Week 3 Capstone Write Up
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ABA 670 CAPSTONE PROJECT
1
Abstract
This paper discusses the interventions used by a graduate student at National University pursuing
a Master of Science degree in applied behavior analysis (ABA) through a single subject research study to determine the effectiveness of the Say All Fast Minute Every Day Shuffle (SAFMEDS) procedures on the student’s performance on two mock Board-Certified Behavior Analyst (BCBA) examinations. In combination with SAFMEDS, the student used precision teaching and standard celeration charts to promote learner fluency and regularly analyze the effects of these interventions on the student’s performance with SAFMEDS acquisition decks across 8 courses and ultimately, the effectiveness of the student’s individualized treatment package on the student’s performance on 2 mock BCBA examinations. This paper includes a review of the literature discussing evidence-based interventions used by the student, discusses specific procedures used by the student and rationale for any adjustments made to these study methods throughout the student’s coursework. Finally, the results of the study are discussed, and additional recommendations for the student’s future study are provided in this paper’s conclusion.
ABA 670 CAPSTONE PROJECT
2
ABA 670 Capstone Project
According to the 2022 Annual Data Report from the Behavior Analyst Certification Board (BACB), in a sample of 15,754 prospective behavior analysts either completing their first attempt of the exam or completing retakes, the pass rate was 55% for first time examinees and 24% for those retaking the exam (Behavior Analyst Certification Board, 2023a). Furthermore, in 2021, the BACB published a report displaying data showing the number of first-time examination candidates from, and overall pass rates for, Association for Behavior Analysis International (ABAI) verified course sequences (Behavior Analyst Certification Board, 2023b). This report showed that in a sample of 568 students from National University pursuing a Master of Science Degree in Applied Behavior Analysis (ABA), the pass rate was lower than 45% (Behavior Analyst Certification Board, 2023b). Based on these examination results provided by the BACB, it is increasingly important for students to develop and implement valuable study skills to ensure their success on the BCBA examination. Students must incorporate self-
management strategies into their study habits to target areas of improvement and build from their
areas of strength. Cooper et al. (2020) assert that self-management can help a person be more effective and efficient in daily life, replace bad habits with good ones, accomplish difficult tasks, and achieve personal goals. Mayer et al. (2019) states that capable “self-managers" should be able to perform 5 specific skills with fluency before they can be said to be capable of total self-
management. These 5 skills are selecting their own goals, self-monitoring, selecting procedures for changing their own behavior, implementing the procedures (including reinforcing their own behavior), and self-evaluating (Mayer et al., 2019). This study evaluated the effects of the Say All Fast Minute Every Day Shuffle (SAFMEDS) procedure developed by Ogden Lindsley as an
ABA 670 CAPSTONE PROJECT
3
intervention used to improve a student’s readiness for the Board-Certified Behavior Analyst (BCBA) examination. SAFMEDS procedures were combined with precision teaching to promote
fluency and retention of information related to the 9 BCBA Task List areas evaluated on the BCBA examination. When evaluating a behavior analytic intervention to determine its efficacy, one should first consult the “founding fathers” of ABA, Baer, Wolf, and Risley (as cited in Cooper et al., 2020), and their seven dimensions defining the core features of the science of ABA. Baer, Wolf, and Risley (as cited in Cooper et al., 2020), suggested that for ABA programs to be complete and
successful, they must be applied, behavioral, analytic, technological, conceptually systematic, effective, and have generality. To be applied, BCBAs must choose goals and interventions that are individualized and applicable to the learner to be considered socially significant (Cooper et al., 2020). A behavior-analytic intervention is behavioral if the behavior targeted for change is observable and measurable (Cooper et al., 2020). Analytic ABA interventions are those in which the experimenter has demonstrated a functional relation between the independent and dependent variables of the study (Cooper et al., 2020). A technological intervention has a written description of the procedures used in the study that is complete and detailed enough to allow others to replicate it for future study (Cooper et al., 2020). Conceptually systematic interventions
are derived from the basic principles of behavior and effective interventions demonstrate a sufficient improvement on target behaviors to produce practical results for the participant (Cooper et al., 2020). Finally, interventions that possess generality produce behavior changes that last over time, appear across a variety of environments, and/or spread to other behaviors (Cooper et al., 2020). The interventions the student used to produce meaningful change on her study behaviors and SAFMEDS fluency must possess the 7 dimensions defined by Baer, Wolf,
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ABA 670 CAPSTONE PROJECT
4
and Risley to be considered behavior analytic. The following sections of this paper will discuss previous research conducted on these interventions and outline the interventions the student used
to produce valuable change on her study behaviors to improve fluency and retention of behavior-
analytic concepts in preparation for the BCBA examination and determine future recommendations for study based on the student’s results. Conclusion
The aim of this study was to evaluate the student’s fluency and retention of terms and concepts while running SAFMEDS timings across 9 consecutive graduate-level courses, and to determine the effectiveness of SAFMEDS on the student’s performance on the BCBA examination. A single subject research study was conducted to analyze a graduate student’s performance on SAFMEDS acquisition and assess whether the SAFMEDS procedure alone was an effective intervention resulting in significant improvement in the student’s maintenance of terms and concepts in preparation for the BCBA examination. The student found that it was necessary to implement additional interventions to assist in retention of behavior analytic material, as the independent variable on its own did not produce significant effects on the learner’s progress in the 9 BCBA Task List areas assessed in the BCBA examination. The student required a treatment package that was individualized to her specific strength and weakness areas, which incorporated self-management strategies and environmental arrangements to address potential barriers to her acquisition of the course material. The results indicate that the most useful component of the SAFMEDS procedures was that it allowed the student to analyze her study behavior by graphing her timings daily on Precision X and
ABA 670 CAPSTONE PROJECT
5
completing weekly assignments that required a visual analysis of SAFMEDS data to determine whether the student should adjust her study methods to address any potential barriers to her progress with each acquisition and fluency deck. This was beneficial to the student because it incorporated self-management strategies like self-monitoring and self-evaluation to determine whether the week’s SAFMEDS data indicated that the student must adjust the intervention to contact reinforcement for meeting weekly goals. The student’s performance on each acquisition deck for each course compared with the student’s results on the mock BCBA examinations analyzed in ABA 636 suggest that there is no functional relationship between the student’s SAFMEDS data and her performance on the corresponding BCBA Task List item on the mock examination. Rather, it was the student’s additional interventions that produced the most meaningful results on her performance on the second mock examination taken in ABA 636 in 2 of the 3 Task List areas targeted for change. The student must consider these results when pursuing a passing score on the BCBA examination and continue incorporating self-management strategies in her study strategies to ensure that she will maintain her progress after the completion of her coursework. It is recommended that the student must incorporate the evidence-based interventions used throughout her coursework in combination with the resources provided through mentorship opportunities with senior behavior analysts to produce effective results on her study behaviors and promote fluency and maintenance of behavior analytic concepts to meet her study goals and pass the BCBA examination on her first attempt. Regular use of a daily planner, visual schedules, token economies, and self-monitoring tools can all be combined with the evidence-
based strategies discussed in this paper to create an individualized treatment package for the student.
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