Caregiver Quick Reference Guide Scoring Guide Due Date: End of Unit 9 Percentage of Course Grade: 10%. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Define target behavior to be prioritized for intervention. 13% Does not identify target behavior to be prioritized for intervention. Attempts to define target behavior to be prioritized for intervention, but the definition is missing key elements or contains inaccurate information. Defines target behavior to be prioritized for intervention. Defines target behavior to be prioritized for intervention in an objective, clear, and discriminative manner so it lays the foundation for accurate and reliable measures. Explain the social significance of the target behavior. 13% Does not explain the social significance of the target behavior. Attempts to explain the social significance of the target behavior, but the explanation is inaccurate or is missing key points. Explains the social significance of the target behavior. Explains the social significance of the target behavior and supports conclusions with scholarly resources. Apply measurement, data display, and data-based decision-making skills to effect positive changes in human behavior. 13% Does not apply measurement, data display, and data- based decision- making skills to effect positive changes in human behavior. Applies some measurement, data display, and data- based decision- making skills to effect some positive changes in human behavior, but decisions are not appropriate to the situation. Applies measurement, data display, and data-based decision-making skills to effect positive changes in human behavior. Applies measurement, data display, and data-based decision-making skills to effect positive changes in human behavior, and distills the information to reflect only what is important for a particular audience. Describe assessment results and interventions. 13% Does not describe assessment results and interventions. Attempts to describe assessment results and interventions but the description is incomplete or inaccurate. Describes assessment results and interventions. Describes assessment results and interventions in language appropriate for laypersons. Evaluate key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research. 14% Does not identify key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research. Describes some relevant ABA concepts, theories, principles, and methods to analyze and change target behaviors, but the description does not use research. Evaluates key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research. Evaluates key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research; reports the research in a manner that is easy for a layperson to understand. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISH ...

1. Caregiver Quick Reference Guide Scoring Guide
Due Date: End of Unit 9
Percentage of Course Grade: 10%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Define target
behavior to be
prioritized for
intervention.
13%
Does not identify
target behavior to
be prioritized for
intervention.
Attempts to define
target behavior to be
prioritized for
intervention, but the
definition is missing
key elements or
contains inaccurate
information.
Defines target
behavior to be
prioritized for
intervention.

2. Defines target behavior to be
prioritized for intervention in
an objective, clear, and
discriminative manner so it
lays the foundation for
accurate and reliable
measures.
Explain the social
significance of the
target behavior.
13%
Does not explain
the social
significance of the
target behavior.
Attempts to explain
the social
significance of the
target behavior, but
the explanation is
inaccurate or is
missing key points.
Explains the
social significance
of the target
behavior.
Explains the social
significance of the target
behavior and supports
conclusions with scholarly

3. resources.
Apply measurement,
data display, and
data-based
decision-making
skills to effect
positive changes in
human behavior.
13%
Does not apply
measurement, data
display, and data-
based decision-
making skills to
effect positive
changes in human
behavior.
Applies some
measurement, data
display, and data-
based decision-
making skills to effect
some positive
changes in human
behavior, but
decisions are not
appropriate to the
situation.
Applies
measurement,
data display, and
data-based

4. decision-making
skills to effect
positive changes
in human
behavior.
Applies measurement, data
display, and data-based
decision-making skills to effect
positive changes in human
behavior, and distills the
information to reflect only what
is important for a particular
audience.
Describe
assessment results
and interventions.
13%
Does not describe
assessment results
and interventions.
Attempts to describe
assessment results
and interventions but
the description is
incomplete or
inaccurate.
Describes
assessment
results and
interventions.

5. Describes assessment results
and interventions in language
appropriate for laypersons.
Evaluate key ABA
concepts, theories,
principles, and
methods to analyze
and change target
behaviors using
research.
14%
Does not identify
key ABA concepts,
theories, principles,
and methods to
analyze and
change target
behaviors using
research.
Describes some
relevant ABA
concepts, theories,
principles, and
methods to analyze
and change target
behaviors, but the
description does not
use research.
Evaluates key
ABA concepts,
theories,
principles, and

6. methods to
analyze and
change target
behaviors using
research.
Evaluates key ABA concepts,
theories, principles, and
methods to analyze and
change target behaviors using
research; reports the research
in a manner that is easy for a
layperson to understand.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Design function-
based interventions
that address
response effort,
practitioner skills,
contextual fit,
practicality,
treatment
acceptability, and
administrative
support.
14%
Does not outline
function-based
interventions that
address response

7. effort, practitioner
skills, contextual fit,
practicality,
treatment
acceptability, and
administrative
support.
Outlines some
function-based
interventions that
address response
effort, practitioner
skills, contextual fit,
practicality, treatment
acceptability, and
administrative
support to a basic
extent.
Designs function-
based
interventions that
address response
effort, practitioner
skills, contextual
fit, practicality,
treatment
acceptability, and
administrative
support.
Designs function-based
interventions that address
response effort, practitioner
skills, contextual fit,

8. practicality, treatment
acceptability, and
administrative support;
provides a high-level overview
that focuses on the critical
components of the
intervention plan.
Demonstrate an
academic writing
style through well-
organized prose that
follows assignment
guidelines.
10%
Does not
demonstrate an
academic writing
style.
Demonstrates
minimally acceptable
writing style, with
instances of
disorganization,
grammatical or
mechanical errors, or
does not follow all
assignment
guidelines.
Demonstrates an
academic writing
style through well-
organized prose

9. that follows
assignment
guidelines.
Demonstrates an academic
writing style through well-
organized prose that contains
no significant grammatical or
mechanical errors and follows
assignment guidelines.
Demonstrate
compliance with
APA style, citation,
and referencing
guidelines.
10%
Does not
demonstrate
compliance with
APA style, citation,
and referencing
guidelines.
Demonstrates
minimally acceptable
compliance with APA
style, citation, and
referencing
guidelines.
Demonstrates
compliance with
APA style,
citation, and

10. referencing
guidelines.
Develops a paper that is fully
compliant with APA style,
citation, and referencing
guidelines.