office of
Graduate Studies
University
of South Florida
Practicum Competencies
February, 2001
Master’s
Program in Applied Behavior Analysis
Office of
Graduate Studies
University
of South Florida
Practicum
Competencies
The USF Applied
Behavior Analysis Program requires the completion of practicum activities under
the direct supervision of a Certified Behavior Analyst (CBA) who has been
approved as a field practicum supervisor.
This supervisor is required to sign off on an official program
competency form verifying completion of each activity. The student should acquire a 3-ring binder
in which are placed: (1) the present documents, and (2) a file system for the
physical documentation of each activity.
This constitutes evidence that the practicum activities have been
completed. All pertinent records, such
as data sheets and graphs, should be saved for the growing portfolio of
evidence. The official competency form
should be placed as a cover sheet at the beginning of each section to briefly
summarize how the objective was achieved.
This should occur prior to obtaining the signature of the supervising
CBA. All of this activity is under the
governance of the USF ABA Program Coordinator and the student’s Major
Professor.
It should be
understood that the following directions for competencies are suggestions that
narrow the focus of practicum activities.
However, there is latitude in exactly how the response to each
competency is fashioned—as long as the on-site Practicum Supervisor
agrees. Considerable flexibility is
necessary as each student will have different opportunities and
situations. Students may join with other
students on many activities, especially when reliability checks are necessary. In these cases, both (or several) students
may achieve a competency together. The
critically important result is that ALL students acquire the technical skills
described by the competency.
Definition of
terminology varies somewhat in the field of applied behavior analysis. The Program Coordinator or a student’s Major
Professor can provide guidance in accomplishing each activity. When uncertain about the definition of terminology,
a student should go to the following summary/comparison of terminology on the
WEB:
When there
are specific questions about procedures, one text used in the ABA Program is Applied
Behavior Analysis by Cooper, Heron & Heward (1987). Consult the ABA Program Coordinator or the
Major Professor for interpretation, if necessary.
All
students should accomplish these objectives at a steady rate throughout the
two-year program--not leave them until they registration for practicum hours
has occurred. Some courses may
require the accomplishment of projects.
When these projects fit the competency requirements, they can be counted
using the course instructor’s signature.
The
Faculty Steering Committee (FSC) has assigned an estimated number of points for
each practicum competency. Each point
is comparable to a minimum of one hour of effort. Therefore, 120 points is estimated to be equivalent to
approximately 120 hours of effort. It
may take more or less time for any given activity, but the accumulation of the
Steering Committee’s point assignment will be used to calculate total
accumulated effort. Add the total
number of points assigned to the competencies which have signatures to
determine progress.
Competencies
marked with an asterisk (*) are required for successful completion of
the program’s practicum experiences. In
addition to completing the required competencies, a total number of practicum
points must be achieved using a selection from the remaining (non-asterisk)
competencies. A student may choose
among the optional competencies to complete the total points required by the
program. There are 51 required
competencies that total 125 points and 20 optional competencies that total 61
points. Therefore, if a student completes all competencies, the student will
have completed 71 competencies and 186 points.
After
completing a competency, the student should complete the Practicum Competency
Form (Appendix 2) and obtain the signature of the CBA or BCBA who supervised
the completion of the competency.
Additionally, the competency and the initials of the supervisor should
be listed on the Practicum Competency Log (see Appendix 3). It is suggested
that a personal cumulative graph be used by each student to show the number of
practicum competency points for which signatures have been obtained. This graph should have the total number of
points required at the right side with a cumulative line of progress beginning
at the left side. This graph should be
kept in a prominent place to remind the student of this program
requirement. The Practicum Supervisor
may occasionally ask students to submit a copy of this program graph to stay
aware of student progress. Therefore, when
a student’s practicum has been completed, the student will have the following
documentation: a Practicum Competency
Form for each competency completed; one Practicum Competency Log; and a
cumulative graph to show completion of the competencies.
Students
should always secure permission prior to the implementation of any procedure
with children and adults. Compliance
with ethical standards for the practice of behavior analysis is necessary when
working with individuals in accomplishing the competencies (e.g., permission
from the agency, written consent secured form individual or legal guardian for
overcorrection and punishment procedures, careful assessment of any potential
risk to the individual prior to the application of a procedure).
The
competencies are divided into the following sections: Behavioral Assessment; Functional Relationships; Establishing,
Strengthening, and Weakening Behavior; Generalization and Maintenance of
Intervention Effects; Transfer of Technology; and Complex Techniques.
Table of Contents
I. Behavioral
Assessment
A.
Descriptive Analysis
OR Functional Assessment
*Competency 1 - Conduct
a functional assessment (also referred to as Descriptive Analysis) 4 pts
*Competency
2 - Use direct and indirect measures of behavior and the
environment
(2 pts)
*Competency 3 -
Calculate reliability of direct and indirect observation (3 pts)
*Competency 4 –
Identification and measurement of relevant setting events
(2 pts)
Accuracy of Measurement
*Competency 5 -
Construct behavioral definitions of behavior described in vernacular terms (2
pts.)
*Competency 6 -
Evaluate observer reactivity (3 pts)
Competency 7 -
Evaluate treatment drift (5 pts)
Competency 8 -
Identify sequence effects (4 pts)
Calibration of Measurement
Procedures
Competency 9 -
Calibrate a measurement procedure (3 pts)
*Competency 10 -
Evaluate accuracy, agreement, calibration, and evaluation of observer drift. (3
pts.)
Data Recording Methods
*Competency 11- Identify
and measure permanent products (2 pts)
*Competency 12 - Employ
whole interval and partial interval recording
techniques (3 pts.)
*Competency 13- Employ
various time sampling techniques (3 pts)
*Competency 14 - Measure
latency (1 pt)
*Competency 15 - Create
codes and use them to observe (2 pts)
Competency 16 - Employ
measurement in free-operant and fixed-trial procedures for conditioning,
measurement, and evaluation (4 pts)
*Competency 17 - Conduct
continuous and sample observations (4 pts)
*Competency 18 - Measure
interresponse times (2 pts)
Reliability
*Competency 19 -
Calculate reliability interval-by-interval and by
scored-interval/unscored-intervals (3 pts)
II. Functional Analysis (Research Designs)
*Competency 20 - Employ
the reversal design (4 pts)
*Competency
21 - Employ multiple baseline across participants and
situations (5 pts)
*Competency 22-
Determine appropriate steps and apply them in a changing criterion design (3
pts)
*Competency 23 - Apply
the alternating treatments design (3 pts)
Competency 24 - Employ a
multiple-probe design (3 pts)
Competency 25 - Given a
case in point, identify and employ the most appropriate experimental design (5
pts)
Competency
26 - Do a systematic and a direct replication of a specific
procedure
(1 pt)
*Competency 27 - Given data
to plot, construct graphs using ABA
conventions (1 pt)
*Competency 28 - Apply
measures of discovering trends in data (3 pts)
*Competency 29 -
Correctly identify points in data path that are appropriate for
condition changes (1 pt)
*Competency
30 - Plot an imperfect correlation of data using a scatter
plot (1 pt)
*Competency 31 - Employ
semi logarithmic charts (2 pts)
Competency 32 -
Construct a split-middle line of progress (1 pt)
Competency
33 - Calculate a quarter-intersect line of progress (1
pt)
III. Establishing, Strengthening, and Weakening Behavior
A. Ethical Considerations
*Competency
34 - Demonstrate person-centered planning in intervention
development (2 pts)
*Competency 35 - Conduct
a functional assessment prior to developing
intervention (4 pts for Competency
1)
*Competency 36 - Obtain
consent from the client or client-surrogate prior to implementing intervention
(2 pts)
*Competency 37 - Use the
least restrictive procedure(s) necessary to be effective in intervention (2 pts)
B.
Behavior Change
Procedures: Antecedent Procedures
Stimulus control
*Competency 38 – Incidental
teaching (2 pts)
*Competency 39: Establish stimulus control (generalization
and discrimination) (1 pt) *Competency 40: Show response generalization. (2 pts)
Competency 41: Demonstrate the generalization
gradient. (3 pts)
Competency 42: Show concept formation (i.e., generalization
within and across stimulus classes). (3
pts)
Motivational variables
*Competency 43: Use an establishing operation. (2 pts)
Multiple causation
Competency 44: Establish/demonstrate multiple variable
control. (4 pts)
C. Behavior
Change Procedures: Consequence
Procedures
Reinforcement
*Competency 45 -
Demonstrate positive and negative reinforcement (2 pts)
*Competency 46 –
Demonstrate the extinction procedure and note effects. (2 pts)
Reinforcement Schedules
*Competency
47 - Demonstrate appropriate thinning of reinforcement
Schedules
(2 pts)
*Competency 48-
Demonstrate use of limited hold reinforcement
contingency (1 pt)
*Competency 49 -
Determine appropriate intermittent reinforcement schedules for maintenance (1
pt)
Competency 50 - Apply
DRO, DRI, DRA, and DRL schedules and graph the
results (2 pts)
*Competency 51 - Apply
relevant schedules of reinforcement (2 pts)
Shaping
*Competency 52 –
Correctly use differential reinforcement while shaping behavior
(1 pt)
Punishment
*Competency 53- Apply
punishment procedure using the least restrictive procedure necessary, and
record primary and secondary effects (2 pts)
Competency 54 - Employ
time out procedures appropriately and measure the
effects (3 pts)
Competency 55- Apply
response cost procedures; note effects
(2 pts)
Competency 56 - Employ
overcorrection (4 pts)
Respondent Conditioning
Competency 57 -
Establish a conditioned stimulus in the respondent paradigm and/or show the
extinction of an unconditioned or conditioned response (3 pts)
IV. Generalization and Maintenance of Intervention Effects
*Competency 58-
Demonstrate the use of natural contingencies in intervention
planning (2 pts)
*Competency 59 -
Demonstrate the use of reinforcement and procedure fading after the
establishment of behavior to facilitate maintenance of intervention effects (2
pts)
*Competency 60 -
Demonstrate use of diverse training procedures in intervention planning and
implementation (2 pts)
*Competency 61 -
Demonstrate the incorporation of functional mediators in intervention planning
and implementation (2 pts)
V. Transfer of Technology
*Competency 62 -
Demonstrate use of competency-based training to disseminate intervention
planning and implementation procedures to multiple providers /
caregivers (4 pts)
VI. Complex Techniques
*Competency 63 - Use
reinforcer sampling techniques (4 pts)
*Competency 64 -
Construct contingency contracts, implement them, and note
effects (5 pts)
*Competency 65 - Apply
group-oriented behavior management
techniques (5 pts)
*Competency 66 - Conduct
informal and structured interviews and describe the advantages and
disadvantages (3 pts)
*Competency 67- Employ
self-management procedure (5 pts)
Competency
68 - Construct a token economy, implement, and evaluate it (5
pts)
Competency 69 - Chain
behavior using backward and forward chaining
methods (2 pts)
*Competency 70 - Develop
imitative behavior (3 pts)
Competency 71 - Apply
the good behavior game (3 pts)
I.
Behavioral
Assessment
A.
Descriptive Analysis OR
Functional Assessment
*Competency 1. Conduct a
functional assessment (also referred to as Descriptive Analysis)
Descriptive Analysis (as used
in the Florida Task List and Knowledge, Skills, and Abilities Statements for
Applied Behavior Analysis, Second Edition, March, 1997)
Definition: a behavioral assessment method that provides
an organized, conceptually sound and efficacious method for obtaining
descriptive and quantitative data, which are essential to the decision to
intervene, where to intervene, how to intervene and the identification of
functional relationships. It is used to obtain and organize relevant
information about behavior and its circumstances; to develop hypotheses
regarding the need for or alternatives to behavior analysis services, the locus
of intervention and functional relationships based on the information obtained;
and to provide useful information for evaluating interventions on an on-going
basis.
AND
Functional
Assessment (as used in Miltenberger, 2001)
Definition: The process of generating information on the
events preceding and following the behavior in an attempt to determine which
antecedents and consequences are reliably associated with the occurrence of the
behavior. Includes indirect assessment
through interviews and questionnaires, direct observation of the antecedents
and consequences in the natural environment, and functional analysis methods
involving the manipulation of environmental events.
NOTE: The terms “descriptive analysis” and “functional assessment” are
used interchangeably in the field of behavior analysis.
Directions: Select an individual with a problem
behavior. Collect data via both
indirect and direct methods to determine the controlling variables for the
behavior and the desired appropriate replacement behavior. Form a hypothesis concerning the controlling
variables. Provide evidence using
direct measures that the hypothesis generated was related functionally to the
problem behavior.
FSC estimated investment of
practicum effort: 4 pts
Apply Direct and indirect
measurement
*Competency
2: Use direct and indirect measures
of behavior and the environment.
Definition: Direct measurement practices are those in
which the events measured are the same as those about which conclusions will be
drawn, for example, number of head-bangs, incidents of stuttering, or frequency
of appropriate play behaviors. Indirect
measurement practices are those in which the events measured are not the same
as those about which conclusions will be drawn. Outcome measures, for example, lawns mowed, rooms cleaned,
problems worked correctly, etc., are examples of indirect measurement. Direct measurement has the advantage of
providing information about who exhibited the behaviors, but indirect measures
may be much less expensive or all that are feasible. Ratings or questionnaires are forms of indirect measures but they
are often suspect because their correspondence with data that are derived by
direct measures may be poor.
Directions: Your direct measurement competencies may
have been completed by an objective elsewhere in this list. If not, an excellent performance of this
task would be to measure the same behavior by direct and by indirect methods. Then compare the correspondence. For example, you could ask a person to take
his shopping list and tell you on a separate list the brands he is like to buy
of each item. Do this a day or two
ahead of shopping and do not show him what he told you about the brands he will
select. Then inspect the groceries when
he comes home and determine the correspondence between the indirect measure of
what he buys and the outcome measure.
You could, of course, surreptitiously observe what he takes off the
shelf in the store-this would be direct measurement. There are many other ways of accomplishing this objective.
FSC estimated investment of practicum
effort: __2___ points
*Competency 3: Calculate reliability of direct and indirect
observation.
Definition: A direct observation is one that is personally
seen (or heard) by the observer and immediately recorded. Direct measurement involves practices in
which the behavior measured is directly observed by the person evaluating it
(i.e., head-bangs, correct speech articulations, etc). Indirect measurement practices are those in
which the events measured are not the same as those about which conclusions
will be drawn. Indirect measures may be
number of problems completed, dishes washed, rooms cleaned, etc. Outcome measures are indirect. "Reliability" refers to the
consistency of measurement. In applied
behavior analysis, preferably, different observers estimate reliability by
assessing the interobserver agreement, or coefficient of agreement between two
or more independently scored records of data in the same episodes. The coefficient of agreement often is
calculated as a percentage by dividing the number of agreements by the number
of agreements plus disagreements, then multiplying the fraction by one hundred.
Agreement measures should be reported for each phase of a within subject design
when feasible. When estimating reliability of interval recording systems, if
there are many unscored intervals, only scored intervals should be included in
the calculations, or two separate percentages of agreement can calculated-one
for scored, one for unscored intervals.
Directions: Select a behavior that can be observed
directly at least several times during each session. Observe the behavior for at least three sessions (using two or
more observers). Break the sessions
into intervals. Summarize the
inter-observer agreement (reliability) by using simply the entire total
observations to calculate agreement.
Then calculate the separate percentages of agreement for scored and for
unscored intervals. Compare these ways
of calculating reliability and comment upon the possible biases of each.
FSC estimated investment of practicum
effort: 3 points
*Competency 4: Identification and measurement of relevant
setting events.
Definition: A setting event refers to the context or
circumstance in which an environment-behavior relationship occurs. The event
changes the strengths of stimuli and responses involved in an
environment-behavior interaction.
Setting events (or contexts), include complex antecedent conditions, events
and stimulus response interactions, that exert general control over other
stimulus-response interactions. Setting events may precede and/or overlap with
other discrete stimulus-response (SD - R) relationships (e.g., noisy
surroundings could influence adversely the interaction between a work
assignment and a student's performance).
Directions: The events you manipulate can be either
antecedents or consequences. The
intimidation effect of a teacher walking into a noisy room is a setting event. How much sleep a person had is a setting
event. Abnormal social behaviors of
others are setting events. While
behavior analysis focuses upon consequence manipulation, many problems can be
solved by manipulating antecedent events without consequence manipulation. The key here is to show a functional
relationship between the setting event and the behavior.
FSC estimated investment of practicum
effort: ___2__ point(s)
Accuracy of measurement
*Competency
5: Construct behavioral definitions
of behavior described in vernacular terms.
Definition: The verbal culture of applied situations if
full of terminology heavily laden with references to internal causation. We are said to be searching for the
"purpose" of behavior.
Children have bad behavior because they are "emotionally
disturbed." Difficulties are said
to be rooted in "cognitive processing deficits," and so on. But when practical action is necessary, we
must manipulate relevant controlling variables, which are OUTSIDE the
individual. Thus, the ability to
convert a vernacular analysis to a behavioral analysis involves replacement of
lay terms with scientific terminology that refers to variables available for
manipulation and direct analysis (e.g., variable, repertoire, probability, operant,
discriminative stimulus., etc.).
Directions: Find a recent newspaper article discussing
the kind of applied situation for which you are preparing. Make a copy of it and highlight the words
referring to behavioral problems and possible solutions. With numbers, key a second sheet to these
references and convert the newspaper writer's analysis into a behavioral
analysis. Use the terminology carefully
and suggest good solutions to the problems.
FSC estimated investment of practicum
effort: ___2__ point(s)
*Competency 6: Evaluate observer reactivity.
Definition: Observers sometimes perform differently when
they are themselves being evaluated or observed. This is called observer reactivity. They may be more or less accurate when they are aware of being
observed.
Directions: Select a target behavior that is relatively
difficult to measure. Measure it
yourself and check your reliability with someone. Then pick a new observer for the target behavior. Construct a situation where you will be able
to observe the same behavior the new observer is watching without his or her
knowing. Schedule a couple of sessions
when the observer thinks s/he is observing alone, however, you are secretly
also observing. Then schedule several
sessions when your observer knows you are taking data also. Compare the reliability agreements between
your data with the new observer.
Comment upon your accuracy and the accuracy of your new observer. If it changed, you have demonstrated
observer reactivity.
FSC estimated investment of practicum
effort: __3___ point(s)
Competency 7: Evaluate treatment drift.
Definition: Not to be confused with observer drift,
treatment drift refers to what is often called "procedural
integrity." The independent
variable procedures applied to bring about a change in behavior may not be
delivered evenly or consistently over a period of time. In a reversal design, for example, the
second application of the treatment may in some way differ from the first
application, possibly resulting in different effects. In a multiple-baseline design, the treatment may not be precisely
in the same way to the second "element." The problem is of widespread concern in behavior analysis.
Directions: This sophisticated competency involves creating
procedures for carefully documenting the consistency of delivery of the
treatment. It may involve an extra
observer with checklist, timers, and counters that monitors treatment
application from session to session.
Evidence of consistency is presented in graphs describing critical
dimensions of treatment procedures.
Such monitoring, itself, must have reliability checks. All of this suggesting why evaluation of
treatment drift or integrity is seldom accomplished.
FSC estimated investment of practicum
effort: __5___ point(s)
Competency 8:
Identify sequence effects.
Definition: SEQUENCE EFFECTS in the behavior of a
subject may result from contact with a prior condition. A sequence effect is a situation in which
one experimental treatment phase within the experiment influences subsequent
performance during another treatment phase.
Directions: Evidence of a sequence effect is shown when
by comparing performance during an ABAB with performances during simply going
from condition A to B, or B to A. It
may also be shown using multiple baselines with alternation in one element that
is contrasted with sequences or non-sequences in another element. The satisfaction of this relatively
sophisticated competency would likely come as part of a carefully controlled
experiment (as for thesis research).
Graphs should present the contrasting data, together with an
explanation.
FSC estimated investment of practicum
effort: __4___ point(s)
Calibration of measurement
procedures
Competency 9: Calibrate a measurement procedure.
Definition: CALIBRATION is a method of evaluating the
accuracy and reliability of a measurement system and, if necessary, using the
results to improve the system so that it provides more accurate or reliable
data. ACCURACY is the extent to which
observed values approximate the "true" state of nature. The "true" value is approximated
through the use of a measurement system, which may involve coded observation sheets
or electronic devices. Calibration in
behavior analysis frequently deals with getting observers to produce more
accurate data and may involve observer training and retraining.
Directions: Train two observers to quantify a difficult
to observe dimension of behavior---one on which very high interobserver agreement
is difficult to achieve. Document
discussions you have with your observers when the records of all three are
compared. Determine where and why your
total reliability figures differ and adjust your recording/observing techniques
such that your data coincide. Keep in
mind that all observers may agree, yet the figures they agree on may not
reflect the "true" value.
FSC estimated investment of practicum
effort: __3___ point(s)
*Competency
10: Accuracy, agreement,
calibration, and evaluation of observer drift.
Definitions: RELIABILITY (often referred to as
interobserver agreement) is the consistency of measurement in applied behavior
analysis, preferably, different observers estimate reliability by assessing the
interobserver agreement, or coefficient of agreement between two or more
independently scored records of data in the same episodes. The coefficient of
agreement often is calculated as a percentage by dividing the number of
agreements by the number of agreements plus disagreements, then multiplying the
fraction by one hundred. Agreement
measures should be reported for each phase of a within subject design when
feasible. When estimating reliability
of interval recording systems, if there are many unscored intervals, only
scored intervals should be included in the calculations. Or two separate
percentages of agreement can calculated-one for scored, one for unscored
intervals. OBSERVER DRIFT is the point
at which indexes of agreement between observers begin to diverge. CALIBRATION involves training observers to
improve interobserver agreement scores, or to maintain their performance at
acceptably high levels. ACCURACY
(validity) refers to the degree to which the measurements approximate truly happened.
Directions: This competency may be acquired in
conjunction with others. The emphasis
of this competency, however, is to pick a relatively difficult behavior to
measure and show how you calibrated observer behavior. Simply obtaining high interobserver
agreement does not ensure accuracy-which is the extent to which the behavior
was truly described by the measurement.
You should observe long enough such that the disparity between observers
begins to "drift" or diverge, showing how you then recalibrated the
observers.
FSC estimated investment of practicum
effort: __3___ point(s)
Data recording methods
*Competency 11: Identify and measure permanent products.
Definitions: PERMANENT PRODUCT RECORDING is a method in
which durable products of a behavior--such as the number of windows broken,
widgets produced, homework problems handed in, rejects, percentage of test
questions correct, and so on-are assessed.
(Note: this is a method not
suited to measuring transitory behaviors).
Directions: Your materials should include a graph
showing the data you obtained from at least three sessions/days of observation
and you should have an accompanying reliability check showing the accuracy was
at least 80% (showing the method of reliability calculation).
FSC estimated investment of practicum
effort: __2___ points
*Competency 12: Employ whole interval and partial interval
recording techniques.
Definition: Interval measurement is a strategy used in
applied behavior analysis to assess the rate of target behavior. A block of
time is selected and divided into short-equal intervals, and if the target
behavior occurs it is recorded once in an appropriate time bin. For example, a
30-minute segment of mathematics class may be divided into 10-second intervals.
Regardless of the number of responses, if the behavior occurs in a given
10-second interval, then the observer records it as a single event. Partial interval measurement is a procedure
whereby a response is recorded if it occurs at any time(s)-even
momentarily-during the interval, and not necessarily throughout the interval,
as in whole interval recording. Whole interval recording requires the response
to be emitted throughout the entire interval for its presence to be scored.
(Note: Interval measurement can be
tricky. Whether a behavior is recorded
as being present at all, or for the full interval, may give different pictures
as well as different interobserver agreements.)
Directions: Select a target behavior that occurs
relatively often during the observation session. Compose a data sheet with 10 or 20 second intervals. Record behavior with a second observer. Compare data taken over at least two or
three days (or observation sessions), calculating interobserver agreement. Then observe simultaneously with one
observer recording by whole-interval scoring and the other by partial-interval
scoring. Briefly discuss how the data
reveal bias in accuracy.
FSC estimated investment of practicum
effort: __3___ points
*Competency 13: Employ various time sampling techniques
Definition: A method of recording used mostly in applied
behavior analysis. Behavior is sampled over a long time scale. The idea is to
make observations at specified times throughout the day. For example, a patient on a psychiatric ward
may be observed every 30 minutes, as a nurse does the rounds, and instances of
psychotic talk are recorded. Time
sampling is a direct observational procedure in which the presence or absence
of specific behaviors is recorded within short uniform time intervals. (E.g.,
an observer observes for 10 seconds and records the occurrence or nonoccurrence
of a behavior during the following 5 seconds.) This procedure may continue for
a specific 30-minute period each day. Time-sampling variations include. (1)
Whole-interval time-sampling, (2) partial-interval time-sampling, and (3)
momentary time-sampling. Momentary time
sampling is a discontinuous observation procedure in which the observational
period is divided into intervals but the observer only notes the status of the
target behavior during a "moment" following the end of each
interval.
Directions: The practicum objective is to select a
suitable behavior that occurs relatively frequently during each observation
session. The student should arrange to
observe the behavior for at least three sessions and in three ways above, i.e.,
whole-interval, partial-interval, and momentary time-sampling. This may be accomplished with two other
students rotating across the types of observation. Each type of observation should have at least one interobserver
agreement evaluation of at least 80%.
Graph the data. Students
participating in this venture may use the results in their practicum
portfolios.
FSC estimated investment of practicum
effort: __3___ points
*Competency 14: Measure latency.
Definition: LATENCY refers to the time from an event,
usually the onset of a stimulus, to a response. Latency refers to the interval between a stimulus and the
organism's behavior that is controlled by it.
In the case of a reflex, latency refers to the interval between a
conditioned stimulus and the conditioned response. In the case of operant behavior, latency may refer to the
interval between the appearance of discriminative stimulus and the operant performance
it controls. (Unfortunately, use of the
term "latency" with respect to operant behavior may lead to the
conclusion that relationships relevant to respondent behavior apply to operant
behavior, which they do not. For
example, a more intense discriminative stimulus does not necessarily evoke an
operant response of greater magnitude.)
Directions: The latencies
of respondents are not usually of practical concern to the behavior
analyst. However the quickness of
response to questions or directions (operant responses) are of concern. Select a situation in which the quickness of
response is of importance, perhaps following instructions, looking at a
stoplight, duplicating a rhythm, etc.
Keep a record of successive instances of S-R latencies. Have a cohort take a reliability check. Comment upon the appropriateness of this
measurement.
FSC estimated investment of practicum
effort: ___1__ point
*Competency
15: Create codes and use them to
observe.
Definition: Coding is using abbreviations of behaviors
and is frequently done using an interval-recording sheet. The sheet is an observation form with letter
codes for each behavior of concern designated on it, permitting simultaneous
recording of several responses of one or more subjects. The presence or absence of each behavior is
typically scored by making a slash mark through the letter that stands for that
behavior.
Directions: Develop a code sheet designating at least
three separate behaviors. Duplicates of
this coding sheet should be used simultaneously by two independent observers
for at least 30 minutes, while achieving a minimum of 80% interobserver
agreement during this time. Two
students may work on this objective and share the use of the evidence of this
activity in their respective portfolios.
FSC estimated investment of practicum
effort: __2___ points
Competency 16: Employ measurement in free-operant and
fixed-trial procedures for conditioning, measurement, and evaluation.
Definition: A free operant is a class of responses that
is a function of a class of consequent stimuli (i.e., not under discriminative
control). In the free operant method of
analysis, an organism may repeatedly respond over an extensive period of
time. The organism is "free"
to emit many responses or none at all.
More accurately, responses can be made without interference from the
experimenter. A "trial" is a
discrete period, usually stimulus-correlated, during which an organism has an
opportunity to respond. Trials are
separated by intertrial intervals that may consist of any of the
following: A stimulus condition (e.g.,
a darkened room); removal of the operandum (or operanda); or removal of the
individual from the experimental situation.
Trials distinguish discrete-operant procedures from free-operant
procedures. Trials can have fixed or
variables time lengths between them.
Experimental sessions might be called "trials."
Directions: Our schedules often confine us to fixed
trial procedures-- for example a training session or a class hour. During this time, there may be many presentations
of a discriminative stimulus and then differential reinforcement for
appropriate responding. A convenient
way of achieving this competency would be to set up a situation where behavior
was being monitored all day, but only deliberately shaped or modified during a
fixed period. "All-day" would
be the free operant situation, while the sessions for shaping would be the
fixed (or variable) trial procedures.
FSC estimated investment of practicum
effort: __4___ points
*Competency
17: Conduct continuous and sample
observations.
Definitions: CONTINUOUS MEASUREMENT--Measurement in which
all possible responses can be detected during observation periods. Recording each and every occurrence of a
behavior during a prescribed period. A
tactic used in applied behavior analysis for assessing the rate of target
behavior. Each instance of behavior is
counted during certain periods of the day (e.g., lunch, recess, first class in
the morning, and so on). SAMPLE
RECORDING--is a method of observation in which a response occurrence is
recorded if some part of a behavioral episode is observed within one of a
series of discontinuous intervals.
Directions: The important feature of this competency is
revealing the differences that may occur when using these two types of
measurement. Set up a situation in
which perhaps four observers watch the same behavior over a period of
time. Two of them could be using one
method (taking a reliability check) while the other two use another. Compare the records of the two
"primary" observers and discuss the accuracy and appropriateness of
the methods for the chosen behavior.
FSC estimated investment of practicum
effort: __4___ points
*Competency 18: Measure interresponse times.
Definition: INTERRESPONSE TIME (IRT) refers to the time
between two responses or, more strictly, from the beginning of one response to
the beginning of the next. The time
from a reinforcer to the next response is a latency and not an IRT, even if the
reinforcer is response-produced. As the
rate of a response having a relatively brief duration increases, average of the
interresponse times decreases. Skillful
use of the differential reinforcement of long interresponse times (DRL) can
achieve reductions in behavior without extinction or aversive control
procedures.
Directions: Select a behavior you want to occur more
frequently or less frequently. Measure
the time elapsing between each instance of the behavior. Plot the average interresponse time per
session for a couple of sessions. Then
differentially reinforce responses of either shorter or longer interresponse
times. Briefly discuss the effects and
the appropriateness of your measurement and your procedure.
FSC estimated investment of practicum
effort: __2___ points
Reliability
*Competency 19: Calculate reliability interval-by-interval
and by scored-interval/unscored-intervals.
Definitions: INTEROBSERVER AGREEMENT ASSESSMENT--A method
for estimating the reliability of a behavioral observation system. A coefficient of agreement is calculated by
comparing scores obtained by two or more independent observers and determining
the number of times they agreed (and/or disagreed) in proportion to the number
of observations scored. RELIABILITY
refers to Consistency of measurement.
In applied behavior analysis, preferably, different observers estimate
reliability by assessing the interobserver agreement, or coefficient of
agreement between two or more independently scored records of data in the same
episodes. The coefficient of agreement often is calculated as a percentage by
dividing the number of agreements by the number of agreements plus
disagreements, then multiplying the fraction by one hundred. Agreement measures
should be reported for each phase of a within subject design when feasible.
When estimating reliability of interval recording systems, if there are many
unscored intervals, only scored intervals should be included in the
calculations. Or two separate percentages of agreement can calculated-one for
scored, one for unscored intervals.
Directions: Observe a behavior that occurs relatively
often during several observation periods.
The objective here is to underline the differences in the reliability
figures derived. The student should
discuss the relative merits of reporting whole interval, scored-interval,
and/or unscored-interval reliability.
FSC estimated investment of practicum
effort: ___3__ points
II. Functional Analysis (Research Designs)
*Competency 20: Employ a reversal design.
Definition: A REVERSAL
DESIGN is an experimental design in which the effects of the independent variable
are tested by introducing a phase (e.g., an Alt-R or DRO treatment phase) in
which the direction of the change reverses (i.e., reinforcement of being
out-of-seat instead of in-seat).
Directions: Measure an operant repeatedly until a stable
baseline is achieved. Apply a treatment
and continue it until the operant has stabilized again. Return to the baseline conditions and
continue until stabilization is again achieved. Finally, reapply the treatment conditions until further
stabilization.
FSC estimated investment of
practicum effort : ____4___
points
*Competency 21: Carry out multiple baseline across subjects
and situations.
Definitions: In the MULTIPLE BASELINE DESIGN a single
case design in which the effects of an intervention are recorded across
situations, behaviors, or individuals. In the MULTIPLE BASELINE ACROSS
BEHAVIORS a multiple baseline research design across behaviors is used when a
reinforcement procedure is applied progressively to several operants. In this case the subject, setting, and
consequences remain the same, but different responses are modified
sequentially. In the MULTIPLE BASELINE
ACROSS SUBJECTS an intervention is introduced progressively for different
subjects who exhibit similar target behavior. The same behavior (e.g.,
stealing) is first modified for subject 1, and baselines are collected for
subjects 2 and 3. Next, the behavior of subject 2 is changed while the rate of
target behavior for subjects I and 3 continues to be assessed. Finally, the
treatment procedure is applied to subject 3.
In the MULTIPLE BASELINE ACROSS SETTINGS the treatment is applied to
individuals or behaviors in the context of different environments.
Directions: Select a possibly widely used behavior
management technique. This might
involve teaching a child to stop and look at street corners. Begin with contrived situations and move to
the world at large. Document your
behavior changes and comment upon the nature of your effects.
FSC estimated investment of practicum
effort: ___5__ points
*Competency 22: Calculate the appropriate steps in a
changing criterion design.
Definition: A CHANGING CRITERION DESIGN involves
successively changing the criterion for delivering consequences, usually in
graduated steps from baseline levels to a desired terminal goal. Experimental
control is demonstrated if the behavior changes to meet or approximate each
successively set criterion level.
Directions: Select a behavior the rate of which needs to
be increased. Take baseline data. From analysis of the data, including perhaps
an average of the baseline data points, set a new criterion for delivery of
reinforcement. Reinforcement must come
into contact with behaviors frequently enough to strengthen the behavior. Describe what aspects of the distribution of
variability in your baseline led you to set the new criterion.
FSC estimated investment of practicum
effort: _3____ points
*Competency 23: Apply the alternating treatments procedure.
Definition: An ALTERNATING-TREATMENT DESIGN is a
within-subject or intensive experimental design consisting of alternating
presentations of two or more independent variable arrangements, each of which
is correlated with a distinctive stimulus.
The differential effects then are observed by comparing performance
under each of the independent variable arrangements.
Directions: This sophisticated competency might be
accomplished during systematic research as for a thesis. Plot your data and give the rationale for
the sequencing and the number of sessions during each phase of the alternating
treatments.
FSC estimated investment of practicum
effort: __3___ points
Competency 24: Employ a multiple-probe design.
Definition: A PROBE is a brief phase in a behavior
analysis experiment designed to test the effect of a given intervention. A short withdrawal phase is a probe,
because the intervention is removed for a period of time to assess some
aspect(s) of the behavior in the absence of the intervention. MULTIPLE PROBES involve probing or measuring
untreated responses intermittently to assess any variations in those responses
due to unidentified condition(s).
Directions: Accomplish relevant baselines and apply
probing as described above. Graph your
data and accompany it with sufficient explanation that it could be
replicated. Briefly evaluate your
results.
FSC estimated investment of practicum
effort: __3___ points
Competency 25: Identify and employ appropriate experimental
designs.
Definitions: EXPERIMENTAL DESIGN in behavior analysis is
the careful manipulation of the aspects of an experiment that is directed
toward the goal of establishing experimental control unambiguously (i.e., demonstration
of a functional relation). Experimental
designs control for extraneous influences such as placebo and Hawthorne
effects, passage of time, and other subject, task. and environmental
confounding variables. Design examples
include: the Withdrawal design (ABA, ABAB, ABA....), Multiple baseline design,
Alternating-treatment design, and other specific design strategies).
Directions: Other competencies listed elsewhere herein
overlap with this competency. You will
have used various designs in achieving them.
You may key your materials/evidence for this competency to these
competencies. If they are not completed
at this point--accomplish them now.
Each example should have at least three days in each condition and
adhere to the conventions of data analysis that determine appropriate changes
in conditions. The examples need not be
complicated--simply demonstrate that you have used the design. Minimally, they should include: ABAB Multiple-baseline across conditions or
behaviors Alternating-treatments
FSC estimated investment of practicum
effort: __5___ points
Competency 26: Do a systematic and a direct
replication.
Definition: A DIRECT REPLICATION is the exact
replication of an experiment. In other
words, the same experimental subjects are employed, using the same treatments
and the same environmental conditions.
On the other hand, a SYSTEMATIC REPLICATION is way to increase the generality of an experimental finding by
conducting other experiments in which the procedures are different (from the
original research) but they are logically related-experimental subject(s) could
differ, treatments could be slightly different, and environments could be
different. (Second A condition in an
ABAB reversal design is a direct replication, the introduction of condition to
a second subject or setting in a multiple-baseline experiment is a systematic
replication.
Directions: You may have accomplished this objective
elsewhere in your practicum documentation.
If so, cite where the reader can see this. You should have at least two or three data points in each
condition and have made experimental changes that were appropriate to the
presence or absence of trends in your data.
FSC estimated investment of practicum
effort: ___1__ points
*Competency 27: Given data to plot, construct graphs using
ABA conventions.
Definitions: The Journal of Applied Behavior Analysis is
a good place to look for the depiction of data in graphic forms. In general, the following are some of the
rules that apply to graphic representation:
The data are the most important feature and should be clearly visible
with slightly bolder connection lines and data points. Rate is the fundamental datum of a science
of behavior-graphs should emphasize changes in this variable. Figures should be clean and uncluttered
without too much data in any one graph.
The scale points on the abscissa and ordinate should appear on the
outside margin, not the inside. Percent
graphs should go completely to 100% without truncation in the ordinate--in
order to give a good picture of relative changes in variables. Labeling should be in bold and as large as
possible such that lettering does not "block" when the graph is
reduced in size. Phase division lines
should go vertically BETWEEN data points when there is a condition change. Vertical condition separation lines should
be broken lines. Data points should NOT
begin to be plotted using the ordinate for the first data point. The abscissa may be lowered slightly such
that zero data points appear horizontally on a plane slightly above the
abscissa. Labeling of conditions should
ordinarily be outside of the region of the data points, with arrows and
indicators inside where necessary. Use
just enough information to allow a reader to understand without looking back
into the text of a description of a study.
Directions: All your figures in the accompanying
materials supporting competencies should adhere to the above conventions. Ask you supervisor to scan through your
documentation to verify this.
FSC estimated investment of practicum
effort: __1___ point
*Competency 28: Apply measures of discovering trends in
data.
Definition: A TREND is a relatively consistent change
in a data set (usually successive sessions during an experimental condition) in
a single direction. Trend lines can be
drawn by taking an average of the first half of a condition's data points and
an average of the second half of the points.
A line can then be connected between these averages. Interpretation may be difficult due to
variations in the data and is it usually done visually.
Directions: Observe, record, and plot target behavior
over at least 6 sessions. Average the
first half and second half of the data points and plot a trendline. Briefly discuss the use of this trend line
in the decision of whether to change experimental conditions. (This competency can be achieved using data
derived during satisfaction of other competencies.)
FSC estimated investment of practicum
effort: __3___ points
*Competency 29: Correctly identify points in data path that
are appropriate for condition changes.
Definition: A DATA PATH may vary in inconsistent
ways. Whether to change conditions
depends upon variability, trends, and the magnitude of anticipated change.
Directions: You may be able to cite evidence satisfying
this competency elsewhere in your documentation. If not, take data on a variable behavior for at least 10 days. At certain points in your data place arrows
and give explanations why you think these points would be appropriate for
condition changes.
FSC estimated investment of practicum
effort: __1___ point
*Competency 30: Plot an imperfect correlation of data using
a scatter plot.
Definition: A "scatter plot" is a collection
of data points having X and Y values.
While used infrequently in behavior analysis, such a plot may become
important in evaluating the effect of a treatment on a larger population of
individuals.
Directions: Measure two variables that have an imperfect
yet, some correlation with each other.
They could be the data taken by two observers of the same behavior over
a period of time, or they could be the rate of certain kinds of behaviors on
one dimension and the time of the day on the other. Draw a line of best fit and note whether the correlation is
positive or negative, or even curvilinear.
Comment on the usefulness of this form of evaluation in determining
which variables should be changed to change behavior.
FSC estimated investment of practicum effort: ___1__ point
*Competency 31: Employ semilogarithmic charts.
Definition: Semilogarithmic charts refer to graphs in
which only one axis is scaled proportionally.
On a logarithmic scale equal relative changes in performance are
represented by equal distances. Since
behavior is measured and charted over time, which progresses in equal
intervals, the X-axis is marked off in equal intervals, and only the U-axis is
scaled logarithmically. Lindsley's
Standard Behavior Chart, a semilogarithmic chart with six X-10 cycles can
accommodate response rates as low as 1 per 24 hours or as high as 1,000 per
minute. The horizontal axis is equally
divided into 140 calendar days, or 20 weeks.
The Standard Behavior Chart provides a standardized means of charting
and analyzing change in both absolute and relative rates of response.
Directions: Measure two behaviors, one that occurs at a
high rate and one a low rate per observation session. Plot the behaviors on a Standard Behavior Chart and on an equal
interval graph. Comment upon the
advantages and disadvantages of the two ways of evaluating rates of data.
FSC Eestimated investment of practicum
effort: __2___ points
Competency 32: Construct a split-middle line of
progress.
Definition: On method of calculating and drawing lines
of progress that is more reliable than the freehand method and much less
time-consuming than linear regression methods is the split-middle line of
progress. For use with semilogarithmic
charts, split middle lines of progress can also be drawn for data plotted
against an equal interval vertical axis.
They are, however, only an estimate that summarizes the overall
trend. A "split-middle" line
is found by counting the number of data points that fall above and below the
line previously drawn and adjusting the line such that and equal number of dots
fall above and below. In the
split-middle calculation, the line may be adjusted so that half of the data
points lie above and below the line.
The split-middle line of progress is one redrawn from the
quarter-intersect, adjusting the line such that half of the total data points
fall above and half below the trend line.
Directions: Locate some good data for this purpose. Take a series of data points that include at
least 10 or 15 sessions long. Calculate
the split-middle line of progress and briefly comment on it usefulness. Contrast the method with another way of
assessing progress.
FSC estimated investment of practicum
effort: __1___ point
Competency 33: Calculate a quarter-intersect line of
progress.
Definition: The quarter-intersect line of progress is
found by 1)Dividing the data into two equal parts, 2)determining the
intersection of the mid-rate and mid-date for each half, and 3)drawing a line
through the data that passes through both of the intersections found in step
2.
Directions: Draw a quarter-intersect line of progress
through at least 10 data points.
Compare this method with another form of visual analysis, such as the
split-middle. Comment upon its
appropriateness.
FSC estimated investment of practicum
effort: __1___ point
III. Establishing, Strengthening, and Weakening
Behavior
A. Ethical Considerations
*Competency 34 -
Demonstrate person-centered planning in intervention development.
Definition: Person-centered planning practices involve
the client (or the client’s legal guardian) in the development of interventions
via the utilization of indirect measures in which the individual actively
participates in generating information (i.e., interviews, rating scales, etc.)
that is used to determine the selection of an intervention.
Directions: Provide documentation that the client (or
the client’s legal guardian) was involved in intervention planning. This documentation should consist of a listing
of the procedures in which the client (or the client’s legal guardian)
participated; a log of contact time with the client (or the client’s legal
guardian) during intervention development that lists date, begin time, end
time, interventions discussed, and the client’s (or the client’s legal
guardian’s) reactions to the interventions.
Note in the log who generated the intervention idea – the behavior
analyst or the client (or the client’s legal guardian).
FSC estimated investment of practicum effort: __2___ points
*Competency 35 - Conduct
a functional assessment prior to developing intervention.
Definition and Directions: See Competency 1. The least intrusive and least risky behavioral assessment methods
should be used to obtain only the information necessary and sufficient to
formulate reasonable hypotheses (Florida Task List for Applied Behavior
Analysis, 1997). To accomplish this
competency, complete Competency 1 (Functional Assessment) and describe in
narrative form the level of intrusiveness and risk that the assessment methods
involved. Be complete by identifying alternative assessment methods that were
not selected for use and the rationale for not using them as well as the
rationale for using the selected methods.
FSC estimated investment of practicum
effort: __4___ points for
Competency 1
*Competency 36 - Obtain
consent from the client or client-surrogate prior to implementing intervention.
Definition: At a minimum, consent must be obtained for
all punishment procedures and those procedures which involve risk to consumer
rights or protection. Three elements of
consent are:
Capacity: requires that the person (including
guardians) giving consent has reached the age of majority (usually 18 years)
and is competent to make such decisions.
Information: requires that the person giving consent be
informed that he or she has the right to refuse to give consent without
penalty, that he or she may withdraw consent at any time without penalty, of
the exact nature of the procedures involved, the expected benefits of the
procedures, the potential risks of the procedures, and the risks/benefits of
alternative approaches.
Voluntariness: requires that there be no coercion or duress
in obtaining consent. (Florida Task
List for Applied Behavior Analysis, 1997, p. 2)
Directions: Write a consent form that responds to the
three elements of consent and that is applicable to an individual who will be
participating in a procedure that requires consent (see above). Provide documentation that your on-site
supervisor directly observed you describing the procedures to the client
(including guardians) and obtaining signature on the consent form.
FSC estimated investment of practicum
effort: __2___ points
*Competency 37 - Use the
least restrictive procedure(s) necessary to be effective in intervention.
Definition: The least restrictive procedure that is
likely to be effective, efficient and produce the minimum unwanted effects
should be selected for use in intervention (Florida Task List for Applied
Behavior Analysis, 1997, p. 3).
Directions: Describe in narrative form the level of
intrusiveness and risk that the intervention methods involved. Be complete by
identifying alternative intervention methods that were not selected for use and
the rationale for not using them as well as the rationale for use of the
selected methods.
FSC estimated investment of practicum effort: __2___ points
B.
Behavior Change Procedures: Antecedent
Procedures
*Competency 38: Correctly use incidental teaching procedures
in intervention.
Definitions: Incidental teaching is a process that
incorporates instruction in less structured activities than one-to-one
training. It requires the provision of
reinforcement when the exhibition of targeted behaviors is observed to occur
spontaneously in the “natural” environment, and/or the incorporation of the
appropriate level of antecedent prompting in order to result in the exhibition
of targeted behaviors in the “natural” environment.
Directions: Demonstrate the acquisition of a target
behavior for an individual by using an incidental teaching procedure. The target behavior may be speech/language,
identification of a person or object, a greeting response, etc. Any skill that has been targeted for
intervention for an individual in other than the naturally-occurring
environment may be the target behavior for the procedure.
FSC estimated investment of practicum
effort: ___2__ points
Stimulus control
*Competency 39: Establish stimulus control (generalization
and discrimination)
Definition: The systematic influence of an antecedent
stimulus (or set of stimuli) on the probability of occurrence of a
response. The response form or
frequency differs from under one controlling stimulus, or set of stimuli, to another.
These controlling stimuli are referred to as discriminative stimuli.
Directions: Show via a graph or table evidence that you
have brought a given operant response under substantially greater control of a
discriminated stimulus. Demonstrate that
the probability of the behavior changes when there is a change in either the
nature of the discriminated stimulus or accompanying environmental
stimuli.
FSC estimated investment of practicum
effort: ___1__ point
*Competency
40: Show response generalization.
Definition: Response generalization (sometimes called
induction) is the spread of the effects of reinforcement to responses outside
the limits of an operant class. This
phenomenon is essential to shaping because through its responses more closely
approximating, some final form may be emitted and therefore reinforced. With discriminated operants, induction may
refer to the spread of the effects of reinforcement to stimuli other than those
defining the operant class (as when, after extinction during green and red,
reinstating reinforcement during green produces both responding during green
and a transient increase in responding during red.)
Directions: (See other competencies for the possibility
of completing two competencies with one application.) An excellent demonstration of response generalization is to
establish generalized imitative behavior.
With an individual who does not exhibit imitative behavior, the model
can perform several different behaviors in random order, giving the individual
time to imitate. Record that no
imitations occur. Then, model a
behavior with strong prompting and copiously reinforce the
"imitative" responses many times.
After the individual readily imitates that specifically modeled example,
test for generalization by modeling the remaining behaviors that were NOT
coached or reinforced. Any evidence of
an increase in their probability would exemplify response generalization. If no generalization is observed, then begin
to successively model (with prompting) other members of the class of behavior
to be modeled.
FSC Estimated investment of practicum
effort: __2___ points
Competency 41:
Demonstrate the generalization gradient.
Definition: GENERALIZATION GRADIENT (OPERANT)--Generalization occurs when an
organism responds to values of the SD (or fewer responses to the SD)
that were not trained during acquisition.
A generalization gradient is the function (graph) that relates stimulus
values to a measure of response strength.
GENERALIZATION GRADIENT (respondent)-- Generalization occurs when an
organism shows a conditioned response to values of the CS that were not trained
during acquisition. A generalization
gradient is the function (graph) that relates stimulus values to a measure of
response strength.
Directions: Create a set of cards with different
examples of cats. Order these cards
from those that look much like a cat to those that hardly look like a cat at
all. Mix these cards in with pictures
of other animals. Present the entire
deck of cards to the child repeatedly, keeping record of the latency of the
child's response and the percent correct.
Reinforce correct answers to non-cat cards, but make no response one way
or another after responses to cat cards.
Use social reinforcement or other reinforcers if necessary for
cooperation. Plot the data such to see
whether your data reveal a generalization gradient for the cat cards. Describe your results.
FSC estimated investment of practicum
effort: __3___ points
Competency 42: Show concept formation (i.e., generalization
within and across stimulus classes).
Definition: CONCEPT FORMATION is the establishment of a
discrimination based on a class of stimuli such that an organism generalizes
among all stimuli within the class but discriminates them from those in other
classes. Such classes play much the
same role in analyses of discriminative stimuli as operants do in analyses of
response classes. Cf. ABSTRACTION, DISCRIMINATION, GENERALIZATION,
STIMULUS.
Directions: Find a young child. Select a concept such as "heavy"
or "blue" or "tree" and created a set of stimulus cards to
present to the child. Separate the card
into two piles. On pile will be
different examples, all of which contain the common property to which the child
is to response-simply in varying forms.
The second pile should be non-examples-none of which contain the
property. Perhaps, shuffle the cards
and present them, at first with added prompts if necessary. Record what you do and the effects you
get. Continue the procedure until the
child responds correctly to each card (randomly presented) twice in a row. Comment on the degree of your success. Provide two additional examples of other
ways to demonstrate concept formation.
FSC estimated investment of practicum
effort: __3___ points
Motivational variables
*Competency 43: Use an establishing operation.
Definition: An ESTABLISHING OPERATION is defined as any
change in the environment that alters the effectiveness of some object or event
as reinforcement and simultaneously alters the momentary frequency of the
behavior that has been followed by that reinforcement. Thus, an establishing operation has two
major effects: (a) It increases the momentary effectiveness of reinforcement
supporting operant behavior, and (b) it increases the momentary probability of
responses that in the past produced such reinforcement. For example, the most
common establishing operation is deprivation for primary reinforcement. This
procedure has two effects. First, food becomes an effective reinforcer for any
operant that produces it. Second, behavior that has previously resulted in
getting food becomes more likely.
Directions: (See competencies above) Any setting events function as establishing
operations. The specific objective here
is to manipulate conditions that change the reinforcing value of a
stimulus. Show data that verify the
change in probability brought about.
FSC estimated investment of practicum
effort: __2___ points
Multiple causation
Competency 44: Establish/demonstrate multiple variable
control.
Definition: MULTIPLE CAUSATION OF BEHAVIOR is the
determination of behavior by two or more variables acting at the same
time. Behavior is always controlled by
multiple variables, although some may be more important than others. Behavior analysis involves procedures that
allow the multiple factors controlling behavior to be examined one at a
time.
Directions: Treatment procedures almost always involve
combinations of variables, many of which may have little or no important
contribution to the effects. A
breakdown of complex variables into components may allow for more economical
applications. Measure the effect of a complex
treatment while simultaneously measuring two or more components of the treatment. Using an appropriate design strategy delete
and return elements to see whether the behavioral changes are maintained. For example, DRO procedures may be used in
concert with punishment. A separate
analysis of each component's effects may reveal different contributions and may
lead to a more efficient application.
FSC estimated investment of practicum
effort: __4___ points
C.
Behavior Change Procedures: Consequence
Procedures
*Competency 45: Demonstrate positive and negative
reinforcement.
Definitions: POSITIVE REINFORCEMENT--A procedure whereby
the rate of a response maintains or increases as a function of the contingent
presentation of a stimulus (a positive reinforcer) following the response. NEGATIVE REINFORCEMENT--Negative reinforcement
refers to an operant performance whose frequency increases because it has
terminated an aversive stimulus. Both
negative and positive reinforcement increase the frequency of a performance. In
the case of negative reinforcement, the increase comes about because of the
termination of the stimulus, while in the case of positive reinforcement, the
increase occurs as a result of the effect of a reinforcing stimulus.
Directions: This competency has two separate
requirements. You should use two separate
behaviors. First establish that your
consequence is in fact a positive reinforcer, perhaps by reinforcer
sampling. Then make it contingent upon
behavior and record the increase in rate.
Secondly, select a stimulus the individual will escape or avoid. Set up a response requirement in which the
rate of behavior increases as a function of either escape or avoidance. A simple application is using the
"you're getting warmer, your getting colder" game, although you may
wish to work with a more socially important behavior.
FSC estimated investment of practicum
effort: __2___ points
*Competency 46: Demonstrate the extinction procedure and
note effects.
Definition: EXTINCTION is a procedure in which the
reinforcement of a previously reinforced behavior is discontinued. Extinction also may be used to describe the
"process" by which a previously learned behavior disappears as a
result of nonreinforcement.
Directions: Select a behavior that occurs at a
relatively high rate--the supporting reinforcement for which you can
control. This could be an instance of
bringing a behavior under stimulus control, i.e., reinforcing it under one
condition and not another. Collect
baseline data and begin extinction at an appropriate point, noting your effects
on your graph. Describe the emotional
side effects of the procedures if you see them. Continue until the behavior is nearly absent under the conditions
of extinction.
FSC estimated investment of practicum
effort: __2___ points
Reinforcement Schedules
*Competency 47: Demonstrate appropriate thinning of
reinforcement schedules.
Definitions: SCHEDULE OF REINFORCEMENT--The response
requirements that determine when reinforcement will be delivered (i.e.,
Interval, Fixed and Variable time, Ratio schedules of reinforcement, Limited
hold, Differential reinforcement of high rates (DRH), and Adjusting
schedules. RATIO
SCHEDULES--Reinforcement is programmed according to the number of responses
emitted by the organism. INTERVAL
SCHEDULES--Schedules of reinforcement that are based on the passage of time and
one response after that time.
Directions: Shape a behavior until it occurs
consistently with continuous reinforcement.
Reduce the frequency of reinforcement to an intermittent schedule while
recording the rate of the behavior.
Slowly increase either the ratio or interval necessary for
reinforcement. Show that the behavior
is maintained by the frequency of reinforcement that would be similar in the
natural environment.
FSC estimated investment of practicum
effort: __2___ points
*Competency 48: Demonstrate use of limited hold
reinforcement contingency.
Definition: A LIMITED HOLD is a restriction placed on
an interval schedule requiring that the response occur within a particular time
limit following the interval to be eligible for reinforcement, or the
reinforcer is lost.
Directions: Set up a situation where the individual must
learn that reinforcement is available for only a restricted amount of time
after given intervals. This could be
learning to watch for something at the right time, or possibly tapping in a
restricted rhythm--as in teaching a young child to clap rhythmically. Try to select a behavior with social
relevance. Show that behavior conforms
to the contingency.
FSC estimated investment of practicum
effort: __1___ point
*Competency 49: Determine appropriate intermittent
reinforcement schedules for maintenance.
Definition: In an INTERMITTENT REINFORCEMENT schedule of
reinforcement which some, but not all, of the occurrences of a response are
reinforced.
Directions: Present descriptive evidence (possibly a
graph) about your application of reinforcement on an intermittent basis. You may wish to cite evidence from elsewhere
in your documentation of these competencies.
FSC estimated investment of practicum
effort: ___1__ point
Competency 50: Apply DRO, DRI, DRA, and DRL schedules and
graph the results.
Definitions: DRO refers to a reductive procedure in
which reinforcers are delivered contingent on the nonoccurrence of a response
for a given time interval--sometimes called omission training. DRI refers to a particular ALT-R or DRA
procedure designed to increase the rate of a behavior or a set of behaviors
that cannot coexist with the one targeted for reduction. (E.g., reinforcing
completion of work reduces those forms of disruption that are incompatible with
working.) DRA refers to a reinforcement
procedure usually designed to reduce a given behavior by increasing alternative
behavior while withholding reinforcement for the unwanted response. DRL refers to a procedure in which behavior
is reinforced only if it is expressed after a preset interval of time but has
not been emitted during that interval. Example--a teacher compliments and calls
on a student who waits 3 minutes before participating again, and the target
behavior increases.
Directions: Your behavior and situation may affect your
selection of the use of one of the above procedures. Apply a single procedure from those above and measure the rate of
the behavior before and when it is applied.
Graph your results and briefly evaluate whether it was the best
procedure to apply.
FSC estimated investment of practicum
effort: __2___ points
*Competency 51: Apply relevant schedules of reinforcement.
Definition: A reinforcement SCHEDULE is a specification
of the criteria by which responses become eligible to produce reinforcers. See
specific cases. COMPOUND SCHEDULE, DIFFERENTIAL REINFORCEMENT SCHEDULE, HIGHER
ORDER SCHEDULE, INTERVAL SCHEDULE, LIMITED HOLD, RATIO SCHEDULE, TIME
SCHEDULE.
Directions: You may have achieved this competency in
accomplishing others. The task is to
select a schedule of reinforcement that maintains behavior and is parsimonious. Graph the rate and present a brief
description of why you chose the schedule.
FSC estimated investment of practicum
effort: __2___ points
Shaping
*Competency
52: Correctly use differential
reinforcement while shaping behavior
Definition: Differential reinforcement is the reinforcement
of one class (or form, or topography) of behavior and not another. When producing stimulus control, it is the
reinforcement of a behavior under one stimulus condition but not under another
stimulus condition. It may also consist
of reinforcing one behavior under one stimulus condition as other behaviors are
also reinforced under different stimulus conditions. Shaping is the process of building an operant by reinforcing
only those responses that are closest to it. When the operant we want is a
response to a certain kind of stimulus (such as answers to a question or
solutions to problems), shaping also requires "building" in the
stimuli to be presented. The first questions or problems given to students are
not as complex as those we expect them to answer or solve later.
Directions: Select a terminal behavior that can
reasonably be achieved within at least 15 minutes. It should be a behavior not currently in the individual's
repertoire. Evidence for this objective
may be a written account of the frequency of various approximations as they are
achieved. A video record would be an
excellent way of doing this.
FSC estimated investment of practicum
effort: __1___ point
Punishment
*Competency 53: Apply punishment procedures and record
primary and secondary effects.
Definition: PUNISHMENT is a class of procedures
involving the occurrence of a stimulus immediately following responding that
results in an decrease in some aspect of the response class over baseline
levels. It involves a procedure in
which an operant performance is followed by an aversive stimulus. Punishment, therefore, is usually an
interaction between a performance maintained by positive or negative
reinforcement and an aversive stimulus.
The aversive stimuli employed as punishment may automatically condition
accompanying behavior or environments through simultaneous pairing, causing
these stimuli to become aversive.
Emotional reactions elicited by the aversive stimuli may interfere with
appropriate behavior.
Directions: Take great care in accomplishing this
objective as you do not want to violate procedural guidelines relevant to your
setting. It is reasonable to select a
very mild behavior problem and apply an aversive stimulus such as disapproval,
or time out. Take a baseline of several
days and then begin the contingent disapproval, or time out. Record the change in behavior and graph this
performance. Discuss any accompanying
side effects noted during the procedure, such as attempts to escape or avoid
the applier of the punishment or the situation in which it is applied.
FSC estimated investment of practicum
effort: __2___ points
Competency 54: Employ time out procedures appropriately and
measure effects.
Definition: TIMEOUT is a procedure in which access to
varied sources of reinforcement is removed or reduced for a particular time
period contingent on a response. The
opportunity to receive reinforcement is contingently removed for a specified
time. Either the behaving individual is
contingently removed from the reinforcing environment, or the reinforcing
environment is contingently removed for some stipulated duration. A TIMEOUT ROOM is a physical space that is
arranged to minimize the reinforcement that an individual is apt to receive during
a given time period--sometimes referred to as timeout booth or quiet
place. Procedures for using such
facilities must conform to ethical and legal standards. (NOTE:
The use of time out procedures is not allowed unless the site approves
the use of the procedure and it is implemented according to the site's
requirements for the use of punishment procedures.)
Directions: Measure and plot the rate of a problematic
behavior over a few baseline sessions.
Then contingently withdraw or reduce reinforcement when the behavior
occurs for a few sessions. Graph your
effects and briefly discuss the results of your procedure.
FSC estimated investment of practicum
effort: __3___ points
Competency 55: Apply response cost procedures and note
effects.
Definition: RESPONSE COST is a reductive procedure in
which a specified amount of available reinforcers is continently withdrawn
following the response. Usually these
reinforcers are withdrawn from the individual's reserve, as with loss of points
or yardage, or fines. However, in a
modification of this procedure, bonus response cost, the reinforcers are taken
away from a reserved pool of potential bonus reinforcers.
Directions: (NOTE: In many situations, the use of
response cost procedures is not allowed unless the site approves the use of the
procedure and it is implemented according to the site's requirements.) You, of course, must be in an established
situation in which you can manage reinforcers.
This objective could be accomplished with a kind of game with a child,
in which s/he earned tokens and lost them for accomplishing some task. Plot the behavior and apply the
procedure. Note the changes on a graph
and accompany the graph with a brief discussion.
FSC estimated investment of practicum effort: __2___ points
Competency 56: Apply a type of overcorrection procedure in
accordance with site regulations and with supervision.
Definition: Overcorrection refers to a reductive
procedure that is a subcategory of contingent exertion. Overcorrection consists of one or both of
two basic components. (1) Restitutional
training (or restitutional overcorrection), which requires the individual to
restore the environment to a state substantially improved from that which
existed prior to the act; and (2) positive practice (or positive practice
overcorrection), which requires the individual repeatedly to practice a
positive alternative behavior. When no
environmental disruption occurs, only the positive practice procedure is
used.
Directions: Take baseline measurements of the target
behavior. (After applying for approval
from responsible administrators if necessary) employ one of the types of
procedures listed above. You should
give evidence of treatment integrity over repeated applications and document
the changes that occurred in the target behavior. Write a brief description of your application and comment upon
its appropriateness.
FSC estimated investment of practicum
effort: __4___ points
Respondent Conditioning
Competency 57: Establish a conditioned stimulus in the
respondent paradigm and/or show the extinction of an unconditioned response (as
with unreasonable fear for example).
Definitions: The CONDITIONED REFLEX is a reflex produced
by a contingent relation between stimuli (see CONTINGENCY). One stimulus, originally neutral, sets the
occasion for presenting a second stimulus, the unconditioned stimulus
(US). A conditioned reflex is created
when the neutral stimulus becomes a conditioned stimulus (CS), eliciting a
response by virtue of its contingent relation to the US. This response, a conditioned response (CR),
is often related to but is not necessarily the same as the unconditioned
response (UR) elicited by the US. Responses elicited by the CS before
conditioning (e.g., orienting responses) tend to disappear as conditioning
progresses.
Directions: Knee jerks, blanching, blushing, heart rate,
or even blood pressure can be measured easily.
However, a particularly good "desensitization" demonstration
would show the actual extinction of a conditioned response as, for example,
fear of water, animals, certain people, or heights. Showing the progressive reduction in heart rate when a child is
repeatedly brought into contact with a stimulus that has been previously
conditioned to be aversive would be an excellent example. You would, of course, be careful not to
allow the conditioned stimulus to be re-paired with another aversive stimulus
during the process. Document the
evidence of the fear first and graph the respondent's reduction that results
from non-pairing.
FSC estimated investment of practicum
effort: ___3__ points
IV. Generalization and Maintenance
of Intervention Effects
*Competency 58 -
Demonstrate the use of natural contingencies in intervention planning.
Definition: Natural contingencies are functional
arrangements between behavior, antecedent, and consequent events that occur in
the environments in which the behavior of interest is to be maintained (Florida
Task List for Applied Behavior Analysis, 1997, p. 29.)
Directions: Use direct observation methods to identify
the natural contingencies occurring in the environment. Task analyze and describe the associated
performance requirements of the behavior selected for change in narrative form.
FSC estimated investment of practicum
effort: ___2__ points
*Competency 59 -
Demonstrate the use of reinforcement and procedure fading after the
establishment of behavior to facilitate maintenance of intervention
effects.
Definition: See Competency 40 for a description of the
thinning of reinforcement schedules.
Procedure fading consists of gradually fading the intrusiveness of the
intervention until performance is maintained with natural contingencies only
(see definition in Competency 59).
Directions: Provide data of an individual’s dependent
variable in graphical form that show the maintenance of desirable levels of the
behavior while intervention intrusiveness is gradually decreasing until
intervention has been discontinued completely.
FSC estimated investment of practicum
effort: ___2__ points
*Competency 60 -
Demonstrate use of diverse training procedures in intervention planning and
implementation.
Definition: Diverse training consists of using multiple
stimulus exemplars, multiple response exemplars, and less discriminable
antecedents and consequences during interventions to facilitate generalization
of behavior change across persons, behaviors, settings, and/or time (Stokes
& Osnes, 1989).
Directions: In a written intervention plan, describe the
methods trainers should use to facilitate generalization. Require that data be collected in multiple
settings where the dependent variable could occur and when multiple trainers
are responsible for intervention implementation. Provide documentation that the use of controlled and frequent
variation of stimulus and response examples and antecedents and consequences
occurred during intervention that were consistent with the direct and
generalized targets for the intervention program. This can be accomplished
partially by using multiple trainers, slight variations in methods, multiple
training materials, multiple settings, and multiple classes of consequences.
Describe in narrative form the variations that were used that could facilitate
generalization of behavior change.
Monitor the dependent variable while the variations in stimulus and
response exemplars occur. Monitor the
dependent variable in settings other than the training setting to assess the
occurrence of generalization.
FSC estimated investment of practicum
effort: ___2__ points
*Competency 61 -
Demonstrate the incorporation of functional mediators in intervention planning
and implementation.
Definition: A mediator is a stimulus that occurs between
the training and the occurrence of generalization in such a way that it
facilitates or mediates that generalization, probably as a discriminative
stimulus for the performance of the behavior.
A mediating stimulus is usually one that can be carried easily by the
consumer to a diversity of extra-therapy conditions or is readily present in a
diversity of conditions. To be useful,
the mediator must both be present or produced in other relevant conditions and
must be functionally discriminative for performance in those stimulus
conditions. Mediators can be physical,
social, self-mediated, and/or verbal and overt (Stokes & Osnes, 1989).
Directions: In a written intervention plan, describe the
functional mediators that will be used to facilitate generalization. Examples include physical stimuli that occur
across settings, i.e., academic materials; social stimuli that occur across
settings, i.e., greetings, smiles; self-mediated physical stimuli that the
consumer can transport across settings, i.e., a notebook, a self-recording
notebook, a rubber band on the wrist; and self-mediated verbal and overt
stimuli, i.e., self-instructions, verbal statements that the consumer makes in
one setting to commit to the exhibition of behavior in other settings. In the intervention plan, require that data
be collected in multiple settings where the dependent variable could
occur. Provide documentation that the
use of the functional mediators occurred during intervention that were
consistent with the direct and generalized targets for the intervention program.
Monitor the dependent variable across settings where the functional mediators
were used.
FSC estimated investment of practicum
effort: ___2__ points
V. Transfer of Technology
*Competency 62 -
Demonstrate use of competency-based training to disseminate intervention
planning and implementation procedures to multiple providers/caregivers.
Definition: The competent use of applicable behavior
analysis procedures by others, with minimal or no direct involvement by the
professional practitioner (Florida Task List for Applied Behavior Analysis,
1997, p. 31.)
.
Directions: Select, develop, and use competency-based
training for persons who will be responsible for carrying out behavioral
assessment and behavior change procedures.
This includes assessing the need for training; clearly defining training
objectives, and establishing competencies that implement individual and family
support plans or strategic plans of agencies/businesses; clearly defining
training procedures; establishing methods for measuring results of training on
the performance of each participant; using standard classroom, simulations and
in vivo training methods; arranging for trainee feedback for use in adjusting
training; and using competency based proficiency checklists or other data
sources (Florida Task List for Applied Behavior Analysis, 1997).
FSC
estimated investment of practicum effort:
___4__ points
VI. Complex Techniques
*Competency 63: Use reinforcer sampling techniques.
Definition: Reinforcer sampling is a procedure that
enables an individual to come in contact with a potential reinforcer to
experience the function of the stimulus. The procedure is useful in developing
new reinforcing consequences for a given individual.
Directions: Set up a situation in which an individual's
behavior comes into contact with at least two potential reinforcers. Then show that behavior can be supported by
at least one of these potential reinforcers.
The important issue is that your evidence of whether something serves as
a reinforcer is NOT the individual's verbal behavior about it, but rather the
reinforcing consequence of the stimulus.
FSC estimated investment of practicum
effort: __4___ points
*Competency 64: Construct contingency contracts, implement
them, note effects.
Definition: A contingency (or BEHAVIORAL) CONTRACT is a
negotiated goal(s) and procedure(s) of a behavior analysis program, mutually
agreed on by the client or advocate and other involved persons, and modifiable
by joint agreement.
Directions: Do two different contracts, one with the
focus behavior being something you want to improve in your repertoire and the
other being something someone else wants to change in his/her repertoire. Keep track of these behaviors for baselines,
set up a contingency contract for each and apply them. Make adjustments as needed. Plot your data and summarize it briefly,
giving pros and cons of what was done and how it could be improved. If you used self-report, say why you think
it was accurate.
FSC estimated investment of practicum
effort: __5___ points
*Competency 65: Apply group-oriented behavior management
techniques.
Definition: Group contingencies are arrangements in
which antecedents and consequences are delivered to some or all members of a
group as a function of the performance of one, several, or all of its members.
Interdependent group contingencies are those in which members of the group are
treated as if they were a single behaving individual. The group's performance
determines the reinforcer each member receives. For example, "If the group
averages 90% on the test, everyone will have free time." The GOOD BEHAVIOR GAME is a group management
package in which the group is divided into two or more teams, and rules are
specified. In its original form, a team received a check against it if a member
violated one of the rules. Reinforcers were provided for each team with fewer
than the criterion number of marks or for the team with the fewest marks at the
end of a preset period. Now its use
frequently involves reinforcing consequences as well as punishment, such as
providing points exchangeable for reinforcers for a team when its members act
according to the rules
Directions: Apply the Good
Behavior Game for several days and record its effects, or propose another
activity that involves a group contingency and implement it following approval
from your Major Professor and site supervisor.
FSC estimated investment of practicum
effort: __5___ points
*Competency
66: Conduct informal and structured
interviews and describe the advantages and disadvantages.
Definitions: Direct observation is best but interviews of
the individual and significant others in the environment may be the best one
can do in assessing a behavior and the environments in which it occurs. A standard behavior checklist and a listing
of anecdotal observations can be helpful.
Create or borrow a checklist and/or an anecdotal observation recording
form relevant to your targeted situation (for example, see Cooper, Heron, &
Heward's Applied Behavior Analysis, page 41).
Directions: Find a situation in which behavior is
reported to be a problem. Conduct an
interview using a an anecdotal observation recording form and have someone else
also do an independent same interview, using the same form. Use these forms in a brief discussion of the
usefulness of this type of structured interview.
FSC estimated investment of practicum
effort: __3___ points
*Competency
67: Employ
self-management/measurement techniques.
Definition: SELF-MANAGEMENT is a procedure in which
individuals change some aspect of their own behavior. One or more of four major
components are generally involved. (1) Self-selection of goals; (2) monitoring
one's own behavior; (3) selection of procedures; and (4) implementation of
procedures.
Directions: Select a personal behavior you would like to
improve, e.g., meeting appointments on time, reading more extracurricular
books, writing letters to friends, doing aerobic exercises, etc. Measure its rate or duration each day and
plot it on a graph. When appropriate,
apply a contingency that involves meeting a goal and monitoring by another
person. Outline your project briefly
describing your figure(s) and comment upon its appropriateness.
FSC estimated investment of practicum
effort: __5___ points
Competency 68: Construct a token economy, implement, and
evaluate it.
Definition: A TOKEN ECONOMY is a reinforcement system
based on token reinforcement; the contingencies specify when, and under what
conditions, particular forms of behavior are reinforced. The system is an
economy in the sense that tokens may be exchanged for goods and services, much
like money is in our economy. This exchange of tokens for a variety of back-up
reinforcers ensures that the tokens are conditioned reinforcers.
Directions: This elaborate competency is likely to be
achieved in a family, school, or community setting. It should have be blessings of those responsible for the
situation. Clearly outline the rules,
listing the features of the definition given above. Your description should be complete enough to allow someone to
duplicate your methods.
FSC estimated investment of practicum
effort: __5___ points
Competency 69: Chain behavior using backward and forward
conditioning methods.
Definitions: A CHAIN is a complex behavior consisting of
two or more response segments that occur in a definite order. A chain can be homogeneous or heterogeneous. Homogeneous chains consist of responses that
are similar to one another, as in lifting or throwing. Heterogeneous chains
consist of responses that differ from one another, as in playing football or
assembling a barbecue. FORWARD
CHAINING is effecting the development of a chain of responses by training the
first response or link in the chain initially; the second next; and so on,
joining the series of links together, until the entire chain is emitted as a
unitary complex behavior. BACKWARD
CHAINING is effecting the development of a behavioral chain of responses by
reinforcing the last response, element, or link in the chain first; the last
two next, and so on, until the entire chain is emitted as a single complex
behavior.
Directions: Find a young child, if possible, and teach
the child to tie two equally difficult, but different knots--one by backward
chaining and the other by forward chaining.
Briefly describe the relative success of the two methods in your
commentary.
FSC estimated investment of practicum
effort: __2___ points
*Competency 70: Develop imitative behavior and induce
generalization.
Definition: Imitation training consists of three parts:
(1) the teacher demonstrates the behavior the learner is to engage in (called
the imitative stimulus; (2) the learner is called on to produce a similar
behavior called the imitative behaviors; and (3) the teacher arranges for some
type of reinforcement for the imitative behavior. The imitative stimulus is an SD for the imitative behavior.
Directions: (See competency above)
FSC estimated investment of practicum
effort: __3___ points
Competency 71:
Apply the good behavior game.
Definition: The GOOD BEHAVIOR GAME is a group management
package in which the group is divided into two or more teams, and rules are
specified. In its original form, a team received a check against it if a member
violated one of the rules. Reinforcers
were provided for each team with fewer than the criterion number of marks or
for the team with the fewest marks at the end of a preset period. Now its use frequently involves reinforcing
consequences as well as punishment, such as providing points exchangeable for
reinforcers for a team when its members act according to the rules.
Directions: Employ the game in some form with a group of
individuals. It could be a group of
trainees who are working to depart from a training session early if a criterion
is met. Describe your procedures and
their effects and comment.
FSC estimated investment of practicum
effort: __3___ points
Appendix 1
References
Cooper,
J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis.
Columbus, OH: Merrill.
Miltenberger,
R. B. (2001). Behavior modification:
Principles and procedure: Second
Edition. Pacific
Grove, CA: Brooks/Cole.
Florida Task List for Applied Behavior Analysis
(1997)
Stokes, T.F. & Osnes,
P.G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.
Appendix 2
Practicum Competency Form
Cover Sheet
Practicum
Competency Form
Cover
Sheet
Student Name:
___________________
ABA MA program competency number ______ demonstrated herein.
Number of Practicum points earned by this competency: ____
Location where the activity took place: _________________
Describe below how the competency was demonstrated and
attach to this form verification evidence of the demonstration, such as data
sheets, graphs, pictures, etc. These
materials should be sufficiently complete to verify to an external reviewer
that you accomplished the competency as described in the Program Practicum
Competency listing and of sufficient quality to prepare you to qualify for BCBA
examination.
The following person verifies by his/her signature that you
have completed the above described activity at a performance level sufficient
for preparation to take the Board Certified Behavior Analyst certification
examination. (This supervisor must be a
CBA or BCBA in good standing).
CBA/BCBA Name _____________________________________
Date: __________________
Appendix 3
Practicum Competency Log
Master’s Program in Applied Behavior Analysis
Office of Graduate Studies
University of South Florida
Practicum Competency Log
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Date |
Competency |
# |
pts |
Supervisor |
Total pts |
Time began |
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