Weeks 9-10: Finalizing the Report Sheri Kingsdorf, Ph.D., BCBA-D Our Goals: ▫Reviewing all of the components and putting them together into a final individualized report. ▫Revisiting data collection and analysis. ▫Addressing any sections we went through too quickly. ▫Going over the final course requirements: ◦Final intake report ◦Short video ◦DB post ◦Social validity questionnaire Self evaluate your intake report… ▫Look at the following checklist to self-evaluate your intake report so far. ▫I will be around to support. Grading of your final intake report is coming up! So… ▫What is missing? ▫What is unclear? ▫How can I help? Final Report Grading ▫Your final intake report will be graded using that same checklist/scoring rubric. ▫Be sure to self-assess before your final submission. ▫All areas will be scored for accuracy. In addition to the report… ▫Create a short video presenting your final intake report: ◦Short audio-video recording of you presenting the report to the class (about a 5 minute presentation). ◦You are welcome to create a PPT to share during your presentation, but it is not required. Final Intake Report Presentation Grading Rubric Remember to… ▫Please use the discussion forum created in IS for posting a link to the short video that you created of you presenting your final report. ▫I encourage you to watch the videos of your classmates and provide positive and constructive feedback. Social Validity Questionnaire ▫Before completing this course, please be sure to complete the social validity questionnaire. ▫You will receive full credit on the questionnaire, regardless of your responses. Review ✓Initial intake components. ✓Challenging behavior assessment. ✓Interventions and programming for challenging behaviors. ✓Functionally equivalent replacement behaviors. ✓Programming for these skill-building replacement behaviors. ✓Caregiver support goals. Data Collection ✓Baseline data. ✓Ongoing data collection on the challenging behaviors. ✓Ongoing data collection on the skill building target behaviors. ✓Data collection on parent behaviors. Data Analysis ✓Visiting the decision protocol. ✓Data based decision making across: ◦Challenging behaviors. ◦Skill-building targets. ◦Caregiver behaviors. Ethics: Client Compassion ▫Obtain consent/assent for assessment and intervention with sensitivity to comprehension level, cultural and linguistic factors, fears, and concerns. ▫Be sensitive to potential past trauma. ▫Choose reinforcers thoughtfully and incorporate client choice in reinforcer and treatment selection. ▫Avoid potentially aversive strategies, including physical prompting, crisis interventions, and reinforcer restriction. Capella Compassion Code. (n.d.). Capella University. Ethics: Client Compassion ▫Engage clients in setting their own goals and planning their own strategies. ▫Dedicate time to build rapport and establish and maintain trust with clients. ▫Assess social validity continuously during and following assessment and intervention. Capella Compassion Code. (n.d.). Capella University. Ethics: Stakeholder Compassion ▫Build rapport with and actively listen to stakeholders. ▫Recognize others as affected by client’s ABA experience (e.g., family, friends, teachers, classmates, co-workers). ▫Practice and interact with humility regarding client’s and family’s cultural background, values, and family dynamics. Capella Compassion Code. (n.d.). Capella University. Ethics: Responsible Professional ▫Know the relevant ethics codes (e.g., BACB) and how context impacts ethical decisions. ▫Know and follow local and employer regulations. ▫Make all clinical recommendations, decisions, plans, changes, based on data and scientifically established best practices. ▫Practice self-care and self-compassion. Capella Compassion Code. (n.d.). Capella University. Ethics: Trauma Informed Approach ▫Children we serve are more likely to have experienced trauma. Practicing ethically means keeping this in mind. ▫Therefore, evaluate fully before using: ◦Edible reinforcement. ◦1:1 without oversight. ◦Toilet training procedures. ◦Contingent praise for compliance. ◦Least to most punishment. ◦Attention related: ■Extinction ■DR procedures. ■Time out from attention. Contraindicated behavioral procedures after trauma | Cusp Emergence (Kolu, 2020) Ethics: Trauma Informed Approach ▫If you think that there might be a history with trauma or adverse/aversive conditioning experiences, consider an additional assessment of setting events and stimuli. ▫Might also consider going this route if interventions are not working as anticipated. Ethics: IPASS Dr. Greg Hanley: “Today’s ABA is trauma-informed. It is to be assumed that any person in the care of a behavior analyst for problem behavior has experienced multiple adverse events, with many exceeding the criteria for acknowledging that trauma has been experienced. By learning through listening; by enriching therapeutic contexts; by building and maintaining trust; by following one’s lead; by relying on personalized contexts in which people are happy, relaxed, and engaged; by listening to communication bids; by not working people through noncompliance or emotional duress; by allowing people to walk away; by making decisions based on performance; and by teaching from joy; today’s ABA is trauma-informed.” https://ftfbc.com/todays-aba-and-compassionate-care/#:~:text=Today's%20ABA%20is%20trauma%2Dinformed ,that%20trauma%20has%20been%20experienced. Behavioral Skills Training (BST) ▫Directions ▫Model ▫Practice/role play ▫Feedback ▫Used throughout this course. ▫What do you think? BST Give it a try… How might you use BST with one of your parent goals? Look at one of your goals, then please share. Remember to.. ▫Complete all course requirements by the end of next week! ◦Do all unit 9 and 10 pieces. ■Final intake report. ■Video post. ■Social validity. questionnaire. ▫If you want a final meeting before the course ends, reach out. Thank you!