ED X309C.5 - Procedures, Interventions, and Supervision

Course Description

This course focuses on (1) behavior-change procedures, (2) selecting and implementing interventions, and (3) personnel supervision and management.

Topics related to behavior change procedures include errorless teaching, using most-to-least prompt hierarchy, using least-to-most prompt hierarchy, inserting prompt delays, stimulus fading, using differential reinforcement procedure (e.g., DRA, FCT, DRO, DRL, NCR), and identifying potential side effects.

Topics related to selecting and implementing interventions include: identifying intervention goals in observable and measurable terms, monitoring client progress and treatment integrity, making data-driven decisions regarding the effectiveness of the intervention, the need for treatment revision, and the need for ongoing services, and collaborating with others who support and/or provide services to clients.

Lastly, topics related to personnel supervision and management include: establishing clear performance expectations for the supervisor and supervisee, selecting appropriate supervision goals based on an assessment of the supervisee’s skills, training personnel to competently perform assessment and intervention procedures, using performance monitoring, feedback, and reinforcement systems, using a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance, using function-based strategies to improve personnel performance, and evaluating the effects of supervision (e.g., on client outcomes, on supervisee repertoires). 

Learner Outcomes

At the end of the course students will be able to:

• Identify and correctly implement stimulus and response prompts and fading procedures (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading)
• Identify and use the appropriate differential reinforcement procedure (e.g., DRA, FCT, DRO, DRL, NCR)
• Plan for possible unwanted side effects when using reinforcement, extinction, and punishment procedures
• State intervention goals in observable and measurable terms
• Identify potential interventions based on assessment results and the best available scientific evidence
• Recommend intervention goals and strategies based on client preferences, supporting environments, risks, constraints, and social validity.
• Monitor client progress and treatment integrity
• Make data-based decisions about the effectiveness of the intervention, the need for treatment revision, and the need for ongoing services
• Collaborate with others who support and/or provide services to clients
• State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance)
• Establish clear performance expectations for the supervisor and supervisee
• Select supervision goals based on an assessment of the supervisee’s skills
• Train personnel to competently perform assessment and intervention procedures
• Use performance monitoring, feedback, and reinforcement systems
• Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance
• Use function-based strategies to improve personnel performance
• Evaluate the effects of supervision on an ongoing basis (e.g., on client outcomes, on supervisee repertoires)

Notes

Applies Towards the Following Certificates

• Applied Behavior Analysis : Applied Behavior Analysis 5th Edition
• International Applied Behavior Analysis : Required Courses