Applied sciences signature assignment

EDUU697SignatureAssignmentDescription1.docx

EDUU 697 Signature Assignment

Program Evaluation

(99 points)

As a BCBA, you are responsible for training your staff and implementing programs with fidelity. In your midterm assignment, you described how you are going to train and support staff as they acquire and implement behavioral interventions. In the signature assignment, you will develop a system for evaluating the success of your staff development efforts by determining the overall success of your program. The overall success of a program is determined by variables you will select. For example, variables might look very different if you are evaluating a private organization delivering home based services, a center-based adult-life skills program, or a school-based program. The overall purpose for your evaluation is to determine if your program is being implemented with fidelity resulting in positive program outcomes for children/clients and a supportive work environment. You should use the materials provided for you in this course to support your plan.

Elements to address in the paper. Each bullet point should be a section header for your paper.

· Description of the program goals (Should link to the Mission Statement you developed in week 1 and identify stakeholder)

· Staff skill at delivering programs (think implementation fidelity

· Staff accountability (think professional behaviors, quality of data and record keeping)

· Staff development and professional growth

· Program activities (e.g., parent training, paraprofessional training, staff meetings, sufficiency of supervision sessions)

· Client/student outcomes

For each element of the evaluation, you should identify and/or report each of the following:

· The criteria to assess

· Data that you will use to assess those criteria

· Actions to take following assessment (e.g., should remediation be called for)

· What skill sets are they measuring staff on

· Impact of the element (e.g., see Miller 2016 in week 7 folder)

*** Submit Signature Assignment to the Turnitin link above.

Discussion12.docx

2

Behavior Framing

Student’s Name

Institutional Affiliation

Course

Instructor

Date

Behavior Framing

Mission Statement: To apply the best practices in ABA to enable individuals with developmental challenges and autism spectrum disorders to elevate their lives.

Operational Definitions of Actions

Client program development is a crucial component that supports behavioral change for a client. There are several actions that can be operationally defined in this component. One action that can operationally defined for clients with autism or developmental challenges is positive reinforcement. Positive reinforcement can be defined operationally as instructional guidelines or procedures applied within certain timeframe to achieve positive change in behavior (Mayer, 2003). For instance, a child with autism spectrum disorder that is learning how to greet people will need to be instructed to constantly say ‘hi’ whenever he or she meets the friends. The guideline will continue for a period of 2-3 months, then afterwards the child will automatically greet friends or peers whenever he or she meets them.

Staff development entails a wide range of activities. One activity that can be operationally defined with respect to staff development is the fading of prompts. The activity can be defined as the gradual decline in the use of a guideline or assistance for a measurable period in which the teacher can use the acquired skill devoid of directions or physical guidance (Mayer, 2003). For instance, a teacher who has been trained using a video or a manual to teach a specific skill to learners with ASD would use the manual or video for some time and then these items could be removed to enable the teacher to teach the skill independently.

Supervision in ABA requires several activities, one such activity is data collection. The activity can be operationally defined as gathering and measuring information on certain elements or variables within a given time. For instance, data can be gathered on how a learner is using a certain skill for 3 or 4 months after training.

One activity that can be operationally defined in evaluation is skill assessment. The activity can be defined as measurement of the acquisition and use of a certain skill after training or physical guidance. Evaluation can be defined after a learner has been trained on a certain skill for some time or evaluation can be done on the learner to measure the mastery of a skill after training (Fraidlin et al., 2023).

Follow up is one action that can be operationally defined within the area of feedback. Follow up can be operationally defined as an initiative to find out or delve into something following the occurrence of something or fulfilment of an activity (Fraidlin et al., 2023). A teacher can follow up with the parent of a learner after the end of a treatment program.

References

Fraidlin, A., Van Stratton, J. E., McElroy, A., & Aljadeff, E. (2023). Peer Feedback: Recommendations for Behavior Analysts’ Training and Supervision. Behavior Analysis in Practice, 16(3), 696-708.

Mayer. R. (2003). Behavioral consulting framing paper behavioral consulting framing paper. PENT Summits 2003. Retrieved from file:///C:/Users/USER/Downloads/BEHAVIORALCONSULTINGFRAMINGPAPER%2 0(1).

EDUU697SignatureAssignmentDescription1.docx

EDUU 697 Signature Assignment

Program Evaluation

(99 points)

As a BCBA, you are responsible for training your staff and implementing programs with fidelity. In your midterm assignment, you described how you are going to train and support staff as they acquire and implement behavioral interventions. In the signature assignment, you will develop a system for evaluating the success of your staff development efforts by determining the overall success of your program. The overall success of a program is determined by variables you will select. For example, variables might look very different if you are evaluating a private organization delivering home based services, a center-based adult-life skills program, or a school-based program. The overall purpose for your evaluation is to determine if your program is being implemented with fidelity resulting in positive program outcomes for children/clients and a supportive work environment. You should use the materials provided for you in this course to support your plan.

Elements to address in the paper. Each bullet point should be a section header for your paper.

· Description of the program goals (Should link to the Mission Statement you developed in week 1 and identify stakeholder)

· Staff skill at delivering programs (think implementation fidelity

· Staff accountability (think professional behaviors, quality of data and record keeping)

· Staff development and professional growth

· Program activities (e.g., parent training, paraprofessional training, staff meetings, sufficiency of supervision sessions)

· Client/student outcomes

For each element of the evaluation, you should identify and/or report each of the following:

· The criteria to assess

· Data that you will use to assess those criteria

· Actions to take following assessment (e.g., should remediation be called for)

· What skill sets are they measuring staff on

· Impact of the element (e.g., see Miller 2016 in week 7 folder)

*** Submit Signature Assignment to the Turnitin link above.

Discussion12.docx

2

Behavior Framing

Student’s Name

Institutional Affiliation

Course

Instructor

Date

Behavior Framing

Mission Statement: To apply the best practices in ABA to enable individuals with developmental challenges and autism spectrum disorders to elevate their lives.

Operational Definitions of Actions

Client program development is a crucial component that supports behavioral change for a client. There are several actions that can be operationally defined in this component. One action that can operationally defined for clients with autism or developmental challenges is positive reinforcement. Positive reinforcement can be defined operationally as instructional guidelines or procedures applied within certain timeframe to achieve positive change in behavior (Mayer, 2003). For instance, a child with autism spectrum disorder that is learning how to greet people will need to be instructed to constantly say ‘hi’ whenever he or she meets the friends. The guideline will continue for a period of 2-3 months, then afterwards the child will automatically greet friends or peers whenever he or she meets them.

Staff development entails a wide range of activities. One activity that can be operationally defined with respect to staff development is the fading of prompts. The activity can be defined as the gradual decline in the use of a guideline or assistance for a measurable period in which the teacher can use the acquired skill devoid of directions or physical guidance (Mayer, 2003). For instance, a teacher who has been trained using a video or a manual to teach a specific skill to learners with ASD would use the manual or video for some time and then these items could be removed to enable the teacher to teach the skill independently.

Supervision in ABA requires several activities, one such activity is data collection. The activity can be operationally defined as gathering and measuring information on certain elements or variables within a given time. For instance, data can be gathered on how a learner is using a certain skill for 3 or 4 months after training.

One activity that can be operationally defined in evaluation is skill assessment. The activity can be defined as measurement of the acquisition and use of a certain skill after training or physical guidance. Evaluation can be defined after a learner has been trained on a certain skill for some time or evaluation can be done on the learner to measure the mastery of a skill after training (Fraidlin et al., 2023).

Follow up is one action that can be operationally defined within the area of feedback. Follow up can be operationally defined as an initiative to find out or delve into something following the occurrence of something or fulfilment of an activity (Fraidlin et al., 2023). A teacher can follow up with the parent of a learner after the end of a treatment program.

References

Fraidlin, A., Van Stratton, J. E., McElroy, A., & Aljadeff, E. (2023). Peer Feedback: Recommendations for Behavior Analysts’ Training and Supervision. Behavior Analysis in Practice, 16(3), 696-708.

Mayer. R. (2003). Behavioral consulting framing paper behavioral consulting framing paper. PENT Summits 2003. Retrieved from file:///C:/Users/USER/Downloads/BEHAVIORALCONSULTINGFRAMINGPAPER%2 0(1).

TIP Component	Procedures
Description of the target behavior	Greeting peers and other people.
Provision of meaningful rationale	Explain to the learner the motivation for learning the behavior. For instance, ‘greeting people whenever you meet them makes you both feel happy and become friends’. This is more motivating than, ‘greeting people makes you feel good’
Description of the behavior	Breaking down the skill into steps for the purpose of analysis. Teach the learner the steps involved in greeting for instance. Firstly, create eye contact with the person to greet, then smile, say the word ‘hello’ followed by the person’s name. Say both the greeting and the name while looking at the face. Wait for the response from the person after greeting.
Demonstration of the target behavior	Describe each step to the learner. For instance, show the learner that people wave using their right-hand sides when saying hello or doing a high-five. Create eye contact with the learner during the demonstration.
Role-playing	Ask the learner to role-play the learned behavior. The teacher assumes the role of the person to be greeted and asks the learner to create eye contact, smile, then asks the learner to say the word hello followed by the teacher’s name. The teacher responds to the greeting while maintaining an eye contact and smiles back at the learner. The role-play is repeated both correctly and incorrectly for the learner to identify the mistakes. Role-play should be repeated several times until the learner masters how to execute the skill independently.
Provision of feedback	Provide feedback to the learner for correct responses. A word of praise or physical praise such a gift encourages the repetition of the desired behavior. A phrase such as ‘ great job, keep it up’, is likely to promote the repetition of the positive behavior.

TIP Component	Procedures
Description of the target behavior	Greeting peers and other people.
Provision of meaningful rationale	Explain to the learner the motivation for learning the behavior. For instance, ‘greeting people whenever you meet them makes you both feel happy and become friends’. This is more motivating than, ‘greeting people makes you feel good’
Description of the behavior	Breaking down the skill into steps for the purpose of analysis. Teach the learner the steps involved in greeting for instance. Firstly, create eye contact with the person to greet, then smile, say the word ‘hello’ followed by the person’s name. Say both the greeting and the name while looking at the face. Wait for the response from the person after greeting.
Demonstration of the target behavior	Describe each step to the learner. For instance, show the learner that people wave using their right-hand sides when saying hello or doing a high-five. Create eye contact with the learner during the demonstration.
Role-playing	Ask the learner to role-play the learned behavior. The teacher assumes the role of the person to be greeted and asks the learner to create eye contact, smile, then asks the learner to say the word hello followed by the teacher’s name. The teacher responds to the greeting while maintaining an eye contact and smiles back at the learner. The role-play is repeated both correctly and incorrectly for the learner to identify the mistakes. Role-play should be repeated several times until the learner masters how to execute the skill independently.
Provision of feedback	Provide feedback to the learner for correct responses. A word of praise or physical praise such a gift encourages the repetition of the desired behavior. A phrase such as ‘ great job, keep it up’, is likely to promote the repetition of the positive behavior.

TIP Component	Procedures
Description of the target behavior	Greeting peers and other people.
Provision of meaningful rationale	Explain to the learner the motivation for learning the behavior. For instance, ‘greeting people whenever you meet them makes you both feel happy and become friends’. This is more motivating than, ‘greeting people makes you feel good’
Description of the behavior	Breaking down the skill into steps for the purpose of analysis. Teach the learner the steps involved in greeting for instance. Firstly, create eye contact with the person to greet, then smile, say the word ‘hello’ followed by the person’s name. Say both the greeting and the name while looking at the face. Wait for the response from the person after greeting.
Demonstration of the target behavior	Describe each step to the learner. For instance, show the learner that people wave using their right-hand sides when saying hello or doing a high-five. Create eye contact with the learner during the demonstration.
Role-playing	Ask the learner to role-play the learned behavior. The teacher assumes the role of the person to be greeted and asks the learner to create eye contact, smile, then asks the learner to say the word hello followed by the teacher’s name. The teacher responds to the greeting while maintaining an eye contact and smiles back at the learner. The role-play is repeated both correctly and incorrectly for the learner to identify the mistakes. Role-play should be repeated several times until the learner masters how to execute the skill independently.
Provision of feedback	Provide feedback to the learner for correct responses. A word of praise or physical praise such a gift encourages the repetition of the desired behavior. A phrase such as ‘ great job, keep it up’, is likely to promote the repetition of the positive behavior.

TIP Component	Procedures
Description of the target behavior	Greeting peers and other people.
Provision of meaningful rationale	Explain to the learner the motivation for learning the behavior. For instance, ‘greeting people whenever you meet them makes you both feel happy and become friends’. This is more motivating than, ‘greeting people makes you feel good’
Description of the behavior	Breaking down the skill into steps for the purpose of analysis. Teach the learner the steps involved in greeting for instance. Firstly, create eye contact with the person to greet, then smile, say the word ‘hello’ followed by the person’s name. Say both the greeting and the name while looking at the face. Wait for the response from the person after greeting.
Demonstration of the target behavior	Describe each step to the learner. For instance, show the learner that people wave using their right-hand sides when saying hello or doing a high-five. Create eye contact with the learner during the demonstration.
Role-playing	Ask the learner to role-play the learned behavior. The teacher assumes the role of the person to be greeted and asks the learner to create eye contact, smile, then asks the learner to say the word hello followed by the teacher’s name. The teacher responds to the greeting while maintaining an eye contact and smiles back at the learner. The role-play is repeated both correctly and incorrectly for the learner to identify the mistakes. Role-play should be repeated several times until the learner masters how to execute the skill independently.
Provision of feedback	Provide feedback to the learner for correct responses. A word of praise or physical praise such a gift encourages the repetition of the desired behavior. A phrase such as ‘ great job, keep it up’, is likely to promote the repetition of the positive behavior.

EDUU697SignatureAssignmentDescription1.docx

Discussion12.docx

TeachingProcedure2.docx

EDUU697SignatureAssignmentDescription1.docx

EDUU 697 Signature Assignment

Discussion12.docx

TeachingProcedure2.docx

TeachingProcedure2.docx

EDUU697SignatureAssignmentDescription1.docx

EDUU 697 Signature Assignment

Discussion12.docx

TeachingProcedure2.docx

EDUU697SignatureAssignmentDescription1.docx

EDUU 697 Signature Assignment

Discussion12.docx

TeachingProcedure2.docx