Completing assessments and documenting written plans are important components of an Applied Behavior Analysis program. These elements are critical to the success of your clients. These posts explain what you need to know!
A Behavior Intervention Plan provides a roadmap for reducing interfering behaviors. It guides treatment and ensures a consistent response when a child engages in a behavior. The plan includes select ABA interventions based on the function of the behavior, and specifies a plan to teach functionally-equivalent replacement behaviors. But writing an effective plan takes practice. This post will walk you through each component so nothing is missed.
This online course takes our post Behavior Plan: Writing a Comprehensive Behavior Intervention Plan even further by providing detailed instruction in the following areas:
- Parts of a BIP
- Common Antecedent, Skill Development and Consequence Interventions
- Writing a Statement of Hypothesized Function
- BIP Structure and Formatting
- Increasing Efficiency in Your Writing
Operational definitions are an important part of your plan. A clear operational definition allows for consistency in data collection and prevents confusion about whether a child has engaged in a behavior. This post will help you understand the key components of an effective definition and provides 9 examples of common behaviors.
This free course provides even more information than our post Examples of Operational Definitions: 3 Key Components and includes sample definitions for the following behaviors:
- Escape or Avoidance Behaviors
- Access to Tangible Behaviors
- Access to Attention Behaviors
- Self-Injurious Behavior
Applied Behavior Analysis is a science-driven approach to behavior that depends significantly on the accurate collection of data. When collecting data you can choose from a continuous data collection method (frequency, rate, duration, or latency) or a discontinuous data collection method (partial interval, whole interval, or momentary time sampling). How do you know which method is best? This post will tell you!
Although frequency and rate data provide important information about the occurrence of behaviors, practitioners in the field often struggle with accurately collecting the data. This post explains how you can make these data collection methods easier and more discrete.
The term “ABC” refers to the context of a behavioral event, describing events that occur before and after a behavior you want to learn more about (antecedent, behavior and consequence). While this concept is often thought of in conjunction with reducing challenging behaviors, it is equally effective when teaching new skills. Here’s what you need to know about the ABCs of ABA!
Although traditional sources say there are 3-4 functions of behavior (access, escape, [attention] and automatic), there is a better way to conceptualize the functions of behavior. This post explains 3 different models to help you better understand function and how it relates to reinforcement.
Generalization occurs when children learn a skill under one condition (i.e. specific staff, environment, etc) and demonstrate that skill under a different condition (i.e. different staff, different environment, etc.). Many children with autism require specific training to achieve this. The teaching strategy you select can impact your need to plan for generalization. Learn more.
Mastering a skill in a clinic, classroom or home setting doesn’t necessarily mean that the child will have the same results out in the community. Having a plan to generalize skills across settings will lead to the best results for your clients. This post explains what you need to know to create your plan.
Generalization in school requires getting the teacher on board unless the child spontaneously demonstrates the skill in the untrained setting. Teachers may resist an outsider offering advice or intruding on the classroom. This post explains 5 strategies you can use to engage teachers to improve generalization of skills in a school setting.