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Last Revised by: Lauren DeClaire 4/8/13
Kalamazoo
Autism Center
Training Manual
Advanced Practicum Version
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Last Revised by: Lauren DeClaire 4/8/13
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Last Revised by: Lauren DeClaire 4/8/13
Table of Contents
● Contact Information……………………….…………………………………………………………......3
●...
4
Last Revised by: Lauren DeClaire 4/8/13
● Error Correction……………………………………………………………………………………………..11
● CDC Rules (dress cod...
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Last Revised by: Lauren DeClaire 4/8/13
Contact Information
NamePhone #EmailRole
Kris Bodine(269) 270-4653kdbodine11@gma...
6
Last Revised by: Lauren DeClaire 4/8/13
Miss Nicole(269) 349-2445CDC Director
Syllabus for the KAC
7
Last Revised by: Lauren DeClaire 4/8/13
● Seminar:
Wednesdays, 6:30-8:00pm
Wood Hall TBA
Western Michigan University
● I...
8
Last Revised by: Lauren DeClaire 4/8/13
■ Weekly Homework Assignments
● 10-20 points
● Weekly homework assignments
● Sem...
9
Last Revised by: Lauren DeClaire 4/8/13
○ If no supervisors answer- Call the CDC and explain the situation
○ Leave a voi...
10
Last Revised by: Lauren DeClaire 4/8/13
■ Seminar will be an opportunity for all of us to discuss things as a group. In...
11
Last Revised by: Lauren DeClaire 4/8/13
● VB-MAPP:
○ Introduction
■ What do you already know about the Verbal Behavior ...
12
Last Revised by: Lauren DeClaire 4/8/13
● At the end of the semester, you will fill out a form about your child
■ Final...
13
Last Revised by: Lauren DeClaire 4/8/13
72 C DC D E
67 DC D E
62 D E
<62 E
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Last Revised by: Lauren DeClaire 4/8/13
COURSE SCHEDULE
DATEIN CLASSDUE
Week 1
5/8
● Syllabus review
● Expectations for...
15
Last Revised by: Lauren DeClaire 4/8/13
Week 6
6/12
● Setting up Functional Analysis
Conditions
● Continued ABC data
● ...
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Last Revised by: Lauren DeClaire 4/8/13
Week 12
7/24
● Final Presentation Feedback● Rough Draft of Presentation due
Wee...
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Last Revised by: Lauren DeClaire 4/8/13
18
Last Revised by: Lauren DeClaire 4/8/13
19
Last Revised by: Lauren DeClaire 4/8/13
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Last Revised by: Lauren DeClaire 4/8/13
Tutor Responsibilities
The following are responsibilities of all tutors at the ...
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Last Revised by: Lauren DeClaire 4/8/13
● Child Departures
● If you are present when your child departs, you should gui...
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Last Revised by: Lauren DeClaire 4/8/13
■ Before you take a reinforcer away, have the materials ready for the next tria...
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Last Revised by: Lauren DeClaire 4/8/13
■ 4. Repeat steps 2-3 until step 3 results in a correct and independent respons...
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Last Revised by: Lauren DeClaire 4/8/13
■ Codes should be written in red and initialed
■ A complete code list is displa...
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Last Revised by: Lauren DeClaire 4/8/13
● Incident/Health Reports:
■ All injuries have to be documented immediately.
■ ...
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Last Revised by: Lauren DeClaire 4/8/13
■ No sweatpants or pajama bottoms
■ No leggings as pants
● If you wish to wear ...
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Last Revised by: Lauren DeClaire 4/8/13
■ The KAC is a guest of the CDC. Please be mindful that we are not unnecessaril...
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Last Revised by: Lauren DeClaire 4/8/13
Emergency Situations
● Fire Drills and Fire Emergencies
○ An alarm will sound
■...
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Last Revised by: Lauren DeClaire 4/8/13
KAC Daily Schedule
8-8:45 Current Procedures
3:45-9 Mastered Procedures
9-9:30 ...
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Last Revised by: Lauren DeClaire 4/8/13
3-3:15 Snack
3:15-4 Current Procedures
4-4:15 Mastered Procedures
4:15-4:45 Cur...
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Last Revised by: Lauren DeClaire 4/8/13
■ Good example: “She had trouble attending, so I made sure she had a novel rein...
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Last Revised by: Lauren DeClaire 4/8/13
Structured Play
● Structured play is during the following times:
○ 9:45
○ 11:30...
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Last Revised by: Lauren DeClaire 4/8/13
Mastered Procedure Protocol
● Rotate through ALL mastered materials
○ Each chil...
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Last Revised by: Lauren DeClaire 4/8/13
● Use new objects
● Use puzzles
● Match pictures of people to the actual people...
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Last Revised by: Lauren DeClaire 4/8/13
● Running Procedures:
○ Get reinforcers ready for both children.
○ Start runnin...
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Last Revised by: Lauren DeClaire 4/8/13
Communicating with Parents
● We are fortunate to have some very supportive and ...
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Last Revised by: Lauren DeClaire 4/8/13
○ Talk negatively about the procedures, protocols, children, tutors, staff, KAC...
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Last Revised by: Lauren DeClaire 4/8/13
You are entering your third (or more!) semester at the KAC. This means that you...
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Last Revised by: Lauren DeClaire 4/8/13
Dat
e
___
___
___
___
__
Grade
___________
___
Date
_______
_______
Grade
_____...
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Last Revised by: Lauren DeClaire 4/8/13
+ /
-
Child never left
unattended?
+ /
-
+ /
-
+ /
-
+ /
-
Procedure run as
wri...
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Last Revised by: Lauren DeClaire 4/8/13
+ /
-
+ /
-
+ /
-
Implemented
feedback?
+ /
-
+ /
-
+ /
-
+ /
-
Proper
arrangem...
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Last Revised by: Lauren DeClaire 4/8/13
Pro
ced
ure
___
___
___
___
___
___
___
___
___
___
Appropriate
reinforcer
deli...
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Last Revised by: Lauren DeClaire 4/8/13
--
+ /
-
Tracked all
ELO's?
+ /
-
+ /
-
+ /
-
+ /
-
Did not argue
with
instruct...
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Last Revised by: Lauren DeClaire 4/8/13
Waiver for Access to Recommendation Forms
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Last Revised by: Lauren DeClaire 4/8/13
From Courses by Dr. Malott
Every semester, T.A.s in Dr. Malott’s courses comple...
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Last Revised by: Lauren DeClaire 4/8/13
T.A. Name__________________________________________
Semester & Year____________...
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Last Revised by: Lauren DeClaire 4/8/13
Letter of Recommendation Request for Dr. Malott*
*you must indicate that you “w...
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Last Revised by: Lauren DeClaire 4/8/13
5)Yes NoYes No
■ Area of interest (e.g., Autism, DD, I/O, OBM,
etc.)?__________...
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Last Revised by: Lauren DeClaire 4/8/13
3570 Advanced
3980: BRSS
4990: BRSS
Grad/GRE Prep
Self-Mgmt
Pre-Practicum
Date ...
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Transcript of "Kac AP Training Manual 2013"

  1. 1. 1 Last Revised by: Lauren DeClaire 4/8/13 Kalamazoo Autism Center Training Manual Advanced Practicum Version
  2. 2. 2 Last Revised by: Lauren DeClaire 4/8/13
  3. 3. 3 Last Revised by: Lauren DeClaire 4/8/13 Table of Contents ● Contact Information……………………….…………………………………………………………......3 ● Syllabus…………………….…………………………………………………………………………………….4 ● Required text……………….…………………………………………………………………………………4 ● Participation…………………………………………………………………………………………….…….4 ● Attendance Policy………………………………………….……………………………………………….4 ● Professionalism………………………………………………………………………………………………5 ● Professionalism Deductions……………………………………………………………………………5 ● Grading Policy………………………………………………………………………………………………..6 ● Course Schedule…………………………………………………………………………………………….7 ● Tutor Responsibilities……………………………………………………………………………………..9 ● Daily Responsibilities………………………………………………………………………………………9 ● Child Arrival/Departure………..………………………………….…………………………………….9 ● Working with Your Child…………………………………….…………………………………………..10
  4. 4. 4 Last Revised by: Lauren DeClaire 4/8/13 ● Error Correction……………………………………………………………………………………………..11 ● CDC Rules (dress code, incident/health reports, confidentiality, etc.)…….………12 ● Emergency Information………………………………………………………………………………….15 ● KAC Daily Schedule………………………………………………………….……………………………16 ● Tutor Log Job-Aid………………………………………………………….………………………………..17 ● Structured Play………………………………………………………….……………………………………18 ● Mastered Procedure Protocol………………………………………………………….……………..19 ● 2-on-1 Protocol……………………………………………………………….……………………………..21 ● Communicating with Parents Protocol………………………………………………….………..22 ● LOR Waiver Form……………………………………………………………………………………………24
  5. 5. 5 Last Revised by: Lauren DeClaire 4/8/13 Contact Information NamePhone #EmailRole Kris Bodine(269) 270-4653kdbodine11@gmail.com KAC Junior Manager Lauren DeClaire(248) 514-8223laurendeclaire@gmail.com KAC Junior Manager Jenny Ward(269) 873-8964jenniferc.ward83@gmail.com KAC Senior Manager Leasa Androl(989) 233-5580leasaandrol@gmail.com KAC Senior Manager Kelly Stone(269) 599-5769kelly.t.stone@wmich.eduPhD Supervisor Jenn Freeman(989) 506-4329jennifer.l73.freeman@wmich.eduPhD Supervisor Dr. Malott(269) 372-1268dickmalott@dickmalott.comBig Man
  6. 6. 6 Last Revised by: Lauren DeClaire 4/8/13 Miss Nicole(269) 349-2445CDC Director Syllabus for the KAC
  7. 7. 7 Last Revised by: Lauren DeClaire 4/8/13 ● Seminar: Wednesdays, 6:30-8:00pm Wood Hall TBA Western Michigan University ● In seminar we discuss: ○ Center-wide Announcements ○ Highs ■ Highlights from the week ○ Report on ELOs and LOs ○ Child-specific groups ■ Any changes made to procedures ■ Barriers we’re experiencing with each child ● Negative behaviors, self-stimulation, weak motivating operations, prompt dependence, eating problems, toileting issues, etc. ● Solutions to these barriers ● Assignments ● Procedural or protocol changes ● Procedure writing ○ We will discuss ideas for writing new procedures ○ Graduate Student Presentations ○ Discuss Reading Assignments ○ Supplemental assignment discussion and turn in ● You will be graded on: ○ Participation & Professionalism- 120 points per week ■ Practicum Participation ● 10 points per hour ● Loss of 5 points/15 minutes late ■ Seminar Participation ● 10 points ● Loss of 5 points/15 minutes late
  8. 8. 8 Last Revised by: Lauren DeClaire 4/8/13 ■ Weekly Homework Assignments ● 10-20 points ● Weekly homework assignments ● Seminar participation ● ELOs and LOs ■ STRICT Attendance policy ● After three absences, the fourth results in a half letter grade drop ○ 4th absence = ½ letter grade ● No call, no show results in an automatic half letter grade drop ○ No call, no show= ½ letter grade drop ● If you know ahead of time that you will be gone: ○ Talk to the other tutors who work with your child to see if they can switch shifts (tell a supervisor and Kelly Stone about your arrangements) ○ If you cannot find someone to switch shifts, talk to other tutors who don’t specifically work with your child to see if they can switch shifts (tell a supervisor and Kelly Stone about your arrangements) ○ If you cannot find any other tutors to switch shifts with, tell a supervisor immediately- they will give you further instructions ● If you know ahead of time that you will be gone: ○ Talk to the other tutors who work with your child to see if they can switch shifts (tell a supervisor and Kelly Stone about your arrangements) ○ If you cannot find someone to switch shifts, talk to other tutors who don’t specifically work with your child to see if they can switch shifts (tell a supervisor and Kelly Stone about your arrangements) ○ If you cannot find any other tutors to switch shifts with, tell a supervisor immediately- they will give you further instructions ○ Once you have finalized any sift switches, please email then to Kelly Stone ● If something comes up the day of your shift (i.e., car will not start, you wake up with the flu, etc.) ○ Call the supervisor on your shift and explain the situation ■ Call me! ○ If they do not answer- call Kelly Stone ○ If she does not answer- call another supervisor
  9. 9. 9 Last Revised by: Lauren DeClaire 4/8/13 ○ If no supervisors answer- Call the CDC and explain the situation ○ Leave a voicemail and/or a text message for everyone! ○ Do not stop until you have gotten a response from someone. ● Professionalism ○ Deductions are taken away when necessary ○ You can lose points for the following: ● Failure to follow the schedule: 2-5 points ● Leaving the child unattended: 2-5 points ● Inappropriate use of aversives: 2-5 points ● Inappropriate cell phone usage: 5 points ● Inappropriate attire: 2 points ● Missed ADL needs: 2-5 points ● Failure to perform closing tasks: 2 points/task ● Failure to complete closing checklist: 5 points/person on the shift ● Failure to update log in child’s procedure book: 2 points ● Missed/Incorrect codes: 2 points ● Failure to explain code (in log): 2 points ● Missed phase changes/percentages/initials: 2 points ● Failure to clean up after your child once your shift is over: 2 points ● Failure to clean up for your child after lunch: 2 points ● Picking up child off of the ground: 2 points ● Failure to respond to an e-mail within 24 hours: 5 points for each day late ● Failure to write in the sign in/out sheet: 2 points ● *We reserve the right to deduct points for anything we deem unprofessional. ○ ○ Monitoring Scores- 200 points per week ■ Approximately 2 scores per week (100 points/each) ■ A copy of the Monitoring Form utilized to obtain your monitoring scores is included at the end of the manual ○ Seminar Participation 10 points
  10. 10. 10 Last Revised by: Lauren DeClaire 4/8/13 ■ Seminar will be an opportunity for all of us to discuss things as a group. In order to facilitate active discussions please come to seminar with a question or a deep thought to share with others about KAC, behavior analysis or on the assigned topic. ○ Seminar Assignments ■ **AP Rules and Guidelines: If you would like to turn in assignments electronically---all assignments turned in by email must be sent to laurendeclaire@gmail.com BEFORE our AP meeting. Or, If you prefer to turn in a hard copy you can turn that in at the BEGINNING of our meeting as well. Failure to do so will result in an immediate 2 point reduction from that assignment ■ Projects: 10 points each ● Autism in the Media: ○ On your own time you will do a mini research assignment of articles about autism in the media and treatments provided. Please pick at least three different articles and write a short 200 word summary on the articles you chose. Be prepared to discuss in seminar. ● Technical language worksheet: ○ It is important for all of us to know to explain what we do as behavior analysts to the general public. The goal of this assignment is for you to be able to describe what we do as Behavior Analyst to the general public and parents. ● Informal Functional Assessment: ○ You will come to class with a list of at least 5 different behaviors you can collect ABC data. You will then take ABC data on one specific behavior from this list, as part of an informal functional analysis. ○ You will then hypothesize the function of the behavior, how you would test it under functional analysis conditions and a possible solution. ● Gina Green/Red Dot procedure assignment ○ For this assignment you will need to review the Gina Green article from IP. You will then be required to review your child’s current procedures and come to class with at least 1 Gina Green violation. ○ You will also come to class with any red dot procedures or procedures with trends, and possible solutions to such problems. This information can be found within the KAC database Google drive provided by your instructor. ● ○
  11. 11. 11 Last Revised by: Lauren DeClaire 4/8/13 ● VB-MAPP: ○ Introduction ■ What do you already know about the Verbal Behavior Milestone Assessment Placement Program? Review your child’s current VBMAPP and come with at least 2 general questions. ○ Work Show Assignment ■ On your own time you will be required to watch the VBMAPP PowerPoint provided by your instructor. You will also be given a supplemental worksheet to finish and help you prepare for our VBMAPP discussion. ○ Reviewing your child’s current Milestones ■ Come to class with a list of 5 Milestones you child does not yet have and a list of 5 Milestones your child does have. ○ KAC Curriculum Assignment ■ Pick two Milestones that your child has recently mastered ■ Go into the KAC curriculum folder on Google Drive provided by your instructor. See what the next Milestone would be for your child’s curriculum. ■ How would you teach this target skill and why? ● One bin/book check with a supervisor ○ You will set up a time before or after your shift to receive a quick 10-minute training on how to conduct bin checks and book checks for your child. This is to prepare you for supervision and case coordinating responsibilities. ● ○ ■ ELOs and LOs- 5 points ● You will also be required to record your average number of ELOs and LOs each week. The goal is to have you progressively increase these numbers. ● You will be required to graph your weekly count on a Standard Celeration Chart. Weekly checks will be conducted in seminar ■ ● ■ Student Background Information- 50 points
  12. 12. 12 Last Revised by: Lauren DeClaire 4/8/13 ● At the end of the semester, you will fill out a form about your child ■ Final Fiesta Project- 50 points ● Rough draft=20 points ● Final draft=30 points ● At the end of the semester, you will create a group presentation about your child with other tutors working with him/her ○ Please follow the template given ■ Attendance at least 2 small group sessions -10 points each (20 points total) ○ Grading Matrix ■ To obtain an ‘A’ you must earn a 92% or better in the following areas: ● Quiz ● Homework assignments ● Participation ■ To obtain an ‘A’ you must also earn a 92% or better in the following areas: ● Monitoring Scores ● Professionalism Quizzes, Participation, and Assignments Grade 92 87 82 77 72 67 62 <62 Monitoring and Professionalism 92 A BA B CB C DC D E 87 BA B CB C DC D E 82 B CB C DC D E 77 CB C DC D E
  13. 13. 13 Last Revised by: Lauren DeClaire 4/8/13 72 C DC D E 67 DC D E 62 D E <62 E
  14. 14. 14 Last Revised by: Lauren DeClaire 4/8/13 COURSE SCHEDULE DATEIN CLASSDUE Week 1 5/8 ● Syllabus review ● Expectations for students ● Syllabus quiz **Will meet with IP students for this class. A different meeting will be decided at that time. ■ Come to seminar with your weekly availabilities to set a time for our weekly seminar Week 2 5/15 ● Discussion: Autism and Behavior analysis in the Media ● Autism in the Media assignment due ● 200 word essay on articles you chose Week 3 5/22 ● Discussion: the use of technical language ● Technical Language worksheet due Week 4 5/29 ● Discussion: Functional Assessment and ABC data collection ● List of behaviors due: at least 5 different behaviors you can take data on ● **Please review Functional Analysis article from IP for today’s class Week 5 6/5 ● Discussion: Functional Assessment continued ● How would you set up the different conditions to test your hypothesized function ● One week of ABC data collected on chosen behavior
  15. 15. 15 Last Revised by: Lauren DeClaire 4/8/13 Week 6 6/12 ● Setting up Functional Analysis Conditions ● Continued ABC data ● What is your hypothesis based off the functional assessment? Week 7 6/19 ● Discussion: Gina Green & Interpreting data and trends ● REVIEW: Gina Green Article from IP ● Review your child’s current procedures and come to class with at least 1 Gina Green violations ● Come with any red dot procedures or procedures with trends ● Week 8 6/26 ● VBMAPP: What do you already know? ● Come with 2 questions after reviewing your childs VBMAPP Week 9 7/3 ● VBMAPP: Work show (PowerPoint discussion) ● Watch the VBMAPP PowerPoint on your own time ● Complete the supplemental worksheet Week 10 7/10 ● VBMAPP● Come with a list of 5 Milestones your child does not yet have ● Come with a list of 5 Milestones your child does have Week 11 7/17 ● KAC Curriculum● Pick two Milestones your child has recently mastered ● Go into the KAC curriculum folder on Google drive and see where we would go next
  16. 16. 16 Last Revised by: Lauren DeClaire 4/8/13 Week 12 7/24 ● Final Presentation Feedback● Rough Draft of Presentation due Week 13 7/31 ● Final Presentation Discussion■ Final presentation due Tuesday at midnight Week 14 8/7 ● Final Presentations Week 15 8/14 No SeminarFINAL FEAST AT DR. MALOTTS HOUSE  (place and time TBD) *We reserve the right to make changes/adjustments to the schedule as we see fit.
  17. 17. 17 Last Revised by: Lauren DeClaire 4/8/13
  18. 18. 18 Last Revised by: Lauren DeClaire 4/8/13
  19. 19. 19 Last Revised by: Lauren DeClaire 4/8/13
  20. 20. 20 Last Revised by: Lauren DeClaire 4/8/13 Tutor Responsibilities The following are responsibilities of all tutors at the KAC ● Daily Responsibilities ● Sign in/Sign out ● Sign child in/out if this applies to their shift ● Fill in corresponding meal bubbles on the attendance sheet ● Read previous tutor logs and initial all until your last shift ● Follow cleaning schedule throughout the day ● Fill out tutor log. See job aid on page 14 ■ Make sure that there are enough empty tutor logs in the procedure book ● Make sure that new data sheets are put in the procedure book if needed. ■ Extra data sheets and tutor logs are located in the black tray by the supervisor desk. ● Fill out cleaning checklist if this applies to you ● Make sure DVD players and CD player are locked away in the filing cabinet ● Child Arrivals 1. If you are present when your child arrives, you should guide them to their lockers to hang up their coat, backpack, etc. (you should let them do this as independent as possible) 2. Check their backpack for snacks, toys, lunches, notebook, etc. See their child information form in the front of their book for any more relevant information 3. Write down the time that the child arrived on the attendance sheet by the door 4. If the child has a notebook, please read any notes/instructions from home. ● Alert supervisors to any important notes they should be aware of (i.e., schedule change, new diet, etc.). 5. Before starting procedures, read the logs of previous tutors to see any special notes about procedure 6. If your child is crying/tantruming when they first arrive to KAC don’t attend to it. As soon as they stop, reinforce, let them play and have fun for about 5 minutes. If they are not crying or upset when they first get there, let them play for about 5 minutes. Our goal is to have it so they’re running into the classroom, not crying.
  21. 21. 21 Last Revised by: Lauren DeClaire 4/8/13 ● Child Departures ● If you are present when your child departs, you should guide them to their lockers to put their coat and backpack on (you should let them do this as independent as possible). ● Send home any toys, drink cups, notebooks, etc. that came from home. See their child information form in the front of their book for any more relevant information. ● Write down the time the child left on the attendance sheet by the door. ● Make sure to clean the booth and anywhere else in the room where your child may have made a mess. ● If you are the last tutor of the day, please make sure to follow the closing checklist and complete all of the tasks. ● Working with your child ● Always make sure the child is attending to you (eye contact) before providing the Sd ■ Wait for the child to give you eye contact. Do not physically prompt the child or provide ELOs. ■ You can, however, intermittently reinforce eye contact with tangible reinforcers throughout the session. ● If the child does not respond within 3 seconds after you have delivered the Sd , immediately go into error correction and prompt the correct response. Mark a (-) for that trial and also mark an (x) in the OT column. ● Do not say their name before every trial. Instead of ‘Susie, match,’ it is just ‘Match.’ ■ If you do say the child’s name and they look at you or come to you, make sure to reinforce! ● We are allowed to use mild punishment, but please do not abuse this privilege. ■ Remember: punishment is a last resort. You may say ‘no’ but you should always redirect the child first. If the ‘no’ was unsuccessful, you should not continuously repeat it. ● Intermittently reinforce compliance ■ At least every 5 trials reinforce the child for making eye contact and attending- only if they are. ■ You should also intermittently reinforce when the child sits when told, does quiet hands when told, or follows any other direction you have given them. ● Continuously reinforce ALL responses. This includes mastered procedure trials. ● No more than 6 seconds for each reinforcer period! ■ 3-6 seconds is appropriate ● There should be no pauses between trials that are longer than 3-5 seconds. ● There should be no pauses between sessions that are longer than 10-15 seconds. ■ During these pauses, the child should always have something to keep them occupied. ● This could be a direction, puzzle, reinforcer, etc.
  22. 22. 22 Last Revised by: Lauren DeClaire 4/8/13 ■ Before you take a reinforcer away, have the materials ready for the next trial ● My turn ■ Before you remove a reinforcer, say ‘my turn’ and wait 3 seconds for the child to respond independently before prompting them to give you the reinforcer ■ If they do not respond independently, model it. ■ If still no response, prompt hand over hand. ● When doing a preference assessment: ■ Hold out two items for your child to pick from ■ When they pick an item, give the item to them to play with (for only a few seconds) or eat. ● When giving any direction make sure you give the child 5 seconds to complete the response independently before intervening with any prompts (even vocal) ● Also, when giving any direction make sure that you follow through with the direction. Do not let the child escape the direction ● If the child requires a prompt for a new skill, reinforce. If it’s because of noncompliance, no reinforcement, no good job. Run the error correction procedure and prompt the correct response. ● At the KAC, we reinforce prompted responses (if it is an un-mastered skill). ■ There are several different types of prompts and many procedures require multiple prompting strategies. Look at what the procedure calls for! ■ Most KAC procedures use least-to-most prompting strategies (i.e. the prompts become more and more intrusive). ■ Least-to-most prompting generally progresses as follows: ● Verbal: involve some verbal stimulus provided by the tutor ● Gestural: tap or point to the correct sample stimulus ● Model: model the correct response for the child ● Partial physical: physically guide the student’s body in an approximation of the correct response (usually done form the elbow) ● Full physical: physically guide the student’s body through the entire response (usually done hand over hand) ■ If you do not understand what the procedure calls for in terms of prompting, ask a supervisor! ● ERROR CORRECTION: This is a procedure we use when a child does not respond within 3 seconds of the Sd or responds incorrectly. ■ 1. If the child does not respond within 3 seconds of the Sd or responds incorrectly, mark a – on the data sheet. ■ 2. Re-present the same Sd and prompt until a correct response is made, then socially reinforce (“good job”) ■ 3. Present the same Sd without prompts: Reinforce correct and independent response with the maximum reinforcer
  23. 23. 23 Last Revised by: Lauren DeClaire 4/8/13 ■ 4. Repeat steps 2-3 until step 3 results in a correct and independent response. ● The independent response is the end of that trial (the “-“ trial) ■ 5. Present a new target within the procedure ● This is the start of a new trial ■ Note: ■ On non-prompted trials, use the least restrictive prompt that typically works or the prompt from the previous phase (This will change depending on how the procedure is written) ● If the prompt that you have chosen doesn't work go to a more intrusive prompt. ■ On prompted trials if prompt doesn't work (use prompt from previous phase) ● Keep all Sd ’s short. Do not say ‘put the same with same,’ instead say, ‘match.’ ● Never leave you child unattended. If you must leave the room for any reason, please ask someone to keep an eye on your child. ● Never be more than 5 feet away from your child (even outside). ● There are no scheduled bathroom breaks; it is important that you make sure you take your child to the bathroom frequently. It is highly recommended to take them to the bathroom before going outside or before taking a nap. ● Also, there is no set schedule of what procedures to run. Please go through each procedure in the book (start at the front and work your way back and vice versa). Once you have run through each procedure at least once, start over again. ■ You are not allowed to pick and choose which procedures you would like to run. You should be running them all! If we find that you are not running certain procedures, you will lose points! ■ Review the procedure tracking sheet at the beginning of your shift and run the procedures that have not yet been run first. All procedures in each column must have been run before you can proceed to the next column. ● Mix-trial everything! ■ Never do more than 5 trials of one procedure at a time (10 if it’s a really easy procedure) ■ You should switch procedures every 3-5 trials ■ Suggestions for Mix-trialing ● Mix-trial a difficult procedure with an easier procedure ● Mix-trial procedures that require a lot of materials with a procedure that requires only a few materials ● Mix-trial difficult procedures with an out of the booth procedure ● Mix-trial procedures that require similar materials ● Mix-trial a new or more favored procedure with an old or less preferred procedure ● Codes- symbols we use when situations arise. All codes should be explained in the tutor log.
  24. 24. 24 Last Revised by: Lauren DeClaire 4/8/13 ■ Codes should be written in red and initialed ■ A complete code list is displayed at the center for quick references ■ Codes ● IP- Implementation Problem- to be used when you don’t finish a procedure ● MM- Missing Materials- to be used when procedure materials are missing and cannot be found ● SLE- Student Left Early- to be used when a child leaves early ● OT- Off Task- to be used when a child is engaging in problem behavior ● Phase Changes ■ Be very conscious of when your child needs a phase change ■ When your child needs a phase change, alert a supervisor so they approve and initial. ■ If no supervisor is present, YOU ARE ALLOWED TO APPROVE THIS PHASE CHANGE. Please inform the case coordinator that the phase change has occurred. ● New data and tutor log sheets ■ New data sheets- make sure that you write the child’s name and procedure on the top of both sides of the data sheet. Make sure to write in red the phase they are on and then they changed to that phase. This should be written in the upper left-hand corner of the data sheet ■ New tutor sheets- make sure that you write the child’s name and semester on the top of each side ● Structured Play ■ A structured play procedure should not be ran more than once a day. ■ Vary the structured play procedures you run. You should be running a variety of structured play activities. If we find that you are not running certain play activities or only running a couple of play activities you will lose points! ■ If more than two children are present for structured play select a group activity. Group activities require the participation of each child simultaneously. Group activities also limit the amount of time a child spends waiting for their turn. ● Examples: ○ Fishing ○ Musical Chairs ○ Hot Potato ● Child Development Center Rules- The CDC has their own set of rules to be licensed. Please follow these rules as closely as possible. Also, please remember this is not our CDC. Please respect the staff and do not give them feedback. If you are concerned with one of the staff’s performance, please tell a supervisor.
  25. 25. 25 Last Revised by: Lauren DeClaire 4/8/13 ● Incident/Health Reports: ■ All injuries have to be documented immediately. ■ Incident and Health forms are located in the bottom drawer of the filing cabinet. ■ If you use the last one, be sure to tell a supervisor so they can make more copies. ■ Fill out the form to the best of your ability. Ask a supervisor if you have any questions ■ The form must be signed by the parent and returned to Alicia. ■ If the injury was intentionally caused by another child, an Incident Report should also be completed for that child. ■ Have a supervisor look over the report when you are done. ■ If the injury is on the head, regardless of how minor, you MUST call the parent. Ask a supervisor or a CDC staff member for the phone number. Ask the supervisor or CDC staff member to call the parent. If neither is available, be sure to call the parent yourself. Refer to the job aid on how to talk to parents on page 18 ● Playground procedures ■ Ensure that children are dressed appropriately for the weather ● Remember to bring sunscreen, drinks, etc. outside during warm weather ● If a child appears to be getting overheated or too cold, bring them inside ■ Always bring the designated backpack outside (on a hook by the end lockers) ● This backpack includes a few first aid items, wipes and emergency cards ■ Children should not be allowed to play near the exits, fences, gate, trash, stairs, corners or shrubs ■ Strangers must not be allowed on the playground when children are outside ■ Staff must never leave the playground unattended ■ Children should not: ● Run on payment, climb the slide, stand on swings, hit/kick/wrestle, or put sand/plants/other object in mouth ● Smoking/Drug use ■ Smoking is prohibited on the premises ■ This ban includes the building, playground and parking lot ■ CDC reserves the right to inspect all bags and personal belongings if drug or alcohol use is suspected. Any staff member found with alcohol or drugs on the premises will be terminated immediately ● Dress Code ■ Clothing must be clean and in good condition ■ No inappropriate writing on clothes (bars, drinking, drugs, etc.)
  26. 26. 26 Last Revised by: Lauren DeClaire 4/8/13 ■ No sweatpants or pajama bottoms ■ No leggings as pants ● If you wish to wear leggings you must have a shirt that is long enough to cover you butt. ■ No back-less t-shirts ■ Tank top straps must be at least one inch wide ■ Shorts/skirts must be a professional length (past your fingertips) ■ No visible cleavage, backside, underwear, bra straps, or exposed stomachs ● Professionalism points will be taken away for violation of any of the situations directly above ● Earrings must be smaller than a dime ● See a supervisor for approval of any questionable attire ● Visitors ■ No visitors other than parents or guardians of enrolled children are allowed into the facility without permission from the CDC ■ Visitors must have prior authorization to visit ■ Visitors are not permitted to interact with the children ● Door Policy ■ Occasionally people will ring the door bell. If so, let a CDC staff member answer. You are not recommended to ever answer the door for a stranger. ■ If a CDC staff member is not currently available, you may open the door for them. ■ Ask them what they need (‘How may I help you?’) and then ask for an ID. ■ Then lead them in the direction of a CDC staff member. ● Confidentiality ■ You should never discuss confidential information with anyone outside of the KAC/CDC ● Confidential information includes anything that occurs at the KAC/CDC ● If you have a question about what is or is not confidential and what your duties are with regard to confidential information, ask a supervisor immediately ■ You are only allowed to use the name of your child in seminar and at the KAC. In public, only use the first initial of their first name. ● Carpooling
  27. 27. 27 Last Revised by: Lauren DeClaire 4/8/13 ■ The KAC is a guest of the CDC. Please be mindful that we are not unnecessarily filling their parking lot. If possible please carpool.
  28. 28. 28 Last Revised by: Lauren DeClaire 4/8/13 Emergency Situations ● Fire Drills and Fire Emergencies ○ An alarm will sound ■ Regardless if the alarm is real or not, you need to treat this as a real alarm ○ You must exit the building as fast as possible! ○ You need to make sure to grab the outside backpack and the child attendance sheet by the tutor sign in/out sheet ○ A supervisor will grab coats for the children if necessary. ○ Walk out the side door and go all the way to the other side of the fence ○ Make sure every child and tutor is accounted for ○ Do not enter the building until you have been cleared by Nicole ● Tornado Drills and Tornado Warnings ○ You need to seek shelter as fast as possible ○ You need to make sure to grab the outside backpack and the child attendance sheet by the tutor sign in/out sheet ○ You need to take yourself and the children to the walk-through closet ■ A supervisor should be present to guide you to this location ○ Make sure every child and tutor is accounted for ○ Do not go back to our classroom until you have been cleared by Alicia ● Plan DAN-GER 1. If a violent adult or intruder is in the center and you fear that calling 911 in front of them will only escalate the problem, tell the nearest staff “Will you please make sure to give Dan Gur his medicine right away!” 2. Any staff who is told this statement should go to another location and call 911 immediately 3. Also tell all other rooms/staff members that we may have a potentially dangerous situation *For any other emergency situations, please see the colored booklet on the wall next to the door
  29. 29. 29 Last Revised by: Lauren DeClaire 4/8/13 KAC Daily Schedule 8-8:45 Current Procedures 3:45-9 Mastered Procedures 9-9:30 Current Procedures 9:45-10 Play 10-10:30 Current Procedures 10:30-10:45 Snack 10:45-11:30 Current Procedures 11:30-11:45 Play 11:45-12 Mastered Procedures 12-12:30 Lunch 12:30-1:15 Current Procedures 1:15-1:30 Play 1:30-2 Current Procedures 2-2:15 Mastered Procedures 2:15-3 Current Procedures
  30. 30. 30 Last Revised by: Lauren DeClaire 4/8/13 3-3:15 Snack 3:15-4 Current Procedures 4-4:15 Mastered Procedures 4:15-4:45 Current Procedures 4:45-5 Play 5-5:30 Current Procedures 5:30-6 Mastered Procedures Tutor Log Job-aid ● The tutor log is located in the front of every child’s procedure book ● This log is to be filled out for each shift you work ● Failure to fill out the log will result in a loss of points ● Be specific when filling out the log. Talk about behaviors. No vague statements. ● Main Components ○ Fill out name, date and your shift beginning and end time ○ What went well? ■ Good example: “Johnny phase changed on ID Objects, and is having trouble with cat. He usually touches the dog instead. Make sure you mix them up as much as possible when you run this procedure, because he seems to have a left-side bias ■ Bad example: “Matching went well.” ○ Not so well?
  31. 31. 31 Last Revised by: Lauren DeClaire 4/8/13 ■ Good example: “She had trouble attending, so I made sure she had a novel reinforcer for each reinforcement interval. This increased attending and eye contact.” ■ Bad example: “Imitation didn’t go so great. I think he’s bored with all of his procedures.” ○ Good reinforcers? ■ This section is to communicate with other tutors about specific reinforcers that were/were not effective for the child. Please be specific about certain toys/edibles that were effective for that day. ○ Other ■ This section is a place for you to write about any other comments you may feel are important to pass along to other tutors. Also, explain the reasoning behind any codes you may have used during your shift. ○ Total # of LO’s and ELO’s ■ LO’s count as any procedure trial (anything you take data on) ■ ELO’s are skills that have already been acquired and are being run for maintenance. Child specific ELO’s will be listed on an index card in the mastered materials drawer of each child’s bin. ● Only count ELO’s during mastered procedure time. ● Do not count compliance trials (e.g., sit down, quiet hands) as ELO’s.
  32. 32. 32 Last Revised by: Lauren DeClaire 4/8/13 Structured Play ● Structured play is during the following times: ○ 9:45 ○ 11:30 ○ 1:15 ○ 4:45 ● The lead tutor is responsible for choosing and setting up, and recording each activity ○ The first lead tutor of the day will write each lead tutor for the day on the white board and set the timer to go off 5 minutes before play ○ All lead tutors should set the timer to go off 5 minutes before the next structured play ○ All lead tutors should choose and prepare the play activity when the timer goes off ● Make sure all activities are being run and that each activity is not run more than once per day ● In the play binder, activities are divided by tabs. Each activity will detail: ○ Materials needed ○ Activity description ○ SDs ○ Lead tutor responsibilities ○ Other tutor responsibilities ○ Prompt strategy ● In general, the lead tutor should be the only person giving vocal SDs. The goal is to have the children respond to one person giving instructions to the group. Other tutors should generally be behind the child and providing gestural or physical prompts to help the child respond to the lead tutor ● If you give an SD or prompt, make sure you always follow through ● Provide ELOs for your child while he or she is waiting for their turn ● If problem behaviors occur during structured play, follow the child specific protocol for that behavior. Do not let them escape play.
  33. 33. 33 Last Revised by: Lauren DeClaire 4/8/13 Mastered Procedure Protocol ● Rotate through ALL mastered materials ○ Each child has a drawer of mastered materials by their booth ○ In this drawer there are note cards with procedures on them as well as the materials corresponding to the procedures ● Mastered skills should be mixed just like normal procedure trials ○ i.e., vocal trial, then a receptive trial, then an imitation trial ○ i.e., “Say, ‘ahhh,’” then “Arms up,” then “Do this.” ○ This can be done by mixing up all the mastered materials before you begin ● You do not need to take data on mastered skills ○ Count them as ELO’s on the ELO counter ○ This will be the only time that you will use the ELO counter. ● Correct trials ○ Reinforce and move on to another trial. ● Incorrect trials ○ Use the prompt hierarchy, then reinforce. ○ If you notice the child is consistently struggling with a particular skill, please make a note of it so that tutors can focus more on that skill. ● #1 Rule! - Be CREATIVE! The possibilities are endless ○ The goal is for these mastered skills to generalize to new materials, responses, Sd s, tutors, environments, etc. ○ Examples (suggested, but certainly not limited to): ■ Imitation: ● If the child can imitate gross motor movements, try fine motor movements- facial imitation, etc. ■ ID Objects: ● Vary your Sd s (instead of ‘Touch,’ say ‘Find…..,’ ‘Where is the …..?’ ‘Give me the..,’ etc.) ● Use new items ● Use pictures instead of objects or vice versa ● Use books instead of picture cards ■ Matching:
  34. 34. 34 Last Revised by: Lauren DeClaire 4/8/13 ● Use new objects ● Use puzzles ● Match pictures of people to the actual people ● Match colors ■ Echoic: ● Have the child echo new sounds/words/phrases, etc. ■ Manding: ● If the child can mand using one word, start moving to more complex mands (rather than saying ‘M&M,’ have them say ‘Blue M&M.’ or ‘Big, red ball’ instead of ‘Ball’) ● Contrive other opportunities for the child to mand that they may not have learned yet (for example, if they are about to walk through a door way, stand in their way and prompt them to say ‘Excuse me.’) 2-On-1 Protocol ● If possible, try to match kids who will work well with each other. ○ Skill level: ■ If we match kids with similar skill levels, it will be easier to work on procedures ■ Match children with the same procedures ○ Behavior problems: ■ Try to make a pair of children where one might have more behavior problems than the other. If we have two children with many problem behaviors paired with one tutor, it might pose a difficult situation ○ Think about how each child could benefit the other ■ If we pair a non-verbal child with a verbal child, it might benefit the non-verbal child ● Getting Started: ○ Work at a table. It will be a more structured place for you to maximize your time. ○ If possible, work at a table that has a wall or surrounding barrier. It will be easier for you as a tutor if the children cannot just get up and run away. ○ Grab each child’s cart and wheal them over to the table so you have both child’s reinforcers and procedure materials available
  35. 35. 35 Last Revised by: Lauren DeClaire 4/8/13 ● Running Procedures: ○ Get reinforcers ready for both children. ○ Start running procedures with one child while the other one is occupied with their chosen reinforcer ○ Do 3-5 trials with one child and then switch to running trials with the other child ○ Try to take as much data as possible, but attending to both children should be your top priority ■ Do not forge data ● Pointers: ○ Look at a book. Have children look at a book together and tact different items in the book. Have them point at certain pictures or items in the book. Take turns having the children do this ○ You can also work on tacting items on the desk. Put out an array of different items and have the children take turn tacting them or pointing to them. ○ You can play a game similar to Simon-Says and have the children follow simple directions. ○ Use puzzles. Have the children take turns putting pieces of the puzzle together. The children could say, “It’s my turn!” while the other child waits for their turn. This is a functional way of learning to take turns and waiting. ○ Play with toys that require two pieces (i.e., gear toys, pegs, blocks, barbies, etc. ). Have the children mand to each other for the other piece of the toy. ○ Work on pretend play. Use some of the manipulative imitation materials and have the children imitate certain actions. You can also use toys and have them imitate ways to play with the toys. ○ If the children have the same (or similar) procedures, make the procedure a game. For example, when tacting, make it a race to see who can label the objects first. ○ If one child is higher functioning, have that child instruct the other child. ○ For children with poor social skills, reinforce all appropriate interactions with the other child.
  36. 36. 36 Last Revised by: Lauren DeClaire 4/8/13 Communicating with Parents ● We are fortunate to have some very supportive and involved parents at KAC. It is essential that we maintain a strong relationship with these parents, as their involvement is key to the success of their child. ● Many parents send a notebook with their child. It is your responsibility to read the notebook at the beginning of your shift and to write in it at the end of your shift. You should always write something. You’ve just spent 2+ hours with the child, so there should be something to report! If you are there when your child is picked up/dropped off, it will be your job to update your child’s parent on their progress. ● When communicating with parents, always remember to stay calm and stay positive, even if the parent doesn’t. Remember, they are concerned for their child and they only want the best for him/her. Don’t take their concerns as a personal attack on you. Being a parent of a child with autism is hard; much harder than the 2 hours/day you spend with the child. Sometimes they get frustrated, and sometimes they might take it out on you. Do your best to diffuse difficult situations and tell a supervisor immediately so they can follow up with the parent. ● DOs and DONTs ○ DO: ○ Use parent-friendly language ○ Talk about the child’s progress ○ Talk about specific behaviors ○ Explain new procedures ○ Give lots of examples ○ Share cute stories ○ Ask questions about the child’s behaviors at home ○ Alert grad students of important information from the parents (new medications, diet changes, schedules changes, new school, etc.) ○ Explain any injuries or soiled clothing (regardless of how minor) ○ If parents arrive early to pick-up child ask the parent if they would like to watch you finish the trials or if it is necessary that the child leaves early ○ DON’T: ○ Make vague statements ○ Make any scheduling decisions (alert grad students to scheduling issues and they will take care of it) ○ Make any promises to the parents (always talk to supervisors)
  37. 37. 37 Last Revised by: Lauren DeClaire 4/8/13 ○ Talk negatively about the procedures, protocols, children, tutors, staff, KAC, CDC, Dr. Malott, etc. ■ If you have a problem with any of the above, discuss the issue with a supervisor ○ Examples ○ Good examples: ■ “Johnny got a new procedure today. We are teaching him to label objects. Right now we’re working on apple, tree, and elephant. In the first phase, we are holding up the item and asking “what is this?” and immediately prompting with the name of the item. Johnny got 60% correct the first session!” ■ “Johnny ate all of his lunch today. He needed a little help holding the spoon steady, but is becoming more independent every day.” ■ “Johnny spilled his milk at lunch, which is why he’s wearing his sweat pants. His other pants are in a plastic bag in his backpack. He is also out of spare clothing.” ■ “I don’t think Johnny is feeling well today. We took his temperature and he didn’t have a fever, but he didn’t eat much at lunch today, and he kept laying his head on the table.” ■ “Johnny met mastery criterion for his motor imitation procedure today. Next, we are going to add a manipulative imitation procedure. This is how we will do it…” ■ “Johnny surprised us today by correctly labeling a cat on the first try! We’ve never worked on that with him. Are you working on that at home?” ○ Bad examples: ■ “Johnny did good today.” ■ “Today was rough.” ■ “I couldn’t get him to do anything.” ■ “He was just out of it today.” ■ “Johnny is bored with his procedures. We’ve been working on the same procedure for the past month. I don’t know why these incompetent grad students don’t add anything new to his book.” ■ “I’ve got a Doctor’s appointment tomorrow; can you bring Johnny at 3 instead of 2?” ■ “I don’t know why we’re teaching this crap. The procedure doesn’t make any sense, and he doesn’t like doing it. I don’t understand why they make us do this.” **NOTE: Professionalism when interacting with parents is very important. Instances of unprofessional behavior will be taken very seriously and professionalism points will be removed. You may also be asked to attend a training session on how to more effectively interact with parents. Additional Advanced Tutor Responsibilities
  38. 38. 38 Last Revised by: Lauren DeClaire 4/8/13 You are entering your third (or more!) semester at the KAC. This means that you are now the role models for the basic tutors. Please be aware of this and perform at your best with or without supervisors present (i.e. Modeling creative ELO’s, following through with all Sd’s, remaining on task the entire shift, positive attitude, etc). Here are a few other responsibilities that you will be given this semester: ● If a supervisor is not present and you are at the KAC, you will be running the show. This means that you will be the one in charge of contacting a supervisor if any need rises. You will also be the basic tutor’s go-to for questions. You will also be in charge of communicating with the supervisors about any issues, concerns, questions, etc. ● You are now allowed to approve a phase change. If you do approve a phase change, please let the supervisor know by leaving a note in the log. ● We already have high standards at KAC. Now, that this is your third semester you may have tougher contingencies, more specific feedback in your monitoring scores and less leniency when it comes to not following the correct protocol. ● You will also be required to attend at least two small group meetings with the graduate students and Dr. Malott. This is a huge deal, be on your best behavior. Come prepared and do not be afraid to ask questions. Any further questions? Please contact: Kelly Stone – kelly.t.stone@wmich.edu Jenn Freeman – Jennifer.l73.freeman@wmich.edu Khrystle Montalana – klm309@gmail.com Megan Groenhof – megan.groenhof@gmail.com Monitoring Form Tut or ___ ___ ___ ___ __ Child ___________ _____ -2 points for anything answered with a "no" Tutor _______ _______
  39. 39. 39 Last Revised by: Lauren DeClaire 4/8/13 Dat e ___ ___ ___ ___ __ Grade ___________ ___ Date _______ _______ Grade ___________ ___ Pro ced ure ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Procedure _______ _______ _______ _______ __ + / -Good stuff: Motivation established? + / -Good stuff: + / - + / - + / - Correct prompts? + / - + / - Good pacing? + / -
  40. 40. 40 Last Revised by: Lauren DeClaire 4/8/13 + / - Child never left unattended? + / - + / - + / - + / - Procedure run as written? + / - + / - + / - + / - Attention for inappropriate bx? + / - + / - + / - + / -Suggestions: Child attending before SD delivery?+ / - Sug ges tion s: + / - + / - + / - Good SR ratio? + / - + / - Good data collection? + / - + / - Appropriate use of aversives? + / -
  41. 41. 41 Last Revised by: Lauren DeClaire 4/8/13 + / - + / - + / - Implemented feedback? + / - + / - + / - + / - Proper arrangement of stimuli? + / - + / - + / - Tut or ___ ___ ___ ___ __ Child ___________ _____ Appropriat e SD delivery? Tutor _______ _______ Child ___________ _____ Dat e ___ ___ ___ ___ __ Grade ___________ ___ Date _______ _______ Grade ___________ ___
  42. 42. 42 Last Revised by: Lauren DeClaire 4/8/13 Pro ced ure ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Appropriate reinforcer delivery? Procedure _______ _______ _______ _______ __ + / -Good stuff: + / -Good stuff: + / - Ended session on a positive? + / - + / - + / - + / - Good inter-trial intervals? + / - + / - + / - + / - Good ELO's? (No BS ELO's) + / - + /+ /
  43. 43. 43 Last Revised by: Lauren DeClaire 4/8/13 -- + / - Tracked all ELO's? + / - + / - + / - + / - Did not argue with instructions? + / - + / -Suggestions:+ / - Sug ges tion s: + / - Preference assessments for appropriate bx only? + / - + / - + / - + / - + / - + / - Followed protocol appropriately? + / - + / - + / -
  44. 44. 44 Last Revised by: Lauren DeClaire 4/8/13 Waiver for Access to Recommendation Forms
  45. 45. 45 Last Revised by: Lauren DeClaire 4/8/13 From Courses by Dr. Malott Every semester, T.A.s in Dr. Malott’s courses complete recommendation forms for each of their students. These forms are stored and used to write letters of recommendation, when students request them from Dr. Malott. The forms include information on: ■ Professional and interpersonal skills ■ Participation (attendance and participation in discussions) ■ Percentage and rank in all graded areas ■ Final Fiesta and various activities ■ Whether the student would be a good candidate for graduate school Students have a right to access any of their academic records, including these forms. However, in order to maintain confidentiality and honesty in the graduate school/job/scholarship application process, students who choose to access their T.A. recommendation forms will not be eligible for a letter of recommendation from Dr. Malott. Please check one of the options below regarding your choice to maintain or waive your right to access recommendation forms from Dr. Malott’s courses. If you have already signed this form in one of Dr. Malott’s courses, you do not need to sign again. ● I waive my right to access my T.A.’s recommendation forms based on my performance in any and all classes under the supervision of Dr. Malott. By waiving this right, I will be eligible for a letter of recommendation from Dr. Malott should I decide to request one. ● I do not waive my right to access my T.A.’s recommendation forms based on my performance in classes under the supervision of Dr. Malott. I understand that by retaining my right to access my T.A.’s recommendation form, I forfeit the opportunity to have Dr. Malott write a letter of recommendation for me.
  46. 46. 46 Last Revised by: Lauren DeClaire 4/8/13 T.A. Name__________________________________________ Semester & Year______________________________ Printed Student Name________________________________________ Student Signature__________________________________________ Date ________
  47. 47. 47 Last Revised by: Lauren DeClaire 4/8/13 Letter of Recommendation Request for Dr. Malott* *you must indicate that you “waive your right” to access to the letter on relevant forms NAME (include maiden name):Overall GPA:Phone: EMAIL:PSY GPA:Total GRE Score: Minor / 2nd Major:Minor/2nd Major GPA:Quantitative GRE Score: # of math courses taken:Math GPA:Verbal GRE Score: # of writing courses taken:Writing GPA: Names & deadlines of the Schools/Scholarships/Fellowships/Jobs, etc. for which you are applying (attach an extra sheet, if necessary): NameDeadlineAdd’l forms to complete? Electronic Letter? 1)Yes NoYes No 2)Yes NoYes No 3)Yes NoYes No 4)Yes NoYes No
  48. 48. 48 Last Revised by: Lauren DeClaire 4/8/13 5)Yes NoYes No ■ Area of interest (e.g., Autism, DD, I/O, OBM, etc.)?________________________________________________________ ■ Research projects in which you've been involved:________________________________________________________ ________________________________________________________________________________________________ ■ Honors you've received from the psychology department or university:____________________________________ ___________________________________________________________________________________________________ Malott PSY Course SemesterYearT.A. NameGrade 3600/1000H Super AA 4600 BSAP/Super P 3570 Regular 3570 Intermediate
  49. 49. 49 Last Revised by: Lauren DeClaire 4/8/13 3570 Advanced 3980: BRSS 4990: BRSS Grad/GRE Prep Self-Mgmt Pre-Practicum Date turned in: Please e-mail Letters@DickMalott.com to notify that materials are complete & have been turned in.
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