Become a Master Prioritizer

priorities

You worked hard to complete the coursework and pass the big exam. You find your dream job only to discover it’s more of a nightmare than a dream. Despite all your efforts to prepare, the position is nothing like what you imagined. You have more to do in a day than you could imagine doing in a week!

Become a Master Prioritizer

Learning Modules

Learning objectives

Quickly learn how to prioritize the tasks on your to-do list to help you accomplish the most important tasks every day. This practical solution is a must for every new BCBA and those experienced BCBAs who feel like they are drowning in a sea of tasks!

Description of Event

Although you might not see time management as the solution to this particular problem, you might be surprised by the research. Creating systems that provide you with a sense of control over your time at work leads to reduced stress and greater job satisfaction (Claessens, Van Ferde, Rutte, & Roe; 2004). This is the stuff you didn’t learn in school that’s essential for success in your role as a BCBA.

Claessens, B. J., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2004). Planning behavior and perceived control of time at work. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(8), 937-950.

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Instructor

Amelia is a BCBA working with children and young adults with autism. She has been working in the field since 2009 and has worked in a variety of settings including homes, schools, the community and clinics. She previously taught young children in a variety of settings including Head Start. She has a passion for helping children and families reach their full potential.

wdt_ID	Skill Type	Assessment	Domain	Level	Milestone	Goal	Medical Necessity Criteria	Targets	Measurement	Recommendations	Teaching Ideas
1	Communication	VB-MAPP	Mand	1	1M	LEARNER will mand for 2 preferred items using a visual, sign or verbal approximation.with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
2	Communication	VB-MAPP	Mand	1	2M	LEARNER will emit 4 different mands for preferred items using a visual, sign or verbal approximation with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
3	Communication	VB-MAPP	Mand	1	3M	LEARNER will generalize 6 mands using a visual, sign or verbal approximation across 2 people, 2 settings, and 2 different examples of a reinforcer with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
4	Communication	VB-MAPP	Mand	1	4M	LEARNER will spontaneously emit 5 mands in 60 minutes using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
5	Communication	VB-MAPP	Mand	1	5M	LEARNER will emit 10 different mands using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
6	Communication	VB-MAPP	Tact	1	1M	LEARNER will tact 2 reinforcing items with echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
7	Communication	VB-MAPP	Tact	1	2M	LEARNER will tact any 4 items without echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
8	Communication	VB-MAPP	Tact	1	3M	LEARNER will tacts 6 non-reinforcing items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Cup Shoe Hat Spoon Chair Bed	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
9	Communication	VB-MAPP	Tact	1	4M	LEARNER will spontaneously tact 2 different items in 60 minutes across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.		Rate	When creating goals for spontaneous behavior, avoid the use of specific targets. Instead, consider using rate data	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
10	Communication	VB-MAPP	Tact	1	5M	LEARNER will tact 10 items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Ball Car Cat Bowl Cow Book Mickey Shirt Train Baby	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.

Become a Master Prioritizer

priorities

Become a Master Prioritizer

Get to Know Your Buckets

Bucket 1 - Tasks that Impact Billing

Bucket 2 - Tasks that Impact Client Progress

Bucket 3 - Tasks that Impact Staff or Program Development

Prioritizing within Your Buckets

Learning objectives

Description of Event

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Instructor

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Function of Behavior