Caregiver Quick Reference Guide

Caregiver Quick Reference Guide Scoring Guide

Due Date: End of Unit 9 Percentage of Course Grade: 10%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Define target behavior to be prioritized for intervention. 13%

Does not identify target behavior to be prioritized for intervention.

Attempts to define target behavior to be prioritized for intervention, but the definition is missing key elements or contains inaccurate information.

Defines target behavior to be prioritized for intervention.

Defines target behavior to be prioritized for intervention in an objective, clear, and discriminative manner so it lays the foundation for accurate and reliable measures.

Explain the social significance of the target behavior. 13%

Does not explain the social significance of the target behavior.

Attempts to explain the social significance of the target behavior, but the explanation is inaccurate or is missing key points.

Explains the social significance of the target behavior.

Explains the social significance of the target behavior and supports conclusions with scholarly resources.

Apply measurement, data display, and data-based decision-making skills to effect positive changes in human behavior. 13%

Does not apply measurement, data display, and data- based decision- making skills to effect positive changes in human behavior.

Applies some measurement, data display, and data- based decision- making skills to effect some positive changes in human behavior, but decisions are not appropriate to the situation.

Applies measurement, data display, and data-based decision-making skills to effect positive changes in human behavior.

Applies measurement, data display, and data-based decision-making skills to effect positive changes in human behavior, and distills the information to reflect only what is important for a particular audience.

Describe assessment results and interventions. 13%

Does not describe assessment results and interventions.

Attempts to describe assessment results and interventions but the description is incomplete or inaccurate.

Describes assessment results and interventions.

Describes assessment results and interventions in language appropriate for laypersons.

Evaluate key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research. 14%

Does not identify key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research.

Describes some relevant ABA concepts, theories, principles, and methods to analyze and change target behaviors, but the description does not use research.

Evaluates key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research.

Evaluates key ABA concepts, theories, principles, and methods to analyze and change target behaviors using research; reports the research in a manner that is easy for a layperson to understand.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Design function- based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support. 14%

Does not outline function-based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support.

Outlines some function-based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support to a basic extent.

Designs function- based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support.

Designs function-based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support; provides a high-level overview that focuses on the critical components of the intervention plan.

Demonstrate an academic writing style through well- organized prose that follows assignment guidelines. 10%

Does not demonstrate an academic writing style.

Demonstrates minimally acceptable writing style, with instances of disorganization, grammatical or mechanical errors, or does not follow all assignment guidelines.

Demonstrates an academic writing style through well- organized prose that follows assignment guidelines.

Demonstrates an academic writing style through well- organized prose that contains no significant grammatical or mechanical errors and follows assignment guidelines.

Demonstrate compliance with APA style, citation, and referencing guidelines. 10%

Does not demonstrate compliance with APA style, citation, and referencing guidelines.

Demonstrates minimally acceptable compliance with APA style, citation, and referencing guidelines.

Demonstrates compliance with APA style, citation, and referencing guidelines.

Develops a paper that is fully compliant with APA style, citation, and referencing guidelines.