Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 4<br />
ness, to name a few. Additionally, selection of effective <strong>in</strong>terventions by professionals must<br />
occur <strong>in</strong> response to vary<strong>in</strong>g client characteristics and situations and so programm<strong>in</strong>g for<br />
generalization must be <strong>in</strong>cluded <strong>in</strong> the curriculum. These topics were briefly reviewed <strong>in</strong><br />
Chapters 2 and 3.<br />
Well-established, def<strong>in</strong>ed content <strong>in</strong> the area of FA that reflect APPLIED BEHAVIOR ANAL-<br />
YSIS (ABA) and how to use it to teach others socially significant behaviors can be found<br />
<strong>in</strong> multiple sources <strong>in</strong>clud<strong>in</strong>g textbooks, research articles, and professional body’s resources.<br />
Essential topics can be gleaned from a review of the table of contents of the many textbooks<br />
available <strong>in</strong> the area (e.g., Cooper et al., 2007; Fisher, Piazza, & Roane, 2011; Mart<strong>in</strong> &<br />
Pear, 2011; Miltenberger, 2012; see Chapter 7 for more). Likewise, tra<strong>in</strong><strong>in</strong>g programs have<br />
carved out relevant topics to teach direct-care staff members that cover the gamut of ABA<br />
and how to apply it <strong>in</strong> various contexts to teach <strong>in</strong>dividuals desirable skills and decrease<br />
challeng<strong>in</strong>g behaviors (Luiselli, Bass, & Whitcomb, 2010). Common topics <strong>in</strong>clude characteristics<br />
of ABA, a history of its development and philosophical roots, def<strong>in</strong><strong>in</strong>g behavior<br />
and measur<strong>in</strong>g it, positive re<strong>in</strong>forcement, negative re<strong>in</strong>forcement, prompt<strong>in</strong>g and fad<strong>in</strong>g,<br />
shap<strong>in</strong>g, cha<strong>in</strong><strong>in</strong>g, stimulus control, s<strong>in</strong>gle participant research designs, ethics, schedules of<br />
re<strong>in</strong>forcement to <strong>in</strong>crease and decrease behavior, design<strong>in</strong>g programs, self-control strategies,<br />
and more.<br />
<strong>Assessment</strong> of Professionals’<br />
Competency <strong>in</strong> Assess<strong>in</strong>g and Treat<strong>in</strong>g<br />
Challeng<strong>in</strong>g Behaviors<br />
The Behavior Analyst Certification Board®, Inc. (BACB®) provides standardized assessment<br />
of applicants’ knowledge of the requisite topics to determ<strong>in</strong>e if a professional is<br />
competent to deliver ABA assessment and treatment procedures to those who need it. The<br />
BACB® is a nonprofit organization founded <strong>in</strong> 1998 to evaluate whether professionals have<br />
the appropriate coursework, knowledge, and experience to meet the high standards needed<br />
to provide quality care to the students/clients whom they serve (see www.bacb.com for<br />
more). For example, to obta<strong>in</strong> certification at the Master’s level, or become a board certified<br />
behavior analyst (BCBA), current requirements <strong>in</strong>clude a Master’s degree <strong>in</strong> a relevant discipl<strong>in</strong>e<br />
(e.g., psychology, special education), 225 hours of approved coursework, 1500 hours<br />
of supervised experience, and successfully pass<strong>in</strong>g a standardized exam. The BACB® Task<br />
List, now <strong>in</strong> its 4 th edition, was created by content area experts and Job Task List surveys<br />
of representative certificants to guide BACB® course development, exam content, and application<br />
preparation (see http://www.bacb.com/newsletter/BACB_Newsletter_05_2011.<br />
pdf for more). Thus, a clearly specified content task list and assessment procedure exists to<br />
evaluate whether an applicant demonstrates knowledge of the relevant <strong>in</strong>formation.<br />
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