CIBA Intern Curriculum 2014

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CSUN BCP Program rev 11-12-13 Dr. Kazemi & Dr. Adzhyan
CSUN Structured Supervision Folder
Revised November, 2013
Ellie Kazemi, Ph.D, BCBA-D &
Peter Adzhyan, Psy.D, LEP, BCBA-D
The authors thank Ashley Rice for her support & efforts on this document.

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How to Use the Supervision Folder
Below are general guidelines on how to use the supervision folder when supervising interns. Supervisees are to
seek appropriate supervisors who meet the BACB supervisor qualifications (see BACB website for additional
details). CSUN students will be given more information about practica options, paid and unpaid internships,
and CSUN approved supervisors at the mandatory orientation.
To guide your use of the Supervision Folder we have provided a Folder Index of all of the documents included.
The supervisee should obtain a 3-ring binder to place copies of the provided documents, and a file system for
the physical documentation of each activity. Compilation of this work constitutes evidence that the supervised
experience activities have been completed. All related records, such as written summaries, tables, completed
forms, data sheets and graphs, should be saved for the growing portfolio of evidence. The supervisee can use
one or several clients to meet these competencies. Below is an image of a sample set-up of the 3-ring binder
You will create a tab for the Competency and then use number tabs for the Tabs that correspond with each
competency.
The supervisee should accomplish the objectives of the Supervision Folder at a steady rate throughout the
supervision period. We suggest that the supervisee create a time line at the onset of supervision and use a
personal cumulative graph to monitor progress and show the number of competency objectives that have been
met. This graph should have the total number of competencies required at the right side with a cumulative line
of progress beginning at the left side. This graph should be kept in your folder with other Contracts &
Important Forms. The supervisor may occasionally ask the supervisee to submit a copy of this graph, and
folder, to monitor supervisee’s progress.

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The index provided below will serve as your guide for creating your Supervision Folder layout and contains
hyperlinks to connect you to the appropriate pages throughout the electronic document for quick reference.
The first two sections on the index are the following: Contracts & Important Forms to keep for your records &
BACB Guidelines. In Contracts & Important Forms is a list of important documents we advise supervisees to
save. Place these documents under a tab in the front of your 3-Ring Binder. In the BACB Guidelines section
you will find links to relevant materials on the BACB website. You are encouraged to print these and place
them under a tab in the front of your 3-Ring Binder or find a method to readily refer to these documents
throughout your supervision experience.
The next sections outline the Ten Competencies, outlined by Dr. Kazemi, and their corresponding Tabs. The
supervisee is to complete the activities discussed in each competency and the tab(s) that fall within them under
the direct supervision of a Board Certified Behavior Analyst (group or individual basis).
List of Competencies
I. Use the professional and ethical guidelines with colleagues and clients
II. Develop and use behavior measurement methods and record and analyze data
III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference Assessment,
Reinforcer Assessment)
IV. Develop evidence-based intervention plans based on assessment results and baseline data
V. Design and implement skill acquisition procedures based on initial assessment (e.g., design a
language acquisition program based on VB-MAPP results)
VI. Design and implement behavior reduction procedures
VII. Program and probe for generalization and maintenance
VIII. Conduct ongoing assessment of interventions
IX. Train another individual to conduct a procedure
X. Develop and present a training module to individuals who are not familiar with behavior
analysis
For each competency, the supervisee should read related documents, offer a brief written summary of major
concepts involved, and be prepared to discuss the reading with supervisor. Upon meeting the competency, the

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supervisee should provide a brief summary of how each objective was achieved. This should occur prior to
obtaining the signature of the supervisor and moving to the next competency.
The directions and readings for competencies in this folder are suggestions to help narrow the focus of
supervision activities and enable supervisors to have systematic procedures. However, much is left to the
discretion of the supervisor. There is flexibility in the format of how the response to each competency is
produced since each supervisee may have different opportunities in different situations.

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Below is a sample of a Tab and some of the items you can find:
Competency
Tab Titles
Supervisor’s
Initial on
each tab in
appropriate
column for
1st
or 2nd
year
students
If a column
is blacked
out, it is not
applicable
Each Tab has
suggested
readings
Each Tab has
a hyperlink
to return to
Folder Index
Links to Supplemental
Materials
Each tab has
a task
analysis for
how to meet
the
competency

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STRUCTURED SUPERVISION FOLDER
CSUN BCP Program
FOLDER INDEX
(All text below is hyperlinked)
Materials/Documents Tabs
 Contracts & Important Forms Important
Documents
 BACB Documents & Guidelines BACB
Guidelines
I. Use the professional and ethical guidelines with colleagues and clients Ethics &
Professionalism
Demonstrate knowledge of ethical, responsible, professional and disciplinary guidelines Tab 1*
Demonstrate knowledge of HIPPA and Confidentiality rules Tab 2*
II. Develop and use behavior measurement methods, record and analyze data Behavior
Measurement
Select & define target behavior for change Tab 3*
Measure target behaviors using various direct observation measurement methods to collect
baseline data
Tab 4*
Assess quality of behavioral measurement (Accuracy & Reliability) Tab 5*
Graph & analyze gathered information Tab 6*
III. Conduct behavior assessments (e.g., Functional Behavior Assessment, Preference
Assessment, Reinforcer Assessment)
Behavior
Assessment
Conduct comprehensive functional behavior assessments Tab 7*
Conduct preference assessments (I-07) Tab 8*
Conduct reinforcer assessments Tab 9*
Design & conduct parametric analyses (B-12) Tab 10
IV. Develop evidence-based intervention plans based on assessment results
and baseline data
Intervention
Planning
Obtain, summarize, and evaluate research articles as part of recommendations & development
of intervention plans
Tab 11*
Recommend intervention strategies based on the assessment results and the best available
scientific evidence
Tab 12*
V. Design and implement skill acquisition procedures based on initial assessment Skill
Acquisition
Conduct formal assessment using VB-MAPP or ABLLS-R Tab 13*
Skill Acquisition Programs Tab 14*
 Implement skills acquisition programs to teach verbal behavior, imitation and
discrimination using direct instruction (e.g. DTT), precision teaching and/or natural
environment/incidental teaching
14A*
 Develop skills acquisition programs to teach verbal behavior, imitation and discrimination
using direct instruction (e.g. DTT), precision teaching and/or natural environment/incidental
teaching
14B*
Daily Living Skills Tab 15*
 Implement daily living skills programs based on formal assessment results 15A*
 Develop daily living skills programs based on formal assessment results 15B*
Social and Play Skills Tab 16*
 Implement social and play skills programs based on formal assessment results 16A*
 Develop social and play skill programs 16B*

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Behavior
Reduction
Antecedent-Based Interventions Tab 17*
 Implement antecedent based interventions 17A*
 Develop antecedent-based interventions 17B*
Consequent Based Interventions Tab 18*
 Implement consequence-based interventions 18A*
 Develop consequence-based interventions 18B*
Group Contingencies Tab 19
 Implement group contingences 19A
 Develop group contingences 19B
Self-Management Tab 20
 Implement self-management strategies and contingency contracts 20A
 Develop self-management strategies and contingency contracts 20B
VII. Program and probe for generalization and maintenance Generalization
&
Maintenance
Program and probe for stimulus and response generalization Tab 21*
Program and probe for maintenance Tab 22*
VIII. Conduct ongoing assessment of interventions
Ongoing
Assessment
Evaluate the effectiveness of the behavioral programs (K-07) Tab 23*
Conduct treatment fidelity checks Tab 24*
Evaluate effectiveness of components of an intervention package Tab 25
Compare effectiveness of different treatments Tab 26
IX. Train another individual to conduct a procedure Training
Design and use competency based training for persons who are responsible for carrying out
behavior change procedures
Tab 27*
X. Develop and present a training module to individuals unfamiliar with behavior
analysis
Dissemination
Develop and present a training module to individuals unfamiliar with behavior analysis Tab 28*
Explain behavioral concepts using non-technical language Tab 29*
Supplemental Materials Supplement
Materials
 Supplemental Documents (e.g. Performance Monitoring Tools, Contracts etc.) Supplemental
Documents
*competencies must be met to pass CSUN practica coursework

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Contracts & Important Forms
We recommend you keep a copy of the following documents in your folder for quick reference.
1. Course and practica syllabi
2. Any contracts or agreements signed with internship site (orientation confirmation, evaluation materials,
policy agreements, etc.)
a. Sample CSUN Generic Contract
b. Sample BACB University Practicum Contract
c. Sample BACB Independent Supervision Contract
d. Sample BACB Within-Agency Supervision Contract
3. Tracking Hours – (Click here and refer to Tab 7 for Excel Document)
4. Copy of BACB Experience Supervision Form – (Click here and refer to page 6)
a. You will receive these documents every couple of weeks, be sure to keep all of them in this
folder.
5. Graph Timeline of Completion (referenced above in “How to use the Supervision Folder”)
Return to Folder Index

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BACB Documents & Guidelines
We recommend you review the following documents with your supervisor and keep copies of these documents
accessible for quick reference (click on the documents to access the documents)
1. Supervisor Training Curriculum Outline
2. BACB Guidelines for Responsible Conduct for Behavior Analysts
3. BACB Experience Standards
4. Most recent BACB Task List Content
5. Health Plan Coverage of Applied Behavior Analysis Treatment for Autism Spectrum Disorder

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I. Use the professional and ethical guidelines with colleagues and
clients
Tab 1: Demonstrate knowledge of ethical, responsible, professional and
disciplinary guidelines
1st
Year
Students
2nd
Year
Students
I. Supervision contract
A. Review BACB website on “Standards of Conduct”, “Appropriate
Activities”, “Appropriate Clients”, “Supervision Qualification” and
“Nature of Supervision”
B. Develop and sign a contract between supervisor and supervisee
a. Click Here for Sample Contracts
b. The contract must specify each party’s specific role (click here
for recommended responsibilities for supervisor and supervisee)
C. Include a copy of the contract in the ‘Contracts & Important Forms’ Tab
II. Review BACB®
ethical guidelines
A. Review and discuss with supervisor
 Responsible conduct of a behavior analyst
 The behavior analyst’s responsibility to clients
 Assessing behavior
 The behavior analyst and the individual behavior change program
 The behavior analyst as teacher and/or supervisor
 The behavior analyst and the workplace
 The behavior analyst’s ethical responsibility to the field of behavior
analysis
 The behavior analyst’s responsibility to colleagues
 The behavior analyst’s ethical responsibility to society
 The behavior analyst and research
B. Obtain Supervisors Signature certifying that you have read and
discussed with your supervisor all ethical guidelines listed above
 Supervisor Name: Signature: Date:
III. Review BACB task list-4th
edition
A. Use suggested readings to learn how the Task List was formulated, training
and certification matters related to behavior analysts, and the importance of
maintaining the integrity and future of BCBA certification
B. Obtain Supervisors Signature certifying that you have read and discussed
with your supervisor the BACB 4th
Edition task list
 Supervisor Name: Signature: Date:
IV. Topics for Group Supervision
A. Read Bailey & Burch (2009)
a. Chapter 1 (First Impressions Count, pages 3-6)
b. Chapters 17 & 18 (Time Management & Become a Trusted Professional)
c. Chapters 20 (Knowing when to Seek Help-Feedback)

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d. Chapter 8 (Interpersonal Communication)
B. Discuss assigned readings
a. Importance of feedback
b. How to seek and respond to feedback
c. How to become a trusted professional
d. Interpersonal communication skills
C. Establish Performance expectations (should be placed in supervision contract)
D. Make professional conduct performance goals
a. Have supervisee develop short-term and long-term objective and measureable goals
b. Review and revise goals, if necessary, for supervision
c. Offer feedback on professional conduct goals throughout supervision
d. Make note of improvements
 Suggested Readings
 Bailey, J., & Burch, M. (2011). Ethics in Behavior Analysis (2nd ed). New York, NY: Routledge.
 Bailey, J. S., & Burch, M. R. (2009). 25 Essential Skills and Strategies for the Professional Behavior
Analyst: Expert Tips for Maximizing Consulting Effectiveness. New York: NY, Routledge
 Cooper J.O, Heron T.E, Heward W.L. (2007). Applied Behavior Analysis (2nd ed.). Upper Saddle
River, NJ: Pearson.
 Shook, G.L., Johnston, J.M., & Melichamp, F. (2004). Determining Essential Content for Applied
Behavior Analyst Practitioners. The Behavior Analyst, 27, 67-94.
 Shook, G.K., Rosales, S.A., & Glenn, S. (2004). Certification and Training of Behavior Analyst
Professionals. Behavior Modification, 26 (1), 27-48.
 Shook, G., & Neisworth, J. (2005). Ensuring Appropriate Qualifications for Applied Behavior Analyst
Professionals: The Behavior Analyst Certification Board. Exceptionality, 13(1), 3-10.

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I. Use the professional and ethical guidelines with colleagues and
clients
Tab 2: Demonstrate knowledge of HIPPA and confidentiality rules
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
 The behavior analyst’s responsibility to clients
II. HIPPA and confidentiality
A. Obtain information regarding HIPPA Guidelines and Confidentiality that
pertain to the state you are going to complete your supervised BACB
competences
B. Obtain information regarding HIPPA Guidelines and Confidentiality that
pertain to your current place of work
C. Discuss with supervisor:
 Record keeping
 E-MAIL and any electronic transmission of confidential information
 Use of smart phones and protection of electronic files
D. Include all documents in this tab
III. Consent
A. Discuss with supervisor:
 Informed, surrogate, guardian, and conservator consents
B. Discuss with supervisor the difference between consent and assent. Discuss
when consent and assent should be used
C. Obtain and review consent and assent forms used at your current place of
employment or internship (Click here to see examples of Consent and Assent
Forms)
D. Place the sample consent and assent forms in this tab
IV. Obtain informed consent
A. Before your first use of Consent procedure
a. Role-play with supervisor the following:
i. Introducing the forms
ii. Explaining the forms using non-technical verbal behavior
iii. Obtaining the signature from client(s)
B. Obtain immediate feedback and practice till criteria set by supervisor is met
 Bailey, J. S., & Burch, M. R. (2009). 25 Essential Skills and Strategies for the Professional Behavior
Analyst: Expert Tips for Maximizing Consulting Effectiveness. New York: NY, Routledge
River, NJ: Pearson.

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II. Develop and use behavior measurement methods, record and
analyze data
Tab 3: Select & define target behavior for change
(Click to see sample of a Performance Monitoring Tool) 1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
 Ethical practices in selecting and assessing potential target behaviors
II. Develop and use worksheets to prioritize target behaviors
A. Evaluating the social significance of potential target behaviors
B. Prioritizing potential target behaviors
III. Define target behaviors in observable and measurable terms (I-01)
A. Define behavior topographically (define at least 10 different behaviors) in
measurable and observable terms
1. Discuss definitions with supervisor and make necessary changes
2. Include the final written operational definitions in this tab
B. Define behavior functionally (define at least 10 different behaviors) in
measurable and observable terms
1. Discuss definitions with supervisor and make necessary changes
2. Include the final written operational definitions in this tab
C. Describe and explain behavior, including private events, in behavior-analytic
(non-mentalistic) terms (G-05)
River, NJ: Pearson.
 O’Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997). Functional
Assessment and Program Development for Problem Behavior: A Practical Handbook. Pacific Grove,
Ca.: Brooks/Cole Publishers
 Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2006). Functional Behavioral Assessment and
Function‐Based Intervention: An Effective, Practical Approach. Englewood Cliffs, NJ: Prentice Hall.
 Wolf M.M., (1978). Social Validity: The Case for Subjective Measurement or How Applied Behavior
Analysis is Finding its Heart. Journal of Applied Behavior Analysis, 11, 203-214.

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analyze data
Tab 4: Measure target behaviors using various direct observation measurement
methods to collect baseline data
(Click to see sample of Performance Monitoring Tool) 1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
 Ethical practices relevant to data collection and data based decision
making
II. Select a measurement system to obtain representative data given the dimensions of the behavior and
the logistics of observing and recording (H-01)
A. Create a basic table for the advantages and disadvantages of using
continuous and discontinuous measurement procedures
 Discuss the summary table with supervisor and include the final product
in this tab
B. When conducting assessments or developing treatment plans, select an
appropriate measurement method and design data collection forms for the
measurement methods listed below
 Discuss your selection and the data collection forms with supervisor,
obtain feedback and include the final product in this tab
 Design continuous measurement procedures (A-12)
1. Frequency/Rate
2. Duration
3. Latency
4. IRT
5. Percent of occurrence
6. Trials to criterion
 Design discontinuous measurement procedures (A-13)
7. Partial interval recording
8. Whole interval recording
9. Momentary time sampling
10. Planned activity check
11. Permanent product (e.g. number of math facts completed)
III. Select a schedule of observation and recording periods and measure target behavior for change (H-
02)
A. When conducting assessments or monitoring progress during intervention
phase, select appropriate observation periods and collect baseline or
intervention data using appropriate measurement procedure
 Discuss your selection with supervisor and obtain feedback
B. Collect data and share the results with supervisor
 Evaluate if changes need to be made to your data sheet and make
necessary changes
C. Graph the results and obtain feedback from supervisor
 Implement continuous measurement procedures (A-12)
A-02 1. Measure frequency/rate

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A-03 2. Measure duration
A-04 3. Measure latency
A-05 4. Measure IRT
A-06 5. Measure percent of occurrence
A-07 6. Use trials to criterion
 Implement discontinuous measurement procedures (A-13)
A-13
7. Use partial interval recording
8. Use whole interval recording
9. Use momentary time sampling
10. Measure behavior by permanent product
 Baily, J., & Burch, M. (2011). Ethics in Behavior Analysis (2nd ed). New York, NY: Routledge.
River, NJ: Pearson.
 Gast, D.L. (2010). Single Subject Research Methodology in Behavioral Sciences. New York, NY,
Routledge.
 Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research (3rd
Ed).
New York, NY: Routledge

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analyze data
Tab 5: Assess quality of behavioral measurement (Accuracy & Reliability)
1st
Year
Students
2nd
Year
Students
I. Create a basic table that summarizes threats to measurement accuracy, validity and reliability
A. Include a table in this tab that summarizes the variables that could threaten:
 Validity of behavioral data
 Reliability of behavioral data
 Accuracy of behavioral data
II. Assess and interpret inter-observer agreement (A-08)
A. Determine appropriate method to obtain (sample) inter-observer data for given data
collection method
 Discuss the chosen method with the supervisor and make necessary changes
B. Create a summary table that includes
 Type of IOA
 Method of calculation for each type of IOA
 Acceptable level of IOA
 Format for reporting IOA
C. Conduct, interpret and report inter-observer agreement
 When collecting baseline or intervention data use IOA to evaluate the
accuracy and reliability of data and measurement procedures
 When supervising implementation of treatment plans use IOA to evaluate
the accuracy and reliability of data collection
 Calculate IOA using appropriate method for given data & report the IOA
data
 Use IOA data to make changes to measurement procedures or use Behavior
Skills Training (See Tab 27) to improve data collection skills of
implementers
Use Total Count IOA and report the results
Use Total Duration IOA and report the results
Use Mean Duration per occurrence IOA and report the results
Use Interval by Interval IOA and report the results
Use Scored and Unscored Interval IOA and report the results
Use Trial by Trial IOA and report the results
 Baer, D. M. (1977). Reviewer’s comment: Just because it’s reliable doesn’t mean that you can use it.
Journal of Applied Behavior Analysis, 10, 117–119.
 Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research (3rd
Ed). New
York, NY: Routledge
 Repp, A. C., Deitz, D. E. D., Boles, S. M., Deitz, S. M., & Repp, C. F. (1976). Technical article:
Differences among common methods for calculating inter-observer agreement. Journal of Applied Behavior
Analysis, 9, 109-113.
 Watkins, M.W., & Pacheco, M. (2000). Inter-observer Agreement in Behavioral Research: Importance and
Calculation. Journal of Behavioral Education, 10, 205–212.

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analyze data
Tab 6: Graph & analyze gathered information
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
A. Review ethical guidelines relevant to data collection, visual display and
analysis
B. Discuss the guidelines with supervisor
II. Design, plot, and interpret data
A. Plot data using equal-interval graphs (A-10)
o Use Excel or other graphing tools to generate
 Bar Graphs
 Multiple Baseline Graphs
 Multiple Probe Graphs
 ABAB Graphs
 Alternating Treatments
 Multi-element
 Simultaneous
 Chaining Criterion Graphs
B. Plot and interpret data using Standard Celeration Charts (SCC)
C. Plot data using a cumulative record (A-11)
D. Interpret visually displayed data using baseline logic (A-10 and 11)
o Draw level and trend lines
o Evaluate changes in level, trend, and variability
o Measure Effect Size using
 Points of Non-Overlap
 Dual-Criterion Method
E. Print and place all graphs in this tab
River, NJ: Pearson.
 Dixon, M. R., Jackson, J. W., Small, S. L., Horner–King, M.J., Mui Ker Lik, N., Garcia, Y., &
Rosales, R. (2009). Creating single–subject design graphs in Microsoft Excel 2007. Journal of
Applied Behavior Analysis, 42, 277-293.
 Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2003). Visual aids and structured criteria for
improving visual inspection and interpretation of single-case designs. Journal of Applied Behavior
Analysis, 36, 387–406.
 Gast, D.L. (2009). Single Subject Research Methodology in Behavioral Sciences. New York, NY:
Routledge.
 Hagopian, L. P., Fisher, W. W., Thompson, R. H., Owen-DeSchryver, J., Iwata, B. A., & Wacker, D.
P. (1997). Toward the development of structured criteria for interpretation of functional analysis data.

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 Johnson, J. M., & Pennypacker, H. S. (2008). Strategies and Tactics in Behavioral Research (3rd
Ed).
New York, NY: Routledge
 Kazdin, A.E. (2011). Single-Case Research Designs: Methods for Clinical and Applied Settings (2nd
ed.). New York: Oxford University Press.

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XI. Conduct behavior assessments (e.g., Functional Behavior
Assessment, Preference Assessment, Reinforcer Assessment)
Tab 7: Conduct comprehensive functional behavior assessments
Click here for examples of Performance Monitoring Tools for conducting functional
analysis (Attention, Escape, Play Conditions)
Click here for example of FBA Rubric
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines 1.0, 2.0 and 3.0 and discuss with supervisor
A. Ethical practices in conducting behavior assessments
B. Discuss with supervisor the ethical practices and the importance of
practicing within one’s limits of professional competence and obtaining
consultation, supervision, training, or making referrals as necessary
II. Conduct a preliminary assessment in order to identify the referral problem (G-03)
A. Obtain informed consent for assessment (Click here for examples of Informed Consents)
B. Identification of the problem
1. Conduct Indirect Assessment (Click here for example of Performance
Monitoring Tool); (Click here for interviewing tool)
 Review records and available data (G-01)
 Conduct interviews using semi structured format (e.g. FAI)
 Use rating scales
i. FAST
ii. MAS
iii. SIT
 Consider biological/medical variables that may be affecting the
client (G-02)
 Include completed Indirect Assessment forms and notes on your
interview under this tab
2. Observe the client in the natural environment
 Identify variables that could have evocative effect on target
behaviors
C. Develop a hypothesis statement based on the preliminary assessment of the client
For each target behavior identify potential
i. Biological/medical variables that may affect the client
ii. Immediate antecedents
iii. Consequences
D. Define target behaviors in observable and measurable terms
 Operationally define target behaviors in measurable and observable terms
before conducting direct assessment (I-01)
 Discuss the definitions with supervisor and make necessary changes
III. Use direct observation to collect baseline data
A. Select observation periods to obtain baseline data given the dimensions of the
behavior and the logistics of observing and recording (H-01)
 Use Scatter Plot data to select observation periods, or
 Use information obtained from interviews to select observation periods
(H-02)
B. Select a measurement system to obtain baseline data given the dimensions of the
behavior and the logistics of observing and recording
 Create a basic table (see Table 4.1 in Cooper) incorporating:

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o Fundamental measures (e.g., count, duration, temporal locus)
o Procedures for measuring behavior (e.g., event recording, time
sampling)
o Examples of behaviors you may measure using each method and
procedure of data collection
 For each measurement system develop data recording sheets to be used for
data collection
C. Directly observe target behavior(s)
 Use data recording sheet to obtain baseline data given the dimensions
of the behavior.
o Obtain baseline data
o Discuss baseline data with supervisor
o Conduct IOA (See tab 5)
o Evaluate if changes need to be made to your data collection method or
recording sheets
D. Select and use a data display that effectively communicates relevant
quantitative relations (H-03)
 Use excel to generate graphs to display results of baseline data
 Graphs must include
o Correctly labeled Y and X axis
o Title
o Correct data points and markers
o Figure captions
 Analyze, and interpret observed data (H-04 and I-05)
IV. Identify variables that influence the occurrence of problem behavior
A. Create a basic table that includes uses and limitations of
o ABC recording and Functional Analysis
o Response Dependent ABC recording and Response Independent
(scheduled observation) ABC recording
o Discuss with supervisor what information can be obtained from ABC
recording
o Discuss with supervisor the many limitations of ABC recording and why
behavior analysts cannot draw accurate conclusions regarding function
when using descriptive assessments
o If ABC recording is used
o Define environmental variables in observable and measurable
terms (I-02) (e.g. define antecedents and consequences)
o Evaluate temporal relations between observed variables (H-05)
B. Design and Conduct Functional Analysis (I-04)
Click here for examples of Performance Monitoring Tools for conducting functional
analysis (Attention, Escape, Play Conditions)
 Create a table that includes
o Various types of Functional Analysis (FA) Procedures
o Examples of target behaviors assessed using each type of FA
procedure
o Limitations of each type of FA procedure
 Choose Functional Analysis Procedure appropriate for given target behavior
o Discuss with supervisor the risks associated with the assessment
o Discuss how to reduce the risks

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o Propose FA procedure that is most appropriate for given target
behavior and minimizes risk to client
 Obtain informed consent to conduct FA from caregiver or client (see sample
informed consent)
 Conduct Functional Analysis under direct supervision of supervisor
o Graph and analyze the results of the functional analysis (I-05)
o Evaluate temporal relations between observed variables (H-05)
V. Write functional behavior assessment report
 The FBA should include the following components
A. Reason for referral (see scoring rubric)
B. Background information
C. Behavior-analytic description of reported target behaviors and
environmental variables that could influence the target behaviors
D. Hypothesis statement for each target behavior
E. Baseline data
F. Functional analysis results
G. Summary
H. Recommendations
o Make recommendations regarding behaviors that must be
established, maintained, increased, or decreased (I-06)
i. State intervention goals in observable and measurable terms
(J-01)
o Identify potential interventions based on assessment results and the
best available scientific evidence (J-02)
 Include the completed FBAs in this tab (De-identify client information first)
 Bailey, J. S., & Burch, M. R. (2011). Ethics for Behavior Analysts (2nd
ed.). New York, NY:
Routledge.
 Dixon et.al., 2009. Creating Single-Subject Design Graphs in Microsoft Excel 2007. JABA, 42, 277-
293.
 Ellignson, Miltenberger, & Long (1999). A Survey of the Use of Functional Assessment Procedures in
Agencies Serving Individuals with Developmental Disabilities, Behavior Interventions, 14, 187-198.
 Fox, J. & Davis, C. (2005). Functional Behavior Assessments in Schools: Current Research Findings
and Future Directions, Journal of Behavioral Education, 14, 1-4.
 Hanley, G.P., 2012. Functional Assessment of Problem Behavior: Dispelling Myths, Overcoming
Implementation Obstacles, and Developing New Lore. Behavior Analyst in Practice, 5, 54-72.
 Hanley, G.P., Iwata, B.A., McCord, B. E. (2003). Functional analysis of problem behavior: A review,
JABA, 36 (2), 147-185.
 Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a
functional analysis of self-injury. Journal of Applied Behavior Analysis, 27 , 197–209.
 Iwata, B.A., & Dozier, C.L. (2008). Clinical Application of Functional Analysis Methodology.
Behavior Analysis in Practice, 1, 3-9.
 O’Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997). Functional
Ca.: Brooks/Cole Publishers
 Repp, A.C., & Horner, R. (1998). Functional Analysis of Problem Behavior: from Effective
Assessment to Effective Support. Belmont, CA: Wadsworth Publishing.
 Thompson & Iwata (2007). A comparison of outcomes from descriptive and functional analyses of
problem behavior, JABA, 40, 333-338.

22
 Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatter plot for identifying stimulus
control of problem behavior. Journal of Applied Behavior Analysis, 18, 343–351.

23
III. Conduct behavior assessments (e.g., Functional Behavior
Tab 8: Conduct preference assessments (I-07)
Click here for examples of Performance Monitoring Tool for Paired-Choice & MSWO
Assessment
1st
Year
Students
2nd
Year
Students
I. Design and conduct preference assessments to identify putative reinforcers (A-14)
A. Create a basic table that includes uses and limitations of:
o Indirect preference assessment
o Direct observation (Approach-based)
o Systematic assessment of preferred stimuli
o Multiple stimulus presentations without replacement (MSWO)
o Multiple stimulus presentations with replacement (MSW)
o Paired stimulus presentation (PS)
B. Design and Conduct Preference Assessment
i. Taking the resources in the setting, type of stimuli being examined, and
client’s level of functioning into consideration, design a preference
assessment for a client
ii. Discuss the designed preference assessment with supervisor
C. Conduct MSWO, PS and Approach-Based preference assessments under direct
supervision of supervisor
D. Develop a performance monitoring checklist to evaluate the fidelity of
preference assessments and have the supervisor use the form to rate and give
feedback on conducting preference assessments (See Tab 24)
E. Include the completed checklist with feedback in this tab and tab 24
II. Write summary of preference assessment results
 Summarize the preference assessment results using the appropriate visual
display
 Present the summary of the preference assessment results to the supervisor and
make necessary changes
 Share the results with parents or teachers
 Daly, III et al., 2009. Evaluation of the multiple-stimulus without replacement preference assessment
method using activities as stimuli. Journal of Applied Behavior Analysis, 42, 563-574.
 DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for
assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519-532.
 Hagopian, L.P., Long, E.S., Rush, K.S. (2004). Preference Assessment Procedures for Individuals with
Developmental Disabilities, Behavior Modification, 28, 668-677.
 Piazza, Fisher, Roane, and Hilker (1999). Predicting and Enhancing the Effectiveness of Reinforcers
and Punishers in Repp & Horner (Eds) Functional Analysis of Problem Behavior.

24
Tab 9: Conduct reinforcer assessments
1st
Year
Students
2nd
Year
Students
I. Design and conduct reinforcer assessments to identify putative reinforcers
A. Design a reinforcer assessment
i. Conduct literature search and develop a procedure for reinforcer assessment
ii. Discuss with supervisor the procedure and make necessary changes
iii. Include the procedure in this tab
B. Conduct a Reinforcer Assessment
i. Conduct approved reinforcer assessment under direct supervision of
supervisor
C. Develop a performance monitoring checklist to evaluate the fidelity of
reinforcer assessments and have the supervisor use the form to rate and give
feedback on conducting the assessment (See Tab 24)
D. Include the completed checklist with feedback in this tab and tab 24
II. Write summary of reinforcer assessment results
 Summarize the assessment results using the appropriate visual display
 Present the summary of the reinforcer assessment results to the supervisor and
make necessary changes
 Share the results with parents or teachers
 DeLeon, I. G., Fisher, W. W., Catter, V. R., Maglieri, K., Herman, K., & Marhefka, J. (2001).
Examination of relative reinforcement effects of stimuli identified through pretreatment and daily brief
preference assessment. Journal of Applied Behavior Analysis, 34, 463-473.
 Hagopian, L.P., Long, E.S., Rush, K.S. (2004). Preference Assessment Procedures for Individuals with
Developmental Disabilities, Behavior Modification, 28, 668-677.
 Piazza, Fisher, Roane, and Hilker (1999). Predicting and Enhancing the Effectiveness of Reinforcers
and Punishers in Repp & Horner (Eds) Functional Analysis of Problem Behavior.

25
Tab 10: Design and conduct parametric analysis (B-12)
1st
Year
Students
2nd
Year
Students
I. Design and conduct parametric analysis
A. Design Parametric Analysis
i. Conduct literature search and develop a procedure for parametric analysis
for:
 Assessing the effects of various schedules of reinforcement on target
behaviors
 Assessing the effects of various magnitudes of reinforcement on
target behaviors
 Assessing the effects of various tasks (for escape maintained
behaviors) on target behaviors
ii. Discuss with supervisor the proposed design and make necessary changes
 Include the procedures in this tab
B. Conduct a Parametric Analysis
i. Conduct parametric assessment under the direct supervision of supervisor
ii. Develop a performance monitoring checklist to evaluate the fidelity of
parametric assessments and have the supervisor use the form to rate and
give feedback on conducting the assessments (See Tab 24)
 Include the completed checklist with feedback in this tab and tab 24
II. Write summary of assessment results
i. Summarize the parametric assessment results using the appropriate visual
display
ii. Present the summary of the assessment results to the supervisor and make
necessary changes
iii. Use the assessment results in treatment planning
iv. Share the results with parents or teachers
 Carr, J. E., Bailey, J. S., Ecott, C. L., Lucker, K. D., & Weil, T. M. (1998). On the effects of non-
contingent delivery of differing magnitudes of reinforcement. Journal of Applied Behavior Analysis,
31, 313-321.
 DiGennaro Reed, F.D., Reed, D.D., Baez, C.N, & Maguire, N. (2011). A parametric analysis of errors
of commission during discrete-trial training. Journal of Applied Behavior Analysis, 44, 611-615.
 Roscoe, E. M., Iwata, B. A., & Rand, M. S. (2003). Effects of reinforcer consumption and magnitude
on response rates during non-contingent reinforcement. Journal of Applied Behavior Analysis, 36, 525–
539.
 Sy J.R., & John C. Borrero, J.C. (2009). Parametric analysis of presession exposure to edible and
nonedible stimuli. Journal of Applied Behavior Analysis, 42, 833-837.

26
IV. Develop evidence-based intervention plans based on assessment
results and baseline data
Tab 11: Obtain, summarize, and evaluate research articles as part of
recommendations & development of intervention plans
1st
Year
Students
2nd
Year
Students
I. Review and interpret articles from the behavior-analytic literature ( B-02)
A. Obtain and summarize research articles
i. Search behavior analytic journals for peer reviewed articles that address:
i. Problem behaviors with similar functions as those identified in
treatment plans that you are implementing;
 Or
ii. Problem behaviors with similar functions that you are
developing a treatment plan for
iii. Skill acquisition for specific skill acquisition programs that you
are implementing
 Or
iv. Skill acquisition for specific skills that you are developing for
skill acquisition programs
B. Summarize the articles and include the summary for each article in this tab
i. Summary should include:
i. Reference to the article in APA style
ii. Subjects
iii. Target behaviors with operational definitions
iv. Type of FBA conducted and results
v. Procedure used for intervention
vi. Results of the intervention
vii. Strengths and limitations of the articles
viii. How are you planning to use the information obtained from the
article for your case
 Carr J. E. and Briggs, A. M. (2010) Strategies for Making Regular Contact with the Scholarly
Literature. Behavior Analysis in Practice, 3, 13–18.
 Dubuque, E.M. (2011). Automating Academic Literature Searches with RSS Feeds and Google
Reader. Behavior Analysis in Practice, 4, 63-69.

27
IV. Develop evidence-based intervention plans based on assessment
results and baseline data
Tab 12: Recommend intervention strategies based on the assessment results and the
best available scientific evidence
1st
Year
Students
2nd
Year
Students
I. Recommend intervention strategies based on FBA results
A. Taking the client’s needs, best practices, available resources, FBA results and
the best available scientific evidence into consideration, recommend conceptually
systematic and effective strategies for intervention (see tab 11 for literature search)
B. The recommendations should include and not be limited to:
i. Antecedent interventions to address identified MOs and/or SDs and
decrease problem behavior (provide reference)
ii. Consequence based interventions to increase socially acceptable
adaptive behaviors and decrease maladaptive behaviors (provide
reference)
iii. Appropriate initial reinforcement schedule and criteria for thinning
iv. Shaping of replacement behaviors if not in the client’s repertoire (e.g.,
FCT; provide reference)
v. How to address the problem behavior if it occurs during intervention
(provide reference)
vi. Training of support staff and/or parents (provide reference)
vii. Monitoring fidelity of implementation (provide reference)
viii. Data collection, monitoring and data based decision making
II. Recommend intervention strategies based on skills assessment results (VB-MAPP results)
A. Taking the client’s needs, best practices, available resources, skills assessment
results, and the best available scientific evidence into consideration,
recommend conceptually systematic and effective strategies for skill acquisition
interventions (see tab 11 for literature search)
B. The recommendations should include and not be limited to:
i. Goals for each skill deficit
ii. Appropriate teaching methods for each skill (DTT, NET)
iii. Appropriate chaining method
iv. Appropriate method of programming for generality
v. Monitoring fidelity of implementation
vi. Data collection, monitoring and data based decision making
 Geiger, K.B., James E Carr, J. E., and LeBlanc, L.A. (2010). Function-Based Treatments for Escape-
Maintained Problem Behavior: A Treatment-Selection Model for Practicing Behavior Analysts.
Behavior Analyst in Practice, 3, 22-32.
 Hagopian, L.P., Boelter, E.W., David P Jarmolowicz, D.P. (2011). Reinforcement Schedule Thinning
following Functional Communication Training: Review and Recommendations. Behavior Analyst in
Practice,4, 4–16.
 Iwata, B. A., Smith, R. G., & Michael, J. L. (2000). Current research on the influence of establishing
operations on behavior in applied settings. Journal of Applied Behavior Analysis, 33, 411-418.
 O’Neil, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Sorey, K., Newton, J. S. (1997) Functional

28
Ca.: Brooks/Cole Publishers.
 Parsons M. B., Reid D. H. (2012). Evidence-Based Staff Training: A Guide for Practitioners.
Behavior Analyst in Practice, 5, 2-11.
 Reed, D. D., and Kaplan, B.A. (2011). The Matching Law: A Tutorial for Practitioners. Behavior
Analyst in Practice, 4, 15-24.
 Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I.
(1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21, 381-
384.

29
V. Design and implement skill acquisition procedures based on initial
assessment VB-MAPP results)
Tab 13: Conduct formal assessment using VB-MAPP or ABLLS-R
Click here for example of FBA Rubric 1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines 1.0, 2.0 and 3.0 and discuss with supervisor
A. Ethical practices in conducting behavior assessments
B. Discuss with supervisor the ethical practices and the importance of practicing
within one’s limits of professional competence and obtaining consultation,
supervision, training, or making referrals as necessary
II. Conduct formal assessment
A. Obtain informed consent for assessment
B. Administer the entire VB-MAPP or ABLLS-R
C. Develop a performance monitoring form to evaluate the administration of VB-
MAPP or ABLLS-R and have the supervisor use the form to give you feedback
on administration of VB-MAPP or ABLLS-R (See Tab 24)
i. Include the feedback in this tab
D. Score and graph completed VB-MAPP or ABLLS-R
E. Discuss the results with the supervisor
III. Write assessment report
A. The skills assessment report should include the following components
 Reason for referral (see scoring rubric)
 Background information
 Results for each area assessed
 Summary
 Recommendations
B. Include the final product in this tab

30
assessment VB
-MAPP results)
Tab 14A: Implement skills acquisition programs to teach verbal behavior, imitation
and discrimination using direct instruction (e.g. DTT), precision teaching and/or
natural environment/incidental teaching
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
A. Before beginning to work with your first client (as an implementer) and
before developing your first treatment plan, review the ethical guidelines to
your work with the client
i. For example if you are implementing or developing behavior
change plans that are not part of a research, you would
review
i. 1.0 Responsible Conduct of a Behavior Analyst
ii. 2.0 The Behavior Analyst’s Responsibility to Clients
iii. 3.0 Assessing Behavior
iv. 4.0 The Behavior Analyst and the Individual Behavior
Change Program
v. 6.0 The Behavior Analyst and the Workplace
vi. 8.0 The Behavior Analyst’s Responsibility to Colleagues
II. Implement skill acquisition programs to teach verbal behavior
A. Implement the listed skill acquisition programs and obtain at least 90 %
implementation fidelity on at least two consecutive performance
monitoring checklists for each program
o Include the completed performance checklists for each program
in this tab
 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley,
1968) to evaluate whether interventions you are asked to implement are
behavior analytic in nature (B-01)
BACB
Task list
#
Skill Acquisition
Program
Teaching Method
 Discrete Trials (DTT) (F-03, D-
08)
 Natural Environment /Incidental
Teaching (NET/IT) (D-08)
 Precision Teaching (PT) (F-04)
 Other: ________________(____)
D-10
Echoic Training
D-11
and
F-07
F-08
Mand Training with various
topographies (at least two)
Speech
Pictures
ASL
Augmentative devices
D-12 Tact Training

31
Actions
Objects
Color and shapes
Using prepositions
Using adjectives
Using adverbs
Using complete sentences
Other
Other
Other
D-13
Intraverbal Training
What questions
When questions
Where questions
Who questions
Answering questions after
reading a story
Other
Other
Other
D-14
Listener Training
Attending to speaker
Following one component
actions
Following two component
actions
Selecting a stimulus in an array
Selecting stimuli based on
Function, Feature and Class
Following instructions involving
prepositions
Discriminating between different
adjectives
Following two to three step
directions
Other
Other
III. Implement skill acquisition programs to teach imitation and equivalence
D-04
Motor Imitation Training
Gross motor actions (e.g.
jumping)
Fine motor actions (e.g. wiggle
fingers)
Functional skills (e.g. using
spoon)
Other
Other
Other

32
E-02
E-06
E-13
Stimulus Equivalence and
Discrimination Training
Matching to sample
Sorting
Completing patterns and
sequences
Other
Other
Other
IV. Use behavior change elements in skill acquisition programs
E-11 Use Pairing Procedures to establish new conditioned reinforcers
D-02
Use appropriate schedules of reinforcement
Initial Implementation Phase
Thinning
Maintenance
D-03 Use of Prompts and Prompt Fading
E-12 Use Errorless Learning and Prompt Fading
D-21 Use of differential reinforcement

33
Tab 14B: Develop skills acquisition programs to teach verbal behavior, imitation
and discrimination using direct instruction (e.g. DTT), precision teaching and/or
natural environment/incidental teaching
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
before developing your first treatment plan, review the following ethical
guidelines and discuss with supervisor
iii. 4.0 The Behavior Analyst and the Individual Behavior Change
Program
iv. 6.0 The Behavior Analyst and the Workplace
v. 8.0 The Behavior Analyst’s Responsibility to Colleagues
vi. 9.0 The Behavior Analyst’s Ethical Responsibility to Society
vii. 10.0 The Behavior Analyst and Research
II. Develop skill acquisition programs to teach verbal behavior
A. Select intervention strategies based on assessment results and the best
available scientific evidence (J-02)
i. Consult with supervisor and offer rational and supporting articles
for selected intervention strategies
B. Discuss with supervisor and take into account:
i. Client’s preferences and current repertoires (J-04 and J-05)
ii. Environmental and resource constraints (J-07)
iii. Social validity of the intervention (J-08)
C. Develop technological and conceptually systematic skill acquisition
programs for skills listed below
i. State goals in observable and measurable terms (J-01)
ii. Program for stimulus and response generalization and
maintenance of the skills (J-11 and 12)
D. Have the supervisor use written program performance checklists to
evaluate whether the written programs are behavior analytic in nature and
give feedback (B-01)
i. Make needed changes and place the final product and the feedback
in this tab
E. Use Behavior Skills Training to train the staff on how to implement the
plans (See Tab 27)
i. Develop and use performance monitoring checklists to monitor
procedural integrity during implementation of treatment plans (See
Tab 24)
F. Evaluate the effectiveness of interventions through ongoing data
collection and analysis and make data based decisions (See Tab 23)

34
BACB
Task list
#
Skill Acquisition
Program
Teaching Method
 Discrete Trials (DTT) (F-03, D-08)
 Natural Environment /Incidental
Teaching (NET/IT) (D-08)
 Precision Teaching (PT) (F-04)
 Other: ________________(____)
D-10
Echoic Training
D-11
and
F-07
F-08
Mand Training with various
topographies (at least two)
Speech
Pictures
ASL
Augmentative devices
D-12
Tact Training
Actions
Objects
Color and shapes
Using prepositions
Using adjectives
Using adverbs
Using complete sentences
Other
Other
Other
D-13
Intraverbal Training
What questions
When questions
Where questions
Who questions
Answering questions after
reading a story
Other
Other
Other
D-14
Listener Training
Attending to speaker
Following one component
actions
Following two component
actions
Selecting a stimulus in an array
Selecting stimuli based on
Function, Feature and Class
Following instructions involving
prepositions
Discriminating between different
adjectives

35
Following two to three step
directions
Other
Other
Other
III. Develop skill acquisition programs to teach imitation and equivalence
D-04
Motor Imitation Training
Gross motor actions (e.g.
jumping)
Fine motor actions (e.g. wiggle
fingers)
Functional skills (e.g. using
spoon)
Other
Other
Other
E-02
E-06
E-13
Stimulus Equivalence and
Discrimination Training
Matching to sample
Sorting
Completing patterns and
sequences
Other
Other
Other
IV. Program behavior change elements in skill acquisition plans
E-11 Program Pairing Procedures to establish new conditioned reinforcers
D-02
Program appropriate schedules of reinforcement
Thinning
Maintenance
D-03 Program use of Prompts and Prompt Fading
E-12 Program Errorless Learning and Prompt Fading
D-21 Program use of differential reinforcement
 Bosch, S., & Fuqua, R.W. (2001). Behavioral Cusps: A Model for Selecting Target Behaviors.
Journal of Applied Behavior Analysis 34, 123–125.
 Grow, L., & LeBlanc, L. (2013). Teaching Receptive Language Skills: Recommendations for
Instructors. Behavior Analysis in Practice, 6, 56-75.
 Grow, L. L., Carr, J. E., Kodak, T., Jostad, C. M., & Kisamore, A. N. (2011). A comparison of
methods for teaching auditory-visual conditional discriminations to children diagnosed with
autism spectrum disorders. Journal of Applied Behavior Analysis, 44, 475-498.
 Hall, G., & Sundberg, M. L. (1987). Teaching Mands by Manipulating Conditioned Establishing
Operations. The Analysis of Verbal Behavior, 5, 41–53.
 Lovaas, O. I. (2003). Teaching Individuals with Developmental Delays: Basic Intervention
Techniques. Austin, TX: Pro-Ed.
 Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic
concept for behavior analysis. Journal of Applied Behavior Analysis, 30, 533-544.

36
 Rosales, R., & Rehfeldt, R. (2007). Contriving transitive conditioned establishing operations to
establish derived manding skills in adults with severe developmental disabilities. Journal of
Applied Behavior Analysis, 40, 105-121
 Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error Correction in
Discrimination Training for Children with Autism. Behavioral Interventions, 21, 245–263.
 Sundberg, M.L., & Michael, J. (2001). The Benefits of Skinner’s Analysis of Verbal Behavior for
Children with Autism. Behavior Modification, 25, 698-724
 Sundberg, M. L., & Partington, J. W. (1998). Teaching Language to Children with Autism or
other Developmental Disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.
 Taylor, B.A., & Fisher, J. (2010). Three Important Things to Consider When Starting
Intervention for a Child Diagnosed With Autism. Behavior Analysis in Practice, 3, 52-53.
 Weiss, M.J., & Zane, T. (2010). Three Important Things to Consider When Starting Intervention
for a Child Diagnosed With Autism. Behavior Analysis in Practice, 3, 58-60.

37
assessment VB-M
APP results)
Tab 15A: Implement daily living skills programs based on formal assessment
results
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
Program
II. Implement skill acquisition programs to teach daily living skills
implementation fidelity on at least two consecutive performance
monitoring checklists for each program
 Include the completed performance checklists for each program in
this tab
B. Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley,
BACB
Task list
#
Daily Living Skills
Acquisition Program
Chaining Method
 Forward
 Backward
 Total Task
D-05
D-06
D-07
Dressing
Clothing selection appropriate for weather
Putting on and removing shirts, pants,
socks
Putting on and removing jackets
Putting on and removing shoes
Other
Other
Other
D-05
D-06
D-07
Toileting:
D-05
D-06
D-07
Personal Hygiene
Brushing teeth
Washing hands and face

38
Showering
Combing Hair
D-05
D-06
D-07
Eating and Drinking
Using utensils
Drinking from a cup
Meal preparation
Use of kitchen appliances
Other
Other
Other
D-05
D-06
D-07
Household Chores
Cleaning
Making bed
Setting and cleaning table
Washing dishes
Feeding animals
Other
Other
Other
D-05
D-06
D-07
Laundry
Washing and drying clothes
Folding and putting away washed clothing
Other
Other
D-05
D-06
D-07
Safety Awareness
Abduction-Prevention
Crossing streets
Safety/Danger signs and signals
D-05
D-06
D-07
First Aid skills
Using Public Transportation
Money Management
Employment Skills
III. Use behavior change elements in skill acquisition programs
E-11 Use Pairing Procedures to establish new conditioned reinforcers
D-02
Use appropriate schedules of reinforcement
Initial Implementation phase
Thinning
Maintenance
D-03 Use Prompts and Prompt Fading
E-12 Use Errorless Learning and Prompt Fading
D-21 Use of differential reinforcements

39
assessment VB-
MAPP results)
Tab 15B: Develop daily living skills programs based on formal assessment results
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
Program
II. Develop skill acquisition programs to teach daily living skills
A. For each daily living skill listed below develop a task analysis (D-07)
i. Establish Baseline using the task analysis
ii. Graph the baseline data using appropriate graphs
iii. Discuss with supervisor the assessment results and the graphs
iv. Place task analysis with baseline data in this tab
B. Select intervention strategies based on task analysis results (J-03) and the
i. Consult with supervisor and offer rational and supporting articles for
your selections
C. Discuss with supervisor and take into account:
D. Develop technological and conceptually systematic daily living skill
acquisition programs for skills listed below
ii. Program for stimulus and response generalization and maintenance of
the skills (J-11 and 12)
E. Have the supervisor use written program performance checklists to evaluate
whether the written programs are behavior analytic in nature and give
feedback (B-01)
i. Make needed changes and place the final product and the feedback in
this tab
F. Use Behavior Skills Training to train the staff on how to implement the plans
(See Tab 27)
Tab 24)

40
G. Evaluate the effectiveness of interventions through ongoing data collection
and analysis and make data based decisions (See Tab 23)
BACB
Task
list #
Daily Living Skills
Acquisition Program
Chaining Method
 Forward
 Backward
 Total Task
D-05
D-06
D-07
Dressing
Clothing selection appropriate for weather
Putting on and removing shirts, pants,
socks
Putting on and removing jackets
Putting on and removing shoes
Other
Other
Other
D-05
D-06
D-07
Toileting
D-05
D-06
D-07
Personal Hygiene
Brushing teeth
Washing hands and face
Showering
Combing hair
D-05
D-06
D-07
Eating and Drinking
Using utensils
Drinking from a cup
Meal preparation
Use of kitchen appliances
Other
Other
Other
D-05
D-06
D-07
Household Chores
Cleaning
Making bed
Setting and cleaning table
Washing dishes
Feeding animals
Other
Other
Other
D-05
D-06
D-07
Laundry
Washing and drying clothes
Folding and putting away washed clothing
Other
Other
D-05
D-06
D-07
Safety Awareness
Abduction-Prevention
Crossing streets

41
Safety/Danger signs and signals
D-05
D-06
D-07
First Aid skills
Using Public Transportation
Money Management (e.g. banking skills)
Employment Skills
III. Program behavior change elements in skill acquisition programs
D-02
Thinning
Maintenance
D-21 Program use of differential reinforcements
 Bailey, J. S., & Burch, M. R. (2011). Ethics for Behavior Analysts (2nd
ed.). New York, NY:
Routledge.
 Derrickson, J. G., Neef, N. A., & Parrish, J. M. (1991). Teaching self-administration of suctioning
to children with tracheostomies. Journal of Applied Behavior Analysis, 24, 563-570.
 Lattimore, L.P., Parsons, M.B., & Reid, D.H. (2008). Simulation Training of Community Job Skills
for Adults with Autism: A Further Analysis. Behavior Analysis in Practice, 1, 24-29.
 Libby, M.E., Weiss, J.S., & Ahearn, W.H. (2008). A Comparison of Most-to-Least and Least-to-
Most Prompting on the Acquisition of Solitary Play Skills. Behavior Analysis in Practice, 1, 37-43.
 McDonnell, J., & Freguson, B. (1989). A comparison of time delay and decreasing prompt
hierarchy strategies in teaching banking skills to students with moderate handicaps. Journal of
 Thompson, T. J., Braam, S. J., & Fuqua, R. W. (1982). Training and generalization of laundry
skills: A multiple probe evaluation with handicapped persons. Journal of Applied Behavior
Analysis, 15, 177-182.
 Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept
for behavior analysis. Journal of Applied Behavior Analysis, 30, 533-544.

42
Tab 16A: Implement social and play skills programs based on formal assessment
results
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
Program
II. Implement skill acquisition programs to teach social and play skills
implementation fidelity on at least two consecutive performance monitoring
checklists for each program
i. Include the completed performance checklists for each program in
this tab
B. Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley,
BACB
Task list
#
Daily Living Skills
Acquisition Program
Chaining Method
 Forward
 Backward
 Total Task
D-05
D-06
D-07
Independent Play skills
Functional play
Creative play
Independent indoor play
Independent outdoor play
Other
Other
Other
D-05
D-06
D-07
Social Play
Sharing toys
Turn taking
Initiating and sustaining indoor and
outdoor play activities with peers
Joining in an ongoing indoor or outdoor

43
play activity
Pretend play with peers
Team sports and sportsmanship
Other
Other
Other
Other
D-05
D-06
D-07
Social Interactions
Initiating and maintaining eye contact
Greetings
Beginning and ending intraverbal exchange
Intraverbal behavior with others on non-
reinforcing topics
Giving and accepting compliments
Discriminating and tacting feelings of
others
Offering and receiving help
Negotiations
Perspective taking
Joint attention
Other
Other
Other
D-02
Thinning
Maintenance

44
V. Design and implement skill acquisition procedures based on formal
assessment results VB-MAPP results)
Tab 16B: Develop social and play skill programs
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
Program
II. Develop skill acquisition programs to teach daily living skills
A. For each social and play skill listed below develop a task analysis (D-07)
i. Establish Baseline using the task analysis
ii. Graph the baseline data using appropriate graphs
iii. Discuss with supervisor the assessment results and the graphs
iv. Place task analysis with baseline data in this tab
B. Select intervention strategies based on task analysis results (J-03) and the best
available scientific evidence (J-02)
your selections
C. Discuss with supervisor and take into account:
D. Develop technological and conceptually systematic daily living skill
acquisition programs for skills listed below
ii. Program for stimulus and response generalization and maintenance of
the skills (J-11 and 12)
E. Have the supervisor use written program performance checklists to evaluate
whether the written programs are behavior analytic in nature and give
feedback (B-01)
this tab
F. Use Behavior Skills Training to train the staff on how to implement the plans
(See Tab 27)
Tab 24)

45
G. Evaluate the effectiveness of interventions through ongoing data collection
BACB
Task
list #
Daily Living Skills
Acquisition Program
Chaining Method
 Forward
 Backward
 Total Task
D-05
D-06
D-07
Independent Play skills
Functional play
Creative play
Independent indoor play
Independent outdoor play
Other
Other
Other
D-05
D-06
D-07
Social Play
Sharing toys
Turn taking
Initiating and sustaining indoor and
outdoor play activities with peers
Joining in an ongoing indoor or outdoor
play activity
Pretend play with peers
Team sports and sportsmanship
Other
Other
D-05
D-06
D-07
Social Interactions
Initiating and maintaining eye contact
Greetings
Beginning and ending intraverbal exchange
Intraverbal behavior with others on non-
reinforcing topics
Giving and accepting compliments
Discriminating and tacting feelings of
others
Offering and receiving help
Negotiations
Perspective taking
Joint attention
Other
Other
Other
D-02
Thinning
Maintenance

46
 Bailey, J. S., & Burch, M. R. (2011). Ethics for Behavior Analysts (2nd
ed.). New York, NY:
Routledge.
 Libby M. E., Weiss J. S., Bancroft S., Ahearn W. H. (2008). A Comparison of Most-to-Least and
Least-to-Most Prompting on the Acquisition of Solitary Play Skills. Behavior Analysis in Practice,
1, 37–43.
 McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal
interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117-126.
 Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism:
Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28,
285-295.
 Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept
for behavior analysis. Journal of Applied Behavior Analysis, 30, 533-544.

47
Tab 17A: Implement antecedent based interventions
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
Program
II. Implement antecedent-based interventions
A. Implement the listed interventions and obtain at least 90 %
implementation fidelity on at least two consecutive performance monitoring
checklists for each program
B. Include the completed performance checklists for each program in this
tab
C. Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley,
BACB
Task list
#
Intervention
E-01
G-08
Identify and make changes to the physical environment (e.g. manipulate
discriminative stimuli)
D-20
E-01
Use Non-Contingent Reinforcement for behaviors maintained by
Attention
Escape
Access to tangibles
Automatic reinforcement
E-01 Use stimulus fading-in (e.g. food blending or for task refusal)
E-01 Use choice making
E-09
Use high- probability request sequences
Use task-interspersal (e.g. academic work completion)
Other
Other
III. Use behavior change elements during implementation
D-02
D-20
Use appropriate parameters and schedules of reinforcement
Use Fixed and Variable Time Schedules
Thinning the Schedules

48
D-18 Use Extinction
E-08 Use the matching law and recognize factors influencing choice

49
Tab 17B: Develop antecedent-based interventions
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
A. Review the following ethical guidelines and discuss with supervisor
Program
II. Develop antecedent-based interventions
A. Select potential antecedent-based intervention or combination of
interventions (e.g., NCR with stimulus fading in) based on assessment results
and the best available scientific evidence (J-02)
your choice
ii. Discuss the limits of each procedure with supervisor and address the
limits in the plan
iii. Discuss with supervisor and take into account:
B. Propose an appropriate single subject design that will allow evaluation of the
effectiveness of the behavioral programs (See Tab 23)
C. Develop technological and conceptually systematic treatment plan(s) for
given problem behavior(s) (developing plans for all areas listed below is
strongly recommended)
i. State intervention goals in observable and measurable terms (J-01)
ii. Program for stimulus and response generalization and maintenance
(J-11, 12)
iii. Combine antecedent-based procedures with reinforcement and
extinction procedures
iv. Design and include a data collection form to obtain representative
data given the dimensions of the behavior and the logistics of
observing and recording (See Tab 4)
D. Have the supervisor use a written program performance checklist to evaluate
whether the written treatment plans are behavior analytic in nature and give
feedback (B-01)
this tab
E. Use Behavior Skills Training to train the staff on how to implement the plans
(See Tab 27)

50
Tab 24)
F. Evaluate the effectiveness of interventions through ongoing data collection
BACB
Task
list #
Antecedent Interventions
E-01
G-08
Identify and make changes to the physical environment (e.g. manipulate
discriminative stimuli).
D-20
E-01
Use Non-Contingent Reinforcement for behaviors maintained by
Attention
Escape
Access to tangibles
Automatic reinforcement
E-01 Use stimulus fading-in (e.g. food blending or for task refusal)
E-01 Use choice making
E-09
Use high- probability request sequences
Use task-interspersal (e.g. academic work completion)
Other
Other
Other
III. Use behavior change elements during implementation
D-02
D-20
Use appropriate parameters and schedules of reinforcement
Use Fixed and Variable Time Schedules
D-18 Use Extinction
E-08 Use the matching law and recognize factors influencing choice
 Bancroft S. L, Bourret J. C. (2008). Generating variable and random schedules of reinforcement
using Microsoft Excel macros. Journal of Applied Behavior Analysis, 41, 227–235.
 Ducharme, J. M.,& Worling, D. E. (1994). Behavioral momentum and stimulus fading in the
acquisition and maintenance of child compliance in the home. Journal of Applied Behavior
Analysis, 27, 639-647.
 Fisher, W. W., & Mazur, J. E. (1997). Basic and applied research on choice responding. Journal of
Applied Behavior Analysis, 30, 387–410.
 Hanley, G.P. (2010). Toward Effective and Preferred Programming: A Case for the Objective
Measurement of Social Validity with Recipients of Behavior-Change Programs. Behavior Analysis
in Practice, 3, 13-21.
 Hanley, G. P., Piazza, C. C., & Fisher, W. W. (1997). Non-contingent presentation of attention and
alternative stimuli in the treatment of attention-maintained destructive behavior. Journal of Applied
Behavior Analysis, 30, 229-237.
 Luiselli, J. K., & Cameron, M. J. (Eds.). (1998). Antecedent Control: Innovative Approaches to
Behavioral Support. Baltimore: Paul H. Brookes.
 Luiselli, J. K. (Ed.). (2006). Antecedent Assessment and Intervention: Supporting Children and
Adults with Developmental Disabilities in Community Settings. Baltimore: Paul H. Brookes.
 Michael, J. L. (1982). Distinguishing between discriminative and motivational functions of stimuli.

51
Journal of the Experimental Analysis of Behavior, 37, 149–155.
 Smith, R. G., & Iwata, B. A. (1997). Antecedent influences on behavior disorders. Journal of
Applied Behavior Analysis, 30, 343–376.

52
VI. Design and implement behavior reduction procedures (MPP results)
Tab 18A: Implement consequence-based interventions
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
A. Before beginning to work with your first client (as an implementer) and before
developing your first treatment plan, review the following ethical guidelines and
discuss with supervisor
iii. 4.0 The Behavior Analyst and the Individual Behavior Change Program
II. Implement consequence-based interventions
A. Implement the listed interventions and obtain at least 90 % implementation
fidelity on at least two consecutive performance monitoring checklists for each
program
B. Include the completed performance checklists for each program in this tab
C. Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to
evaluate whether interventions you are asked to implement are behavior analytic
in nature (B-01)
BACB
Task list
#
Intervention
D-01 Implement treatment plans using positive and negative reinforcement
D-21
F-07
Differential Reinforcement of Alternative/Incompatible Behavior
(DRA/DRI)
Functional communication training (F-07)
Differential Negative Reinforcement of Alternative/Incompatible
Behavior (DNRA/DNRI)
Differential Reinforcement of Other Behavior (DRO)
Differential Reinforcement of High Rates of Behavior (DRH) (e.g.
Reading Fluency)
Differential Reinforcement of Low Rates of Behavior (DRL)
Full Session DRL
Interval DRL
Spaced Responding DRL
E-10 Implement treatment plans using the Premack principle
F-02 Implement treatment plans using token economy
D-18 Implement treatment plans using extinction
D-15
Implement treatment plans using positive and negative punishment
Identify and use punishers
Time out
Response cost
Reprimands

53
Response blocking
Overcorrection
D-19
Implement treatment plans using combinations of reinforcement,
punishment and extinction
Other
Other
Other
Other
III. Use behavior change elements during implementation of treatment plans
D-02
D-20
Appropriate parameters and schedules of reinforcement
Fixed and Variable Time Schedules
E-11 Use pairing procedures to establish new conditioned reinforcers
D-17 Use appropriate parameters and schedules of punishment
D-03 Use prompts and prompt fading

54
VI. Design and implement behavior reduction procedures MPP r
Tab 18B: Develop consequence-based interventions
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
II. Develop and implement consequence-based interventions
A. Select potential consequence-based intervention or combination of interventions
(e.g., DRO with token economy and response cost) based on assessment results and the
o Consult with supervisor and offer rational and supporting articles for your
choice
o Discuss the limits of each procedure with supervisor and address the limits
in the plan
o Discuss with supervisor and take into account:
B. Before developing treatment plans discuss with supervisor and plan for possible
unwanted effects of:
o Reinforcement (C-01)
o Punishment (C-02)
o Extinction (C-03)
o Plan for behavioral contrast effects ( E-07)
C. Develop technological and conceptually systematic treatment plans for given
problem behavior(s) (developing plans for all areas listed below is strongly
recommended)
o State intervention goals in observable and measurable terms (J-01)
o When a behavior is to be decreased, select an acceptable alternative
behavior to be established or increased (J-10)
o Program for stimulus and response generalization and maintenance (See
Tabs 21 & 22)
o If reinforcement and extinction procedures are not effective, consider least
restrictive punishment procedure(s)
o Design and include a data collection form to obtain representative data
given the dimensions of the behavior and the logistics of observing and
recording (See Tab 4)
D. Have the supervisor use a written program performance checklist to evaluate

55
feedback (B-01)
o Make needed changes and place the final product and the feedback in this
tab
E. Use Behavior Skills Training to train the staff on how to implement the plans (See
Tab 27)
o Develop and use performance monitoring checklists to monitor procedural
integrity during implementation of treatment plans (See Tab 24)
F. Evaluate the effectiveness of interventions through ongoing data collection and
analysis and make data based decisions (See Tab 23)
BACB
Task list
#
Consequence-Based Intervention
D-01 Develop treatment plans using positive and negative reinforcement
D-21
F-07
Differential Reinforcement of Alternative/Incompatible Behavior
(DRA/DRI)
Functional communication training (F-07)
Differential Negative Reinforcement of Alternative/Incompatible Behavior
(DNRA/DNRI)
Differential Reinforcement of Other Behavior (DRO)
Differential Reinforcement of High Rates of Behavior (DRH) (e.g.
Reading Fluency)
Differential Reinforcement of Low Rates of Behavior (DRL)
Full Session DRL
Interval DRL
Spaced Responding DRL
E-10 Develop treatment plans using the Premack principle
F-02 Develop treatment plans using token economy
D-18 Develop treatment plans using extinction
D-15
Develop treatment plans using positive and negative punishment
Identify and use punishers
Time out
Response cost
Reprimands
Response blocking
Overcorrection
D-19
Develop treatment plans using combinations of reinforcement, punishment
and extinction
Other
Other
Other
Other
III. Incorporate behavior change elements into the treatment plans
D-02
D-20

56
D-03 Prompts and Prompt Fading
E-08 Consider matching law and recognize factors influencing choice
 Bancroft S. L, Bourret J. C. (2008). Generating variable and random schedules of reinforcement using
Microsoft Excel macros. Journal of Applied Behavior Analysis, 41, 227–235.
 Geiger, K.B., Carr, J.E., & LeBlanc, L.A (2010). Function-Based Treatments for Escape-Maintained
Problem Behavior: A Treatment-Selection Model for Practicing Behavior Analysts. Behavior Analysis in
Practice, 3, 22-32.
 Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of
functional communication training with and without extinction and punishment: A summary of 21
inpatient cases. Journal of Applied Behavior Analysis, 31, 211-235.
 Hagopian, L.P., Boelter, E.W., & Jarmolowicz, D.P. (2011). Reinforcement Schedule Thinning
Following Functional Communication Training: Review and Recommendations. Behavior Analysis in
Practice, 4, 4-16.
 Hanley, G.P. (2010). Toward Effective and Preferred Programming: A Case for the Objective
Measurement of Social Validity with Recipients of Behavior-Change Programs. Behavior Analysis in
Practice, 3, 13-21.
 Harding, J.W., Wacker, D.P., Berg, W.K., Lee, J.F., Dolsezal, D. (2009). Conducting Functional
Communication Training in Home Settings: A Case Study and Recommendations for Practitioners.
Behavior Analysis in Practice, 2, 21-31.
 Harper, J. M., Iwata, B.A., & Camp, E.M. (2013). Assessment and Treatment of Social Avoidance.
 Lerman, D. C., Kelley, M. E., Vorndran, C. M., Kuhn, S. A. C., & LaRue, R. H., Jr. (2002).
Reinforcement magnitude and responding during treatment with differential reinforcement. Journal of
 Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment:
Implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35, 431-464.
 Patel, M. R., Piazza, C. C., Martinez, C. J., Volkert, V. M., & Santana, C. M. (2002). An evaluation of
two differential reinforcement procedures with escape extinction to treat food refusal. Journal of Applied
Behavior Analysis, 35, 363-374.
 Reed, D.D., & Kaplan, B.A. (2010). The Matching Law: A Tutorial for Practitioners. Behavior Analysis
in Practice, 4, 15-24.
 Tiger, J.H., Hanley, G., Bruzek, J. (2008). Functional Communication Training: A Review and Practical
Guide. Behavior Analysis in Practice, 1, 16-23.

57
VI. Design and implement behavior reduction procedures MPP results)
Tab 19A: Implement group contingences
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
developing your first treatment plan, review the following ethical guidelines and discuss
with supervisor
II. Implement group contingences
A. Implement the listed group contingences and obtain at least 90 % implementation
fidelity on at least two consecutive performance monitoring checklists for each program
B. Include the completed performance checklists for each program in this tab
C. Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to
evaluate whether interventions you are asked to implement are behavior analytic in
nature (B-01)
BACB
Task list
#
Group Contingency
E-05
Use independent group contingencies.
Use interdependent group contingencies
Use dependent group contingencies
Other
Other
Other
D-01
D-02
D-20
Use positive and negative reinforcement
D-18 Use extinction
IV. Data collection and display
 During implementation of interventions, collect appropriate data and
generate graphs
 Discuss the visually displayed data with supervisor
 Make necessary changes and include the final graph for each skill in this
tab

58
A-02
To
A-05
Collect data on
Rate/Frequency
Duration
Latency
IRT
A-10
B-04
B-05
B-07
B-08
Plot, and interpret data using equal-interval graphs
Use withdrawal/reversal designs (B-04 and B-05)
Use changing criterion designs (B-07)
Use multiple baseline designs (B-08)

59
VI. Design and implement behavior reduction procedures MPP results)
Tab 19B: Develop group contingences
1st
Year
Students
2nd
Year
Students
I. Review BACB®
ethical guidelines
II. Develop group contingences
A. Select potential group contingency intervention(s) based on assessment results and
the best available scientific evidence (J-02)
a. Consult with supervisor and offer rational and supporting articles for your
choice
b. Discuss the limits of each procedure with supervisor and address the limits
in the plan
c. Discuss with supervisor and take into account:
B. Before developing treatment plans discuss with supervisor and plan for possible
unwanted effects of:
a. Reinforcement (C-01)
b. Punishment (C-02)
c. Extinction (C-03)
d. Plan for behavioral contrast effects ( E-07)
C. Develop technological and conceptually systematic treatment plans for given
problem behavior(s) (developing plans for all areas listed below is strongly
recommended)
a. State intervention goals in observable and measurable terms (J-01)
b. Program for stimulus and response generalization and maintenance (J-11,
12)
D. If reinforcement and extinction procedures are not effective, consider least
restrictive punishment procedure(s)
E. Have the supervisor use a written program performance checklist to evaluate
feedback (B-01)
a. Make needed changes and place the final product and the feedback in this
tab
F. Use Behavior Skills Training to train the staff on how to implement the plans (See
Tab 27)

60
a. Develop and use performance monitoring checklists to monitor procedural
integrity during implementation of treatment plans (See Tab 24)
G. Evaluate the effectiveness of interventions through ongoing data collection and
analysis and make data based decisions (See Tab 23)
BACB
Task list
#
Group Contingency
E-05
Develop plans using independent group contingencies.
Develop plans using interdependent group contingencies
Develop plans using dependent group contingencies
Other
Other
Other
D-01
D-02
D-20
Use positive and negative reinforcement
D-17 Use appropriate parameters and schedules of punishment.
D-18 Use extinction
 Greenwood, C. R., Hops, H., Delquadri, J., & Guild, J. (1974). Group contingencies for group
consequences in classroom management: A further analysis. Journal of Applied Behavior Analysis, 7,
413-425.
 Speltz, M. L., Shimamura, J. W., & McReynolds, W. T. (1982). Procedural variations in group
contingencies: Effects on children's academic and social behaviors. Journal of Applied Behavior
Analysis, 15, 533-544.
 Switzer, E. B., Deal, T. E., & Bailey, J. S. (1977). The reduction of stealing in second graders using a
group contingency. Journal of Applied Behavior Analysis, 10, 267-272.

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