Field Notes: M2

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Feb 20, 2024

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1 M2: Field Notes Megan Shidler Arizona State University SPE 527: Behavior Analytic Assessment Dr. Sarah Blumberg/CI Sarah Fonda January 20, 2024

2 Module 2 - C onducting assessments of relevant skill strengths and deficits builds upon the foundation of basic principles of applied behavior analysis(ABA) by introducing criterion- referenced assessment tools that are useful for creating individualized, valid, and sensitive treatment plans for the client (Mayer, Sulzer-Azaroff, and Wallace, 2019). This subject is relevant to the task list item F4, “conducting assessments of relevant skill strengths and deficits” (BACB, 2017) because successful interventions use objective and measurable assessment tools that support behavior change, and that are more importantly, ethically centered on the client (Mayers, et al., 2019). Individuals with autism have many strengths, however it is the behavior analysis’ goal to improve upon any deficits that may interfere with the fulfillment of the clients’ own life. One way to do this is by combining observation and functional assessment (Davin, 2022). Commonly, communication and social skills are two of the main deficits those with autism share so an advanced program can be used (Davin, 2022). This module introduced the Verbal Behavioral Milestones and Placement Program, 2nd edition(VB-MAPP), as with others, because it is an assessment instrument to help provide and develop a baseline level for performance, direction of intervention and system for tracking skill acquisition for children from 0-4 years (Sundberg, 2008). The core elements of the VB-MAPP are backed by B.F. Skinner who “considered verbal behavior central to many critical aspects of human behavior (e.g. language acquisition, relationships, intelligence and academics” (Cooper, Heron, and Heward, 2020). Components from this assessment tool can then be made to serve short and long-term goals or targets to construct a behavior plan for the client. Presented by Davin (2022), goals should not only directly relate to the client, but “must be observable and measurable.” Specific requirements apply such as: the conditions under which the expected behavior will be performed, the expected

3 behavior, and the criterion to identify the standard of behavior, by identifying how much or how often the behavior must be displayed in order for the goal to be met (Davin, 2022). The topic of conducting assessments also alines with the Ethical Compliance Code 3.01 Responsibility to Clients because regardless of what assessment instrument is being used, it must be explained and approved by the client or caregiver (BACB, 2020). As stated by Mayer, et al. (2020), the affected individuals need to participate and be involved in the process so that performance is reinforced and can be supported both initially and continually to ensure a positive behavior change.

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4 References Behavior Analyst Certification Board. (2017). BCBA task list (5th ed.). https://www.bacb.com / wp-content/uploads/2020/08/BCBA-task-list-5th-ed-230130-a.pdf Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https:// www.bacb.com/wp-content/uploads/2022/01/Ethics-Code-for-Behavior-Analysts- 230119-a.pdf Cooper, J.O., Heron, T.E., & Heward, W.L. (2020) . Applied Behavior Analysis ( 3rd ed.). Pearson. Davin, R., (2022, December 31). Assessment Instruments for ABA Program Building [Webinar]. Arizona State University. https://arizonastateuniversity.training.reliaslearning.com/ Mayer, G.R., Sulzer-Azaroff, B., & Wallace, M. (2019). Behavior analysis for lasting change (4th ed.). Sloan Publishing Sunberg, M. L. (2008). The verbal behavior milestones assessment and placement program: The VB-MAPP guide. AVB Press. https://marksundberg.com/vb-m