Master’s Program in Applied Behavior Analysis

Practicum Competencies

www.coedu.usf.edu/abaglossary

Stimulus control

*Competency 38 – Incidental teaching (2 pts)

*Competency 39: Establish stimulus control (generalization and discrimination) (1 pt) *Competency 40: Show response generalization. (2 pts)

Competency 41: Demonstrate the generalization gradient. (3 pts)

Competency 42: Show concept formation (i.e., generalization within and across stimulus classes). (3 pts)

1.  
2. Behavioral Assessment
1. Descriptive Analysis OR Functional Assessment

*Competency 1. Conduct a functional assessment (also referred to as Descriptive Analysis)

Descriptive Analysis (as used in the Florida Task List and Knowledge, Skills, and Abilities Statements for Applied Behavior Analysis, Second Edition, March, 1997)

Definition: a behavioral assessment method that provides an organized, conceptually sound and efficacious method for obtaining descriptive and quantitative data, which are essential to the decision to intervene, where to intervene, how to intervene and the identification of functional relationships. It is used to obtain and organize relevant information about behavior and its circumstances; to develop hypotheses regarding the need for or alternatives to behavior analysis services, the locus of intervention and functional relationships based on the information obtained; and to provide useful information for evaluating interventions on an on-going basis.

Functional Assessment (as used in Miltenberger, 2001)

Definition: The process of generating information on the events preceding and following the behavior in an attempt to determine which antecedents and consequences are reliably associated with the occurrence of the behavior. Includes indirect assessment through interviews and questionnaires, direct observation of the antecedents and consequences in the natural environment, and functional analysis methods involving the manipulation of environmental events.

NOTE: The terms "descriptive analysis" and "functional assessment" are used interchangeably in the field of behavior analysis.

Directions: Select an individual with a problem behavior. Collect data via both indirect and direct methods to determine the controlling variables for the behavior and the desired appropriate replacement behavior. Form a hypothesis concerning the controlling variables. Provide evidence using direct measures that the hypothesis generated was related functionally to the problem behavior.

FSC estimated investment of practicum effort: 4 pts

Apply Direct and indirect measurement

Definition: Direct measurement practices are those in which the events measured are the same as those about which conclusions will be drawn, for example, number of head-bangs, incidents of stuttering, or frequency of appropriate play behaviors. Indirect measurement practices are those in which the events measured are not the same as those about which conclusions will be drawn. Outcome measures, for example, lawns mowed, rooms cleaned, problems worked correctly, etc., are examples of indirect measurement. Direct measurement has the advantage of providing information about who exhibited the behaviors, but indirect measures may be much less expensive or all that are feasible. Ratings or questionnaires are forms of indirect measures but they are often suspect because their correspondence with data that are derived by direct measures may be poor.

Directions: Your direct measurement competencies may have been completed by an objective elsewhere in this list. If not, an excellent performance of this task would be to measure the same behavior by direct and by indirect methods. Then compare the correspondence. For example, you could ask a person to take his shopping list and tell you on a separate list the brands he is like to buy of each item. Do this a day or two ahead of shopping and do not show him what he told you about the brands he will select. Then inspect the groceries when he comes home and determine the correspondence between the indirect measure of what he buys and the outcome measure. You could, of course, surreptitiously observe what he takes off the shelf in the store-this would be direct measurement. There are many other ways of accomplishing this objective.

FSC estimated investment of practicum effort: __2___ points

*Competency 3: Calculate reliability of direct and indirect observation.

Definition: A direct observation is one that is personally seen (or heard) by the observer and immediately recorded. Direct measurement involves practices in which the behavior measured is directly observed by the person evaluating it (i.e., head-bangs, correct speech articulations, etc). Indirect measurement practices are those in which the events measured are not the same as those about which conclusions will be drawn. Indirect measures may be number of problems completed, dishes washed, rooms cleaned, etc. Outcome measures are indirect. "Reliability" refers to the consistency of measurement. In applied behavior analysis, preferably, different observers estimate reliability by assessing the interobserver agreement, or coefficient of agreement between two or more independently scored records of data in the same episodes. The coefficient of agreement often is calculated as a percentage by dividing the number of agreements by the number of agreements plus disagreements, then multiplying the fraction by one hundred. Agreement measures should be reported for each phase of a within subject design when feasible. When estimating reliability of interval recording systems, if there are many unscored intervals, only scored intervals should be included in the calculations, or two separate percentages of agreement can calculated-one for scored, one for unscored intervals.

Directions: Select a behavior that can be observed directly at least several times during each session. Observe the behavior for at least three sessions (using two or more observers). Break the sessions into intervals. Summarize the inter-observer agreement (reliability) by using simply the entire total observations to calculate agreement. Then calculate the separate percentages of agreement for scored and for unscored intervals. Compare these ways of calculating reliability and comment upon the possible biases of each.

FSC estimated investment of practicum effort: 3 points

*Competency 4: Identification and measurement of relevant setting events.

Definition: A setting event refers to the context or circumstance in which an environment-behavior relationship occurs. The event changes the strengths of stimuli and responses involved in an environment-behavior interaction. Setting events (or contexts), include complex antecedent conditions, events and stimulus response interactions, that exert general control over other stimulus-response interactions. Setting events may precede and/or overlap with other discrete stimulus-response (SD - R) relationships (e.g., noisy surroundings could influence adversely the interaction between a work assignment and a student's performance).

Directions: The events you manipulate can be either antecedents or consequences. The intimidation effect of a teacher walking into a noisy room is a setting event. How much sleep a person had is a setting event. Abnormal social behaviors of others are setting events. While behavior analysis focuses upon consequence manipulation, many problems can be solved by manipulating antecedent events without consequence manipulation. The key here is to show a functional relationship between the setting event and the behavior.

FSC estimated investment of practicum effort: ___2__ point(s)

 

Definition: Not to be confused with observer drift, treatment drift refers to what is often called "procedural integrity." The independent variable procedures applied to bring about a change in behavior may not be delivered evenly or consistently over a period of time. In a reversal design, for example, the second application of the treatment may in some way differ from the first application, possibly resulting in different effects. In a multiple-baseline design, the treatment may not be precisely in the same way to the second "element." The problem is of widespread concern in behavior analysis.

Directions: This sophisticated competency involves creating procedures for carefully documenting the consistency of delivery of the treatment. It may involve an extra observer with checklist, timers, and counters that monitors treatment application from session to session. Evidence of consistency is presented in graphs describing critical dimensions of treatment procedures. Such monitoring, itself, must have reliability checks. All of this suggesting why evaluation of treatment drift or integrity is seldom accomplished.

FSC estimated investment of practicum effort: __5___ point(s)

Definition: SEQUENCE EFFECTS in the behavior of a subject may result from contact with a prior condition. A sequence effect is a situation in which one experimental treatment phase within the experiment influences subsequent performance during another treatment phase.

Directions: Evidence of a sequence effect is shown when by comparing performance during an ABAB with performances during simply going from condition A to B, or B to A. It may also be shown using multiple baselines with alternation in one element that is contrasted with sequences or non-sequences in another element. The satisfaction of this relatively sophisticated competency would likely come as part of a carefully controlled experiment (as for thesis research). Graphs should present the contrasting data, together with an explanation.

FSC estimated investment of practicum effort: __4___ point(s)

Competency 9: Calibrate a measurement procedure.

Definition: CALIBRATION is a method of evaluating the accuracy and reliability of a measurement system and, if necessary, using the results to improve the system so that it provides more accurate or reliable data. ACCURACY is the extent to which observed values approximate the "true" state of nature. The "true" value is approximated through the use of a measurement system, which may involve coded observation sheets or electronic devices. Calibration in behavior analysis frequently deals with getting observers to produce more accurate data and may involve observer training and retraining.

Directions: Train two observers to quantify a difficult to observe dimension of behavior---one on which very high interobserver agreement is difficult to achieve. Document discussions you have with your observers when the records of all three are compared. Determine where and why your total reliability figures differ and adjust your recording/observing techniques such that your data coincide. Keep in mind that all observers may agree, yet the figures they agree on may not reflect the "true" value.

FSC estimated investment of practicum effort: __3___ point(s)

*Competency 10: Accuracy, agreement, calibration, and evaluation of observer drift.

Definitions: RELIABILITY (often referred to as interobserver agreement) is the consistency of measurement in applied behavior analysis, preferably, different observers estimate reliability by assessing the interobserver agreement, or coefficient of agreement between two or more independently scored records of data in the same episodes. The coefficient of agreement often is calculated as a percentage by dividing the number of agreements by the number of agreements plus disagreements, then multiplying the fraction by one hundred. Agreement measures should be reported for each phase of a within subject design when feasible. When estimating reliability of interval recording systems, if there are many unscored intervals, only scored intervals should be included in the calculations. Or two separate percentages of agreement can calculated-one for scored, one for unscored intervals. OBSERVER DRIFT is the point at which indexes of agreement between observers begin to diverge. CALIBRATION involves training observers to improve interobserver agreement scores, or to maintain their performance at acceptably high levels. ACCURACY (validity) refers to the degree to which the measurements approximate truly happened.

Directions: This competency may be acquired in conjunction with others. The emphasis of this competency, however, is to pick a relatively difficult behavior to measure and show how you calibrated observer behavior. Simply obtaining high interobserver agreement does not ensure accuracy-which is the extent to which the behavior was truly described by the measurement. You should observe long enough such that the disparity between observers begins to "drift" or diverge, showing how you then recalibrated the observers.

FSC estimated investment of practicum effort: __3___ point(s)

*Competency 11: Identify and measure permanent products.

Definitions: PERMANENT PRODUCT RECORDING is a method in which durable products of a behavior--such as the number of windows broken, widgets produced, homework problems handed in, rejects, percentage of test questions correct, and so on-are assessed. (Note: this is a method not suited to measuring transitory behaviors).

Directions: Your materials should include a graph showing the data you obtained from at least three sessions/days of observation and you should have an accompanying reliability check showing the accuracy was at least 80% (showing the method of reliability calculation).

FSC estimated investment of practicum effort: __2___ points

*Competency 12: Employ whole interval and partial interval recording techniques.

Definition: Interval measurement is a strategy used in applied behavior analysis to assess the rate of target behavior. A block of time is selected and divided into short-equal intervals, and if the target behavior occurs it is recorded once in an appropriate time bin. For example, a 30-minute segment of mathematics class may be divided into 10-second intervals. Regardless of the number of responses, if the behavior occurs in a given 10-second interval, then the observer records it as a single event. Partial interval measurement is a procedure whereby a response is recorded if it occurs at any time(s)-even momentarily-during the interval, and not necessarily throughout the interval, as in whole interval recording. Whole interval recording requires the response to be emitted throughout the entire interval for its presence to be scored. (Note: Interval measurement can be tricky. Whether a behavior is recorded as being present at all, or for the full interval, may give different pictures as well as different interobserver agreements.)

Directions: Select a target behavior that occurs relatively often during the observation session. Compose a data sheet with 10 or 20 second intervals. Record behavior with a second observer. Compare data taken over at least two or three days (or observation sessions), calculating interobserver agreement. Then observe simultaneously with one observer recording by whole-interval scoring and the other by partial-interval scoring. Briefly discuss how the data reveal bias in accuracy.

FSC estimated investment of practicum effort: __3___ points

Definition: A method of recording used mostly in applied behavior analysis. Behavior is sampled over a long time scale. The idea is to make observations at specified times throughout the day. For example, a patient on a psychiatric ward may be observed every 30 minutes, as a nurse does the rounds, and instances of psychotic talk are recorded. Time sampling is a direct observational procedure in which the presence or absence of specific behaviors is recorded within short uniform time intervals. (E.g., an observer observes for 10 seconds and records the occurrence or nonoccurrence of a behavior during the following 5 seconds.) This procedure may continue for a specific 30-minute period each day. Time-sampling variations include. (1) Whole-interval time-sampling, (2) partial-interval time-sampling, and (3) momentary time-sampling. Momentary time sampling is a discontinuous observation procedure in which the observational period is divided into intervals but the observer only notes the status of the target behavior during a "moment" following the end of each interval.

Directions: The practicum objective is to select a suitable behavior that occurs relatively frequently during each observation session. The student should arrange to observe the behavior for at least three sessions and in three ways above, i.e., whole-interval, partial-interval, and momentary time-sampling. This may be accomplished with two other students rotating across the types of observation. Each type of observation should have at least one interobserver agreement evaluation of at least 80%. Graph the data. Students participating in this venture may use the results in their practicum portfolios.

FSC estimated investment of practicum effort: __3___ points

Definition: LATENCY refers to the time from an event, usually the onset of a stimulus, to a response. Latency refers to the interval between a stimulus and the organism's behavior that is controlled by it. In the case of a reflex, latency refers to the interval between a conditioned stimulus and the conditioned response. In the case of operant behavior, latency may refer to the interval between the appearance of discriminative stimulus and the operant performance it controls. (Unfortunately, use of the term "latency" with respect to operant behavior may lead to the conclusion that relationships relevant to respondent behavior apply to operant behavior, which they do not. For example, a more intense discriminative stimulus does not necessarily evoke an operant response of greater magnitude.)

Directions: The latencies of respondents are not usually of practical concern to the behavior analyst. However the quickness of response to questions or directions (operant responses) are of concern. Select a situation in which the quickness of response is of importance, perhaps following instructions, looking at a stoplight, duplicating a rhythm, etc. Keep a record of successive instances of S-R latencies. Have a cohort take a reliability check. Comment upon the appropriateness of this measurement.

FSC estimated investment of practicum effort: ___1__ point

 

 

 

Definition: Coding is using abbreviations of behaviors and is frequently done using an interval-recording sheet. The sheet is an observation form with letter codes for each behavior of concern designated on it, permitting simultaneous recording of several responses of one or more subjects. The presence or absence of each behavior is typically scored by making a slash mark through the letter that stands for that behavior.

Directions: Develop a code sheet designating at least three separate behaviors. Duplicates of this coding sheet should be used simultaneously by two independent observers for at least 30 minutes, while achieving a minimum of 80% interobserver agreement during this time. Two students may work on this objective and share the use of the evidence of this activity in their respective portfolios.

FSC estimated investment of practicum effort: __2___ points

Competency 16: Employ measurement in free-operant and fixed-trial procedures for conditioning, measurement, and evaluation.

Definition: A free operant is a class of responses that is a function of a class of consequent stimuli (i.e., not under discriminative control). In the free operant method of analysis, an organism may repeatedly respond over an extensive period of time. The organism is "free" to emit many responses or none at all. More accurately, responses can be made without interference from the experimenter. A "trial" is a discrete period, usually stimulus-correlated, during which an organism has an opportunity to respond. Trials are separated by intertrial intervals that may consist of any of the following: A stimulus condition (e.g., a darkened room); removal of the operandum (or operanda); or removal of the individual from the experimental situation. Trials distinguish discrete-operant procedures from free-operant procedures. Trials can have fixed or variables time lengths between them. Experimental sessions might be called "trials."

Directions: Our schedules often confine us to fixed trial procedures-- for example a training session or a class hour. During this time, there may be many presentations of a discriminative stimulus and then differential reinforcement for appropriate responding. A convenient way of achieving this competency would be to set up a situation where behavior was being monitored all day, but only deliberately shaped or modified during a fixed period. "All-day" would be the free operant situation, while the sessions for shaping would be the fixed (or variable) trial procedures.

FSC estimated investment of practicum effort: __4___ points

*Competency 17: Conduct continuous and sample observations.

Definitions: CONTINUOUS MEASUREMENT--Measurement in which all possible responses can be detected during observation periods. Recording each and every occurrence of a behavior during a prescribed period. A tactic used in applied behavior analysis for assessing the rate of target behavior. Each instance of behavior is counted during certain periods of the day (e.g., lunch, recess, first class in the morning, and so on). SAMPLE RECORDING--is a method of observation in which a response occurrence is recorded if some part of a behavioral episode is observed within one of a series of discontinuous intervals.

Directions: The important feature of this competency is revealing the differences that may occur when using these two types of measurement. Set up a situation in which perhaps four observers watch the same behavior over a period of time. Two of them could be using one method (taking a reliability check) while the other two use another. Compare the records of the two "primary" observers and discuss the accuracy and appropriateness of the methods for the chosen behavior.

FSC estimated investment of practicum effort: __4___ points

Definition: INTERRESPONSE TIME (IRT) refers to the time between two responses or, more strictly, from the beginning of one response to the beginning of the next. The time from a reinforcer to the next response is a latency and not an IRT, even if the reinforcer is response-produced. As the rate of a response having a relatively brief duration increases, average of the interresponse times decreases. Skillful use of the differential reinforcement of long interresponse times (DRL) can achieve reductions in behavior without extinction or aversive control procedures.

Directions: Select a behavior you want to occur more frequently or less frequently. Measure the time elapsing between each instance of the behavior. Plot the average interresponse time per session for a couple of sessions. Then differentially reinforce responses of either shorter or longer interresponse times. Briefly discuss the effects and the appropriateness of your measurement and your procedure.

FSC estimated investment of practicum effort: __2___ points

*Competency 19: Calculate reliability interval-by-interval and by scored-interval/unscored-intervals.

Definitions: INTEROBSERVER AGREEMENT ASSESSMENT--A method for estimating the reliability of a behavioral observation system. A coefficient of agreement is calculated by comparing scores obtained by two or more independent observers and determining the number of times they agreed (and/or disagreed) in proportion to the number of observations scored. RELIABILITY refers to Consistency of measurement. In applied behavior analysis, preferably, different observers estimate reliability by assessing the interobserver agreement, or coefficient of agreement between two or more independently scored records of data in the same episodes. The coefficient of agreement often is calculated as a percentage by dividing the number of agreements by the number of agreements plus disagreements, then multiplying the fraction by one hundred. Agreement measures should be reported for each phase of a within subject design when feasible. When estimating reliability of interval recording systems, if there are many unscored intervals, only scored intervals should be included in the calculations. Or two separate percentages of agreement can calculated-one for scored, one for unscored intervals.

Directions: Observe a behavior that occurs relatively often during several observation periods. The objective here is to underline the differences in the reliability figures derived. The student should discuss the relative merits of reporting whole interval, scored-interval, and/or unscored-interval reliability.

FSC estimated investment of practicum effort: ___3__ points

II. Functional Analysis (Research Designs)

*Competency 20: Employ a reversal design.

Definition: A REVERSAL DESIGN is an experimental design in which the effects of the independent variable are tested by introducing a phase (e.g., an Alt-R or DRO treatment phase) in which the direction of the change reverses (i.e., reinforcement of being out-of-seat instead of in-seat).

Directions: Measure an operant repeatedly until a stable baseline is achieved. Apply a treatment and continue it until the operant has stabilized again. Return to the baseline conditions and continue until stabilization is again achieved. Finally, reapply the treatment conditions until further stabilization.

FSC estimated investment of practicum effort : ____4___ points

*Competency 21: Carry out multiple baseline across subjects and situations.

Definitions: In the MULTIPLE BASELINE DESIGN a single case design in which the effects of an intervention are recorded across situations, behaviors, or individuals. In the MULTIPLE BASELINE ACROSS BEHAVIORS a multiple baseline research design across behaviors is used when a reinforcement procedure is applied progressively to several operants. In this case the subject, setting, and consequences remain the same, but different responses are modified sequentially. In the MULTIPLE BASELINE ACROSS SUBJECTS an intervention is introduced progressively for different subjects who exhibit similar target behavior. The same behavior (e.g., stealing) is first modified for subject 1, and baselines are collected for subjects 2 and 3. Next, the behavior of subject 2 is changed while the rate of target behavior for subjects I and 3 continues to be assessed. Finally, the treatment procedure is applied to subject 3. In the MULTIPLE BASELINE ACROSS SETTINGS the treatment is applied to individuals or behaviors in the context of different environments.

Directions: Select a possibly widely used behavior management technique. This might involve teaching a child to stop and look at street corners. Begin with contrived situations and move to the world at large. Document your behavior changes and comment upon the nature of your effects.

FSC estimated investment of practicum effort: ___5__ points

*Competency 22: Calculate the appropriate steps in a changing criterion design.

Definition: A CHANGING CRITERION DESIGN involves successively changing the criterion for delivering consequences, usually in graduated steps from baseline levels to a desired terminal goal. Experimental control is demonstrated if the behavior changes to meet or approximate each successively set criterion level.

Directions: Select a behavior the rate of which needs to be increased. Take baseline data. From analysis of the data, including perhaps an average of the baseline data points, set a new criterion for delivery of reinforcement. Reinforcement must come into contact with behaviors frequently enough to strengthen the behavior. Describe what aspects of the distribution of variability in your baseline led you to set the new criterion.

FSC estimated investment of practicum effort: _3____ points

 

*Competency 23: Apply the alternating treatments procedure.

Definition: An ALTERNATING-TREATMENT DESIGN is a within-subject or intensive experimental design consisting of alternating presentations of two or more independent variable arrangements, each of which is correlated with a distinctive stimulus. The differential effects then are observed by comparing performance under each of the independent variable arrangements.

Directions: This sophisticated competency might be accomplished during systematic research as for a thesis. Plot your data and give the rationale for the sequencing and the number of sessions during each phase of the alternating treatments.

FSC estimated investment of practicum effort: __3___ points

Definition: A PROBE is a brief phase in a behavior analysis experiment designed to test the effect of a given intervention. A short withdrawal phase is a probe, because the intervention is removed for a period of time to assess some aspect(s) of the behavior in the absence of the intervention. MULTIPLE PROBES involve probing or measuring untreated responses intermittently to assess any variations in those responses due to unidentified condition(s).

Directions: Accomplish relevant baselines and apply probing as described above. Graph your data and accompany it with sufficient explanation that it could be replicated. Briefly evaluate your results.

FSC estimated investment of practicum effort: __3___ points

Competency 25: Identify and employ appropriate experimental designs.

Definitions: EXPERIMENTAL DESIGN in behavior analysis is the careful manipulation of the aspects of an experiment that is directed toward the goal of establishing experimental control unambiguously (i.e., demonstration of a functional relation). Experimental designs control for extraneous influences such as placebo and Hawthorne effects, passage of time, and other subject, task. and environmental confounding variables. Design examples include: the Withdrawal design (ABA, ABAB, ABA....), Multiple baseline design, Alternating-treatment design, and other specific design strategies).

Directions: Other competencies listed elsewhere herein overlap with this competency. You will have used various designs in achieving them. You may key your materials/evidence for this competency to these competencies. If they are not completed at this point--accomplish them now. Each example should have at least three days in each condition and adhere to the conventions of data analysis that determine appropriate changes in conditions. The examples need not be complicated--simply demonstrate that you have used the design. Minimally, they should include: ABAB Multiple-baseline across conditions or behaviors Alternating-treatments

FSC estimated investment of practicum effort: __5___ points

Competency 26: Do a systematic and a direct replication.

Definition: A DIRECT REPLICATION is the exact replication of an experiment. In other words, the same experimental subjects are employed, using the same treatments and the same environmental conditions. On the other hand, a SYSTEMATIC REPLICATION is way to increase the generality of an experimental finding by conducting other experiments in which the procedures are different (from the original research) but they are logically related-experimental subject(s) could differ, treatments could be slightly different, and environments could be different. (Second A condition in an ABAB reversal design is a direct replication, the introduction of condition to a second subject or setting in a multiple-baseline experiment is a systematic replication.

Directions: You may have accomplished this objective elsewhere in your practicum documentation. If so, cite where the reader can see this. You should have at least two or three data points in each condition and have made experimental changes that were appropriate to the presence or absence of trends in your data.

FSC estimated investment of practicum effort: ___1__ points

*Competency 27: Given data to plot, construct graphs using ABA conventions.

Definitions: The Journal of Applied Behavior Analysis is a good place to look for the depiction of data in graphic forms. In general, the following are some of the rules that apply to graphic representation: The data are the most important feature and should be clearly visible with slightly bolder connection lines and data points. Rate is the fundamental datum of a science of behavior-graphs should emphasize changes in this variable. Figures should be clean and uncluttered without too much data in any one graph. The scale points on the abscissa and ordinate should appear on the outside margin, not the inside. Percent graphs should go completely to 100% without truncation in the ordinate--in order to give a good picture of relative changes in variables. Labeling should be in bold and as large as possible such that lettering does not "block" when the graph is reduced in size. Phase division lines should go vertically BETWEEN data points when there is a condition change. Vertical condition separation lines should be broken lines. Data points should NOT begin to be plotted using the ordinate for the first data point. The abscissa may be lowered slightly such that zero data points appear horizontally on a plane slightly above the abscissa. Labeling of conditions should ordinarily be outside of the region of the data points, with arrows and indicators inside where necessary. Use just enough information to allow a reader to understand without looking back into the text of a description of a study.

Directions: All your figures in the accompanying materials supporting competencies should adhere to the above conventions. Ask you supervisor to scan through your documentation to verify this.

FSC estimated investment of practicum effort: __1___ point

*Competency 28: Apply measures of discovering trends in data.

Definition: A TREND is a relatively consistent change in a data set (usually successive sessions during an experimental condition) in a single direction. Trend lines can be drawn by taking an average of the first half of a condition's data points and an average of the second half of the points. A line can then be connected between these averages. Interpretation may be difficult due to variations in the data and is it usually done visually.

Directions: Observe, record, and plot target behavior over at least 6 sessions. Average the first half and second half of the data points and plot a trendline. Briefly discuss the use of this trend line in the decision of whether to change experimental conditions. (This competency can be achieved using data derived during satisfaction of other competencies.)

FSC estimated investment of practicum effort: __3___ points

*Competency 29: Correctly identify points in data path that are appropriate for condition changes.

Definition: A DATA PATH may vary in inconsistent ways. Whether to change conditions depends upon variability, trends, and the magnitude of anticipated change.

Directions: You may be able to cite evidence satisfying this competency elsewhere in your documentation. If not, take data on a variable behavior for at least 10 days. At certain points in your data place arrows and give explanations why you think these points would be appropriate for condition changes.

FSC estimated investment of practicum effort: __1___ point

*Competency 30: Plot an imperfect correlation of data using a scatter plot.

Definition: A "scatter plot" is a collection of data points having X and Y values. While used infrequently in behavior analysis, such a plot may become important in evaluating the effect of a treatment on a larger population of individuals.

Directions: Measure two variables that have an imperfect yet, some correlation with each other. They could be the data taken by two observers of the same behavior over a period of time, or they could be the rate of certain kinds of behaviors on one dimension and the time of the day on the other. Draw a line of best fit and note whether the correlation is positive or negative, or even curvilinear. Comment on the usefulness of this form of evaluation in determining which variables should be changed to change behavior.

FSC estimated investment of practicum effort: ___1__ point

Definition: Semilogarithmic charts refer to graphs in which only one axis is scaled proportionally. On a logarithmic scale equal relative changes in performance are represented by equal distances. Since behavior is measured and charted over time, which progresses in equal intervals, the X-axis is marked off in equal intervals, and only the U-axis is scaled logarithmically. Lindsley's Standard Behavior Chart, a semilogarithmic chart with six X-10 cycles can accommodate response rates as low as 1 per 24 hours or as high as 1,000 per minute. The horizontal axis is equally divided into 140 calendar days, or 20 weeks. The Standard Behavior Chart provides a standardized means of charting and analyzing change in both absolute and relative rates of response.

Directions: Measure two behaviors, one that occurs at a high rate and one a low rate per observation session. Plot the behaviors on a Standard Behavior Chart and on an equal interval graph. Comment upon the advantages and disadvantages of the two ways of evaluating rates of data.

FSC Eestimated investment of practicum effort: __2___ points

Competency 32: Construct a split-middle line of progress.

Definition: On method of calculating and drawing lines of progress that is more reliable than the freehand method and much less time-consuming than linear regression methods is the split-middle line of progress. For use with semilogarithmic charts, split middle lines of progress can also be drawn for data plotted against an equal interval vertical axis. They are, however, only an estimate that summarizes the overall trend. A "split-middle" line is found by counting the number of data points that fall above and below the line previously drawn and adjusting the line such that and equal number of dots fall above and below. In the split-middle calculation, the line may be adjusted so that half of the data points lie above and below the line. The split-middle line of progress is one redrawn from the quarter-intersect, adjusting the line such that half of the total data points fall above and half below the trend line.

Directions: Locate some good data for this purpose. Take a series of data points that include at least 10 or 15 sessions long. Calculate the split-middle line of progress and briefly comment on it usefulness. Contrast the method with another way of assessing progress.

FSC estimated investment of practicum effort: __1___ point

Competency 33: Calculate a quarter-intersect line of progress.

Definition: The quarter-intersect line of progress is found by 1)Dividing the data into two equal parts, 2)determining the intersection of the mid-rate and mid-date for each half, and 3)drawing a line through the data that passes through both of the intersections found in step 2.

Directions: Draw a quarter-intersect line of progress through at least 10 data points. Compare this method with another form of visual analysis, such as the split-middle. Comment upon its appropriateness.

FSC estimated investment of practicum effort: __1___ point

B. Behavior Change Procedures: Antecedent Procedures

*Competency 38: Correctly use incidental teaching procedures in intervention.

Definitions: Incidental teaching is a process that incorporates instruction in less structured activities than one-to-one training. It requires the provision of reinforcement when the exhibition of targeted behaviors is observed to occur spontaneously in the "natural" environment, and/or the incorporation of the appropriate level of antecedent prompting in order to result in the exhibition of targeted behaviors in the "natural" environment.

Directions: Demonstrate the acquisition of a target behavior for an individual by using an incidental teaching procedure. The target behavior may be speech/language, identification of a person or object, a greeting response, etc. Any skill that has been targeted for intervention for an individual in other than the naturally-occurring environment may be the target behavior for the procedure.

FSC estimated investment of practicum effort: ___2__ points

Stimulus control

*Competency 39: Establish stimulus control (generalization and discrimination)

Definition: The systematic influence of an antecedent stimulus (or set of stimuli) on the probability of occurrence of a response. The response form or frequency differs from under one controlling stimulus, or set of stimuli, to another. These controlling stimuli are referred to as discriminative stimuli.

Directions: Show via a graph or table evidence that you have brought a given operant response under substantially greater control of a discriminated stimulus. Demonstrate that the probability of the behavior changes when there is a change in either the nature of the discriminated stimulus or accompanying environmental stimuli.

FSC estimated investment of practicum effort: ___1__ point

Definition: Response generalization (sometimes called induction) is the spread of the effects of reinforcement to responses outside the limits of an operant class. This phenomenon is essential to shaping because through its responses more closely approximating, some final form may be emitted and therefore reinforced. With discriminated operants, induction may refer to the spread of the effects of reinforcement to stimuli other than those defining the operant class (as when, after extinction during green and red, reinstating reinforcement during green produces both responding during green and a transient increase in responding during red.)

Directions: (See other competencies for the possibility of completing two competencies with one application.) An excellent demonstration of response generalization is to establish generalized imitative behavior. With an individual who does not exhibit imitative behavior, the model can perform several different behaviors in random order, giving the individual time to imitate. Record that no imitations occur. Then, model a behavior with strong prompting and copiously reinforce the "imitative" responses many times. After the individual readily imitates that specifically modeled example, test for generalization by modeling the remaining behaviors that were NOT coached or reinforced. Any evidence of an increase in their probability would exemplify response generalization. If no generalization is observed, then begin to successively model (with prompting) other members of the class of behavior to be modeled.

FSC Estimated investment of practicum effort: __2___ points

Definition: GENERALIZATION GRADIENT (OPERANT)--Generalization occurs when an organism responds to values of the SD (or fewer responses to the S^D) that were not trained during acquisition. A generalization gradient is the function (graph) that relates stimulus values to a measure of response strength. GENERALIZATION GRADIENT (respondent)-- Generalization occurs when an organism shows a conditioned response to values of the CS that were not trained during acquisition. A generalization gradient is the function (graph) that relates stimulus values to a measure of response strength.

Directions: Create a set of cards with different examples of cats. Order these cards from those that look much like a cat to those that hardly look like a cat at all. Mix these cards in with pictures of other animals. Present the entire deck of cards to the child repeatedly, keeping record of the latency of the child's response and the percent correct. Reinforce correct answers to non-cat cards, but make no response one way or another after responses to cat cards. Use social reinforcement or other reinforcers if necessary for cooperation. Plot the data such to see whether your data reveal a generalization gradient for the cat cards. Describe your results.

FSC estimated investment of practicum effort: __3___ points

Competency 42: Show concept formation (i.e., generalization within and across stimulus classes).

Definition: CONCEPT FORMATION is the establishment of a discrimination based on a class of stimuli such that an organism generalizes among all stimuli within the class but discriminates them from those in other classes. Such classes play much the same role in analyses of discriminative stimuli as operants do in analyses of response classes. Cf. ABSTRACTION, DISCRIMINATION, GENERALIZATION, STIMULUS.

Directions: Find a young child. Select a concept such as "heavy" or "blue" or "tree" and created a set of stimulus cards to present to the child. Separate the card into two piles. On pile will be different examples, all of which contain the common property to which the child is to response-simply in varying forms. The second pile should be non-examples-none of which contain the property. Perhaps, shuffle the cards and present them, at first with added prompts if necessary. Record what you do and the effects you get. Continue the procedure until the child responds correctly to each card (randomly presented) twice in a row. Comment on the degree of your success. Provide two additional examples of other ways to demonstrate concept formation.

FSC estimated investment of practicum effort: __3___ points

*Competency 43: Use an establishing operation.

Definition: An ESTABLISHING OPERATION is defined as any change in the environment that alters the effectiveness of some object or event as reinforcement and simultaneously alters the momentary frequency of the behavior that has been followed by that reinforcement. Thus, an establishing operation has two major effects: (a) It increases the momentary effectiveness of reinforcement supporting operant behavior, and (b) it increases the momentary probability of responses that in the past produced such reinforcement. For example, the most common establishing operation is deprivation for primary reinforcement. This procedure has two effects. First, food becomes an effective reinforcer for any operant that produces it. Second, behavior that has previously resulted in getting food becomes more likely.

Directions: (See competencies above) Any setting events function as establishing operations. The specific objective here is to manipulate conditions that change the reinforcing value of a stimulus. Show data that verify the change in probability brought about.

FSC estimated investment of practicum effort: __2___ points

Competency 44: Establish/demonstrate multiple variable control.

Definition: MULTIPLE CAUSATION OF BEHAVIOR is the determination of behavior by two or more variables acting at the same time. Behavior is always controlled by multiple variables, although some may be more important than others. Behavior analysis involves procedures that allow the multiple factors controlling behavior to be examined one at a time.

Directions: Treatment procedures almost always involve combinations of variables, many of which may have little or no important contribution to the effects. A breakdown of complex variables into components may allow for more economical applications. Measure the effect of a complex treatment while simultaneously measuring two or more components of the treatment. Using an appropriate design strategy delete and return elements to see whether the behavioral changes are maintained. For example, DRO procedures may be used in concert with punishment. A separate analysis of each component's effects may reveal different contributions and may lead to a more efficient application.

FSC estimated investment of practicum effort: __4___ points

C. Behavior Change Procedures: Consequence Procedures

*Competency 45: Demonstrate positive and negative reinforcement.

Definitions: POSITIVE REINFORCEMENT--A procedure whereby the rate of a response maintains or increases as a function of the contingent presentation of a stimulus (a positive reinforcer) following the response. NEGATIVE REINFORCEMENT--Negative reinforcement refers to an operant performance whose frequency increases because it has terminated an aversive stimulus. Both negative and positive reinforcement increase the frequency of a performance. In the case of negative reinforcement, the increase comes about because of the termination of the stimulus, while in the case of positive reinforcement, the increase occurs as a result of the effect of a reinforcing stimulus.

Directions: This competency has two separate requirements. You should use two separate behaviors. First establish that your consequence is in fact a positive reinforcer, perhaps by reinforcer sampling. Then make it contingent upon behavior and record the increase in rate. Secondly, select a stimulus the individual will escape or avoid. Set up a response requirement in which the rate of behavior increases as a function of either escape or avoidance. A simple application is using the "you're getting warmer, your getting colder" game, although you may wish to work with a more socially important behavior.

FSC estimated investment of practicum effort: __2___ points

*Competency 46: Demonstrate the extinction procedure and note effects.

Definition: EXTINCTION is a procedure in which the reinforcement of a previously reinforced behavior is discontinued. Extinction also may be used to describe the "process" by which a previously learned behavior disappears as a result of nonreinforcement.

Directions: Select a behavior that occurs at a relatively high rate--the supporting reinforcement for which you can control. This could be an instance of bringing a behavior under stimulus control, i.e., reinforcing it under one condition and not another. Collect baseline data and begin extinction at an appropriate point, noting your effects on your graph. Describe the emotional side effects of the procedures if you see them. Continue until the behavior is nearly absent under the conditions of extinction.

FSC estimated investment of practicum effort: __2___ points

 

*Competency 47: Demonstrate appropriate thinning of reinforcement schedules.

Definitions: SCHEDULE OF REINFORCEMENT--The response requirements that determine when reinforcement will be delivered (i.e., Interval, Fixed and Variable time, Ratio schedules of reinforcement, Limited hold, Differential reinforcement of high rates (DRH), and Adjusting schedules. RATIO SCHEDULES--Reinforcement is programmed according to the number of responses emitted by the organism. INTERVAL SCHEDULES--Schedules of reinforcement that are based on the passage of time and one response after that time.

Directions: Shape a behavior until it occurs consistently with continuous reinforcement. Reduce the frequency of reinforcement to an intermittent schedule while recording the rate of the behavior. Slowly increase either the ratio or interval necessary for reinforcement. Show that the behavior is maintained by the frequency of reinforcement that would be similar in the natural environment.

FSC estimated investment of practicum effort: __2___ points

*Competency 48: Demonstrate use of limited hold reinforcement contingency.

Definition: A LIMITED HOLD is a restriction placed on an interval schedule requiring that the response occur within a particular time limit following the interval to be eligible for reinforcement, or the reinforcer is lost.

Directions: Set up a situation where the individual must learn that reinforcement is available for only a restricted amount of time after given intervals. This could be learning to watch for something at the right time, or possibly tapping in a restricted rhythm--as in teaching a young child to clap rhythmically. Try to select a behavior with social relevance. Show that behavior conforms to the contingency.

FSC estimated investment of practicum effort: __1___ point

*Competency 49: Determine appropriate intermittent reinforcement schedules for maintenance.

Definition: In an INTERMITTENT REINFORCEMENT schedule of reinforcement which some, but not all, of the occurrences of a response are reinforced.

Directions: Present descriptive evidence (possibly a graph) about your application of reinforcement on an intermittent basis. You may wish to cite evidence from elsewhere in your documentation of these competencies.

FSC estimated investment of practicum effort: ___1__ point

Competency 50: Apply DRO, DRI, DRA, and DRL schedules and graph the results.

Definitions: DRO refers to a reductive procedure in which reinforcers are delivered contingent on the nonoccurrence of a response for a given time interval--sometimes called omission training. DRI refers to a particular ALT-R or DRA procedure designed to increase the rate of a behavior or a set of behaviors that cannot coexist with the one targeted for reduction. (E.g., reinforcing completion of work reduces those forms of disruption that are incompatible with working.) DRA refers to a reinforcement procedure usually designed to reduce a given behavior by increasing alternative behavior while withholding reinforcement for the unwanted response. DRL refers to a procedure in which behavior is reinforced only if it is expressed after a preset interval of time but has not been emitted during that interval. Example--a teacher compliments and calls on a student who waits 3 minutes before participating again, and the target behavior increases.

Directions: Your behavior and situation may affect your selection of the use of one of the above procedures. Apply a single procedure from those above and measure the rate of the behavior before and when it is applied. Graph your results and briefly evaluate whether it was the best procedure to apply.

FSC estimated investment of practicum effort: __2___ points

*Competency 51: Apply relevant schedules of reinforcement.

Definition: A reinforcement SCHEDULE is a specification of the criteria by which responses become eligible to produce reinforcers. See specific cases. COMPOUND SCHEDULE, DIFFERENTIAL REINFORCEMENT SCHEDULE, HIGHER ORDER SCHEDULE, INTERVAL SCHEDULE, LIMITED HOLD, RATIO SCHEDULE, TIME SCHEDULE.

Directions: You may have achieved this competency in accomplishing others. The task is to select a schedule of reinforcement that maintains behavior and is parsimonious. Graph the rate and present a brief description of why you chose the schedule.

FSC estimated investment of practicum effort: __2___ points

*Competency 52: Correctly use differential reinforcement while shaping behavior

Definition: Differential reinforcement is the reinforcement of one class (or form, or topography) of behavior and not another. When producing stimulus control, it is the reinforcement of a behavior under one stimulus condition but not under another stimulus condition. It may also consist of reinforcing one behavior under one stimulus condition as other behaviors are also reinforced under different stimulus conditions. Shaping is the process of building an operant by reinforcing only those responses that are closest to it. When the operant we want is a response to a certain kind of stimulus (such as answers to a question or solutions to problems), shaping also requires "building" in the stimuli to be presented. The first questions or problems given to students are not as complex as those we expect them to answer or solve later.

Directions: Select a terminal behavior that can reasonably be achieved within at least 15 minutes. It should be a behavior not currently in the individual's repertoire. Evidence for this objective may be a written account of the frequency of various approximations as they are achieved. A video record would be an excellent way of doing this.

FSC estimated investment of practicum effort: __1___ point

*Competency 53: Apply punishment procedures and record primary and secondary effects.

Definition: PUNISHMENT is a class of procedures involving the occurrence of a stimulus immediately following responding that results in an decrease in some aspect of the response class over baseline levels. It involves a procedure in which an operant performance is followed by an aversive stimulus. Punishment, therefore, is usually an interaction between a performance maintained by positive or negative reinforcement and an aversive stimulus. The aversive stimuli employed as punishment may automatically condition accompanying behavior or environments through simultaneous pairing, causing these stimuli to become aversive. Emotional reactions elicited by the aversive stimuli may interfere with appropriate behavior.

Directions: Take great care in accomplishing this objective as you do not want to violate procedural guidelines relevant to your setting. It is reasonable to select a very mild behavior problem and apply an aversive stimulus such as disapproval, or time out. Take a baseline of several days and then begin the contingent disapproval, or time out. Record the change in behavior and graph this performance. Discuss any accompanying side effects noted during the procedure, such as attempts to escape or avoid the applier of the punishment or the situation in which it is applied.

FSC estimated investment of practicum effort: __2___ points

Competency 54: Employ time out procedures appropriately and measure effects.

Definition: TIMEOUT is a procedure in which access to varied sources of reinforcement is removed or reduced for a particular time period contingent on a response. The opportunity to receive reinforcement is contingently removed for a specified time. Either the behaving individual is contingently removed from the reinforcing environment, or the reinforcing environment is contingently removed for some stipulated duration. A TIMEOUT ROOM is a physical space that is arranged to minimize the reinforcement that an individual is apt to receive during a given time period--sometimes referred to as timeout booth or quiet place. Procedures for using such facilities must conform to ethical and legal standards. (NOTE: The use of time out procedures is not allowed unless the site approves the use of the procedure and it is implemented according to the site's requirements for the use of punishment procedures.)

Directions: Measure and plot the rate of a problematic behavior over a few baseline sessions. Then contingently withdraw or reduce reinforcement when the behavior occurs for a few sessions. Graph your effects and briefly discuss the results of your procedure.

FSC estimated investment of practicum effort: __3___ points

Competency 55: Apply response cost procedures and note effects.

Definition: RESPONSE COST is a reductive procedure in which a specified amount of available reinforcers is continently withdrawn following the response. Usually these reinforcers are withdrawn from the individual's reserve, as with loss of points or yardage, or fines. However, in a modification of this procedure, bonus response cost, the reinforcers are taken away from a reserved pool of potential bonus reinforcers.

Directions: (NOTE: In many situations, the use of response cost procedures is not allowed unless the site approves the use of the procedure and it is implemented according to the site's requirements.) You, of course, must be in an established situation in which you can manage reinforcers. This objective could be accomplished with a kind of game with a child, in which s/he earned tokens and lost them for accomplishing some task. Plot the behavior and apply the procedure. Note the changes on a graph and accompany the graph with a brief discussion.

FSC estimated investment of practicum effort: __2___ points

Competency 56: Apply a type of overcorrection procedure in accordance with site regulations and with supervision.

Definition: Overcorrection refers to a reductive procedure that is a subcategory of contingent exertion. Overcorrection consists of one or both of two basic components. (1) Restitutional training (or restitutional overcorrection), which requires the individual to restore the environment to a state substantially improved from that which existed prior to the act; and (2) positive practice (or positive practice overcorrection), which requires the individual repeatedly to practice a positive alternative behavior. When no environmental disruption occurs, only the positive practice procedure is used.

Directions: Take baseline measurements of the target behavior. (After applying for approval from responsible administrators if necessary) employ one of the types of procedures listed above. You should give evidence of treatment integrity over repeated applications and document the changes that occurred in the target behavior. Write a brief description of your application and comment upon its appropriateness.

FSC estimated investment of practicum effort: __4___ points

Competency 57: Establish a conditioned stimulus in the respondent paradigm and/or show the extinction of an unconditioned response (as with unreasonable fear for example).

Definitions: The CONDITIONED REFLEX is a reflex produced by a contingent relation between stimuli (see CONTINGENCY). One stimulus, originally neutral, sets the occasion for presenting a second stimulus, the unconditioned stimulus (US). A conditioned reflex is created when the neutral stimulus becomes a conditioned stimulus (CS), eliciting a response by virtue of its contingent relation to the US. This response, a conditioned response (CR), is often related to but is not necessarily the same as the unconditioned response (UR) elicited by the US. Responses elicited by the CS before conditioning (e.g., orienting responses) tend to disappear as conditioning progresses.

Directions: Knee jerks, blanching, blushing, heart rate, or even blood pressure can be measured easily. However, a particularly good "desensitization" demonstration would show the actual extinction of a conditioned response as, for example, fear of water, animals, certain people, or heights. Showing the progressive reduction in heart rate when a child is repeatedly brought into contact with a stimulus that has been previously conditioned to be aversive would be an excellent example. You would, of course, be careful not to allow the conditioned stimulus to be re-paired with another aversive stimulus during the process. Document the evidence of the fear first and graph the respondent's reduction that results from non-pairing.

FSC estimated investment of practicum effort: ___3__ points

 

 

Directions: Select, develop, and use competency-based training for persons who will be responsible for carrying out behavioral assessment and behavior change procedures. This includes assessing the need for training; clearly defining training objectives, and establishing competencies that implement individual and family support plans or strategic plans of agencies/businesses; clearly defining training procedures; establishing methods for measuring results of training on the performance of each participant; using standard classroom, simulations and in vivo training methods; arranging for trainee feedback for use in adjusting training; and using competency based proficiency checklists or other data sources (Florida Task List for Applied Behavior Analysis, 1997).

FSC estimated investment of practicum effort: ___4__ points

 

 

 

 

 

 

 

*Competency 63: Use reinforcer sampling techniques.

Definition: Reinforcer sampling is a procedure that enables an individual to come in contact with a potential reinforcer to experience the function of the stimulus. The procedure is useful in developing new reinforcing consequences for a given individual.

Directions: Set up a situation in which an individual's behavior comes into contact with at least two potential reinforcers. Then show that behavior can be supported by at least one of these potential reinforcers. The important issue is that your evidence of whether something serves as a reinforcer is NOT the individual's verbal behavior about it, but rather the reinforcing consequence of the stimulus.

FSC estimated investment of practicum effort: __4___ points

Definition: A contingency (or BEHAVIORAL) CONTRACT is a negotiated goal(s) and procedure(s) of a behavior analysis program, mutually agreed on by the client or advocate and other involved persons, and modifiable by joint agreement.

Directions: Do two different contracts, one with the focus behavior being something you want to improve in your repertoire and the other being something someone else wants to change in his/her repertoire. Keep track of these behaviors for baselines, set up a contingency contract for each and apply them. Make adjustments as needed. Plot your data and summarize it briefly, giving pros and cons of what was done and how it could be improved. If you used self-report, say why you think it was accurate.

FSC estimated investment of practicum effort: __5___ points

*Competency 65: Apply group-oriented behavior management techniques.

Definition: Group contingencies are arrangements in which antecedents and consequences are delivered to some or all members of a group as a function of the performance of one, several, or all of its members. Interdependent group contingencies are those in which members of the group are treated as if they were a single behaving individual. The group's performance determines the reinforcer each member receives. For example, "If the group averages 90% on the test, everyone will have free time." The GOOD BEHAVIOR GAME is a group management package in which the group is divided into two or more teams, and rules are specified. In its original form, a team received a check against it if a member violated one of the rules. Reinforcers were provided for each team with fewer than the criterion number of marks or for the team with the fewest marks at the end of a preset period. Now its use frequently involves reinforcing consequences as well as punishment, such as providing points exchangeable for reinforcers for a team when its members act according to the rules

Directions: Apply the Good Behavior Game for several days and record its effects, or propose another activity that involves a group contingency and implement it following approval from your Major Professor and site supervisor.

FSC estimated investment of practicum effort: __5___ points

 

 

*Competency 66: Conduct informal and structured interviews and describe the advantages and disadvantages.

Definitions: Direct observation is best but interviews of the individual and significant others in the environment may be the best one can do in assessing a behavior and the environments in which it occurs. A standard behavior checklist and a listing of anecdotal observations can be helpful. Create or borrow a checklist and/or an anecdotal observation recording form relevant to your targeted situation (for example, see Cooper, Heron, & Heward's Applied Behavior Analysis, page 41).

Directions: Find a situation in which behavior is reported to be a problem. Conduct an interview using a an anecdotal observation recording form and have someone else also do an independent same interview, using the same form. Use these forms in a brief discussion of the usefulness of this type of structured interview.

FSC estimated investment of practicum effort: __3___ points

*Competency 67: Employ self-management/measurement techniques.

Definition: SELF-MANAGEMENT is a procedure in which individuals change some aspect of their own behavior. One or more of four major components are generally involved. (1) Self-selection of goals; (2) monitoring one's own behavior; (3) selection of procedures; and (4) implementation of procedures.

Directions: Select a personal behavior you would like to improve, e.g., meeting appointments on time, reading more extracurricular books, writing letters to friends, doing aerobic exercises, etc. Measure its rate or duration each day and plot it on a graph. When appropriate, apply a contingency that involves meeting a goal and monitoring by another person. Outline your project briefly describing your figure(s) and comment upon its appropriateness.

FSC estimated investment of practicum effort: __5___ points

Definition: A TOKEN ECONOMY is a reinforcement system based on token reinforcement; the contingencies specify when, and under what conditions, particular forms of behavior are reinforced. The system is an economy in the sense that tokens may be exchanged for goods and services, much like money is in our economy. This exchange of tokens for a variety of back-up reinforcers ensures that the tokens are conditioned reinforcers.

Directions: This elaborate competency is likely to be achieved in a family, school, or community setting. It should have be blessings of those responsible for the situation. Clearly outline the rules, listing the features of the definition given above. Your description should be complete enough to allow someone to duplicate your methods.

FSC estimated investment of practicum effort: __5___ points

Competency 69: Chain behavior using backward and forward conditioning methods.

Definitions: A CHAIN is a complex behavior consisting of two or more response segments that occur in a definite order. A chain can be homogeneous or heterogeneous. Homogeneous chains consist of responses that are similar to one another, as in lifting or throwing. Heterogeneous chains consist of responses that differ from one another, as in playing football or assembling a barbecue. FORWARD CHAINING is effecting the development of a chain of responses by training the first response or link in the chain initially; the second next; and so on, joining the series of links together, until the entire chain is emitted as a unitary complex behavior. BACKWARD CHAINING is effecting the development of a behavioral chain of responses by reinforcing the last response, element, or link in the chain first; the last two next, and so on, until the entire chain is emitted as a single complex behavior.

Directions: Find a young child, if possible, and teach the child to tie two equally difficult, but different knots--one by backward chaining and the other by forward chaining. Briefly describe the relative success of the two methods in your commentary.

FSC estimated investment of practicum effort: __2___ points

*Competency 70: Develop imitative behavior and induce generalization.

Definition: Imitation training consists of three parts: (1) the teacher demonstrates the behavior the learner is to engage in (called the imitative stimulus; (2) the learner is called on to produce a similar behavior called the imitative behaviors; and (3) the teacher arranges for some type of reinforcement for the imitative behavior. The imitative stimulus is an SD for the imitative behavior.

Directions: (See competency above)

FSC estimated investment of practicum effort: __3___ points

Definition: The GOOD BEHAVIOR GAME is a group management package in which the group is divided into two or more teams, and rules are specified. In its original form, a team received a check against it if a member violated one of the rules. Reinforcers were provided for each team with fewer than the criterion number of marks or for the team with the fewest marks at the end of a preset period. Now its use frequently involves reinforcing consequences as well as punishment, such as providing points exchangeable for reinforcers for a team when its members act according to the rules.

Directions: Employ the game in some form with a group of individuals. It could be a group of trainees who are working to depart from a training session early if a criterion is met. Describe your procedures and their effects and comment.

FSC estimated investment of practicum effort: __3___ points

Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis.

Florida Task List for Applied Behavior Analysis (1997)

Stokes, T.F. & Osnes, P.G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.