Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (439 pages)

Edition: 1st ed.

ISBN: 0-12-811128-3 , 0-12-811122-4

Note: Front Cover -- Applied Behavior Analysis Advanced Guidebook -- Copyright Page -- Contents -- List of Contributors -- Preface -- I. Supervision, Training, and Service Delivery -- 1 Behavior Analytic Supervision -- Introduction to the topic and relevance for behavioral practitioners -- Past and current status of practitioner training in the topic -- Research base and implications for practice -- Practice guidelines, procedures, and implementation recommendations -- Deciding to supervise -- First meeting-Setting the stage for a positive supervision experience -- Assessment of skills -- Selecting target skills -- Developing clearly defined and measurable behavioral objectives -- Using behavioral skills training to teach objectives to competency -- Continuously monitor supervisory behaviors -- Take home message of above practice guidelines -- References -- Appendix A Procedural checklist for first supervision meeting -- Get to know each other -- Discuss the professional supervisory relationship -- Set expectations for the supervision experience -- 2 Competency-Based Staff Training -- Preparing behavioral practitioners to train staff -- Behavioral research that developed evidence-based staff training procedures -- Research on singular staff training procedures -- Modeling -- Performance practice -- Performance feedback -- Research on staff training programs -- Guidelines and recommendations for practice -- Guidelines and recommendations for implementing the steps of BST -- BST step 1: Provide rationale for why a skill will be trained -- BST step 2: Describe the behaviors necessary to perform the skill -- BST step 3: Provide a written description of the skill -- BST step 4: Demonstrate the skill -- BST step 5: Have staff practice performing the skill -- BST step 6: Provide performance feedback -- BST step 7: Repeat steps 5 and 6 until competency. , On-the-job component of behavioral skills training -- Informal staff training -- Making staff training more time efficient for practitioners -- Pyramidal staff training -- Use of visual media and technology in staff training -- The critical but qualified role of staff training -- A practice checklist for competency-based staff training -- References -- 3 Functional Behavioral Assessments -- Status of practitioner training -- Recommendations for practitioner training -- Types of functional behavioral assessments -- Indirect assessments -- Research base-Indirect assessments -- Implications for practice-Indirect assessments -- Descriptive assessments -- Research base-Descriptive assessments -- Implications for practice-Descriptive assessments -- Functional analyses -- Research base-Functional analysis -- Implications for practice-Functional analyses -- Practice guidelines checklist -- Indirect assessments -- Descriptive assessments -- Functional analyses -- References -- Further reading -- 4 Social Validity Assessment -- Assessing social validity: A priority in the field of applied behavior analysis -- Social significance of the goals -- Social acceptability of intervention procedures -- Social importance of effects -- The relevance of social validity assessment for practicing professional -- Practical applications of social validity -- Assessing social validity at each level of prevention -- Assessing social validity from stakeholders involved -- Intervention agent -- Parents and caregivers -- Students or clients -- Assessing social validity using a range of methods -- Self-report rating scales -- Interviews -- Direct techniques -- Normative comparison -- Participant preference assessment -- Sustained use -- External evaluation -- Summary: Essential learnings -- References -- 5 Behavioral Risk Assessment. , Clinical-behavioral risk in individuals with IDD -- Applied behavior analysis in the evaluation of risk -- Identification of multiple topographies -- Identification of settings -- Identification of secondary consequences -- Identifying the need for specialist involvement -- Practice guidelines, procedures, and implementation recommendations -- When to use the screening tool for behaviors of concern -- Determining appropriateness for admission to a setting -- Preparing for safer entry into a program -- Reassessment of chronic complexities -- Preparation -- Comprehensive record review -- Choosing informants -- Other considerations -- Administering the screening tool -- Building rapport -- Avoiding tangents -- Using understandable language -- The general-to-specific strategy -- Conceptualizing risk and developing a mitigation plan -- Preparation of caregivers -- Preventive approaches -- Protecting people and settings -- Contingent response protocols -- Seeking consultation -- Treatment planning considerations -- Documenting your work -- Practice guidelines, summary -- References -- Further reading -- Appendix 1 -- 6 Incentive-Based Performance Improvement -- Incentive-based performance improvement -- Relevant research -- Practice recommendations -- Conclusion -- Takeaways -- References -- 7 Technology and Telehealth Applications -- Technology and telehealth applications -- Past and current status of behavior analyst telehealth training -- Need for formal telehealth training -- Telehealth training recommendations -- Research base and implications for practice -- Technology and telehealth applications in behavioral assessment -- Research on conducting behavioral assessments using telehealth in clinical, school, and residential settings -- Intervention and consultation -- Intervention and consultation in home settings. , Intervention and consultation in school settings -- Intervention and consultation in clinical settings -- Implications and future directions -- Practice guidelines, procedures, and implementation recommendations -- Legal and ethical considerations -- Initiation of services -- Confidentiality -- Assessment and intervention -- Implementation recommendations -- Features important for behavior analysts -- Conclusion -- Practice guidelines checklist -- References -- Further reading -- II. Consultation Practices -- 8 Consultation Practices: School-Based Instructional Support -- Introduction -- The need for instructional consultation in schools -- Differences between children's academic and behavior problems -- The past and present of school-based instructional intervention -- Applied behavior analysis as an evidence-based practice -- Foundations of effective instruction -- Academic responding as the index of learning -- Stimulus control as the process of learning -- The learning/instructional hierarchy as a model for strengthening stimulus control -- Best practice recommendations for instructional intervention -- Assessing student skills and skill deficits -- Selecting instructional interventions -- Designing instructional sessions -- Providing implementation support to teachers -- Conclusion and practice guidelines checklist -- References -- Further reading -- 9 Consultation Practices: School-Based Behavior Support -- Consultation practices: school-based behavior support -- Functional behavior assessment: research base and implications -- Function-based treatment: research base and implications -- Extinction -- Noncontingent reinforcement -- Differential reinforcement -- Practice recommendations -- Recommended practice guideline 1: be analytical -- Recommended practice guideline 2: employ a functional analysis. , Use open-ended indirect and direct assessments to inform the functional analysis, not replace it -- Consider potential barriers to conducting an FA, and select the FA format that reduces these potential barriers -- Be prepared to clarify undifferentiated responding in the FA through design variations and procedural modifications -- Consider a synthesized contingency analysis -- Recommended practice guideline 3: employ skill- and function-based treatments -- Use FCT -- Consider extinction -- Create a practical treatment via reinforcement schedule thinning -- Consider antecedent strategies for escape-maintained problem behavior -- Conduct a treatment analysis before recommending a long-term intervention -- Recommended practice guideline 4: prevent the development of challenging behavior -- Individualize training as needed -- Recommended practice guideline 5: train and supervise staff well -- Consider variables that may influence integrity -- Consider establishing operations -- Use effective staff training approaches -- Plan for generalization -- Manipulate consequences -- Recommended practice guideline 6: assess social validity -- Target socially significant challenging behavior -- Evaluate practical significance of behavior change -- Evaluate acceptability of assessment and treatment procedures -- Consider student preferences -- Evaluate acceptability of the consultation process -- References -- Further reading -- 10 Consultation Practices: Training Parents and Families -- Introduction -- History of our outpatient clinics -- Description of parent and family training approach -- Outpatient clinic description -- Step one: Referral -- Step two: Preparation prior to the evaluation -- Step three: During the evaluation -- Step four: Follow-up after the evaluation -- Case illustration and benefits of the 90-minute outpatient clinic. , Limitations of the 90-minute outpatient clinic.

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: xiv, 423 Seiten : , Illustrationen.

ISBN: 978-0-12-811122-2

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-0-12-811128-4

Language: English

Subjects: Psychology

Keywords: Klinische Psychologie ; Applied Behaviour Analysis ; Verhaltenstherapie

UID:

Format: 1 online resource (439 pages)

Edition: 1st ed.

ISBN: 0-12-811128-3 , 0-12-811122-4

Note: Front Cover -- Applied Behavior Analysis Advanced Guidebook -- Copyright Page -- Contents -- List of Contributors -- Preface -- I. Supervision, Training, and Service Delivery -- 1 Behavior Analytic Supervision -- Introduction to the topic and relevance for behavioral practitioners -- Past and current status of practitioner training in the topic -- Research base and implications for practice -- Practice guidelines, procedures, and implementation recommendations -- Deciding to supervise -- First meeting-Setting the stage for a positive supervision experience -- Assessment of skills -- Selecting target skills -- Developing clearly defined and measurable behavioral objectives -- Using behavioral skills training to teach objectives to competency -- Continuously monitor supervisory behaviors -- Take home message of above practice guidelines -- References -- Appendix A Procedural checklist for first supervision meeting -- Get to know each other -- Discuss the professional supervisory relationship -- Set expectations for the supervision experience -- 2 Competency-Based Staff Training -- Preparing behavioral practitioners to train staff -- Behavioral research that developed evidence-based staff training procedures -- Research on singular staff training procedures -- Modeling -- Performance practice -- Performance feedback -- Research on staff training programs -- Guidelines and recommendations for practice -- Guidelines and recommendations for implementing the steps of BST -- BST step 1: Provide rationale for why a skill will be trained -- BST step 2: Describe the behaviors necessary to perform the skill -- BST step 3: Provide a written description of the skill -- BST step 4: Demonstrate the skill -- BST step 5: Have staff practice performing the skill -- BST step 6: Provide performance feedback -- BST step 7: Repeat steps 5 and 6 until competency. , On-the-job component of behavioral skills training -- Informal staff training -- Making staff training more time efficient for practitioners -- Pyramidal staff training -- Use of visual media and technology in staff training -- The critical but qualified role of staff training -- A practice checklist for competency-based staff training -- References -- 3 Functional Behavioral Assessments -- Status of practitioner training -- Recommendations for practitioner training -- Types of functional behavioral assessments -- Indirect assessments -- Research base-Indirect assessments -- Implications for practice-Indirect assessments -- Descriptive assessments -- Research base-Descriptive assessments -- Implications for practice-Descriptive assessments -- Functional analyses -- Research base-Functional analysis -- Implications for practice-Functional analyses -- Practice guidelines checklist -- Indirect assessments -- Descriptive assessments -- Functional analyses -- References -- Further reading -- 4 Social Validity Assessment -- Assessing social validity: A priority in the field of applied behavior analysis -- Social significance of the goals -- Social acceptability of intervention procedures -- Social importance of effects -- The relevance of social validity assessment for practicing professional -- Practical applications of social validity -- Assessing social validity at each level of prevention -- Assessing social validity from stakeholders involved -- Intervention agent -- Parents and caregivers -- Students or clients -- Assessing social validity using a range of methods -- Self-report rating scales -- Interviews -- Direct techniques -- Normative comparison -- Participant preference assessment -- Sustained use -- External evaluation -- Summary: Essential learnings -- References -- 5 Behavioral Risk Assessment. , Clinical-behavioral risk in individuals with IDD -- Applied behavior analysis in the evaluation of risk -- Identification of multiple topographies -- Identification of settings -- Identification of secondary consequences -- Identifying the need for specialist involvement -- Practice guidelines, procedures, and implementation recommendations -- When to use the screening tool for behaviors of concern -- Determining appropriateness for admission to a setting -- Preparing for safer entry into a program -- Reassessment of chronic complexities -- Preparation -- Comprehensive record review -- Choosing informants -- Other considerations -- Administering the screening tool -- Building rapport -- Avoiding tangents -- Using understandable language -- The general-to-specific strategy -- Conceptualizing risk and developing a mitigation plan -- Preparation of caregivers -- Preventive approaches -- Protecting people and settings -- Contingent response protocols -- Seeking consultation -- Treatment planning considerations -- Documenting your work -- Practice guidelines, summary -- References -- Further reading -- Appendix 1 -- 6 Incentive-Based Performance Improvement -- Incentive-based performance improvement -- Relevant research -- Practice recommendations -- Conclusion -- Takeaways -- References -- 7 Technology and Telehealth Applications -- Technology and telehealth applications -- Past and current status of behavior analyst telehealth training -- Need for formal telehealth training -- Telehealth training recommendations -- Research base and implications for practice -- Technology and telehealth applications in behavioral assessment -- Research on conducting behavioral assessments using telehealth in clinical, school, and residential settings -- Intervention and consultation -- Intervention and consultation in home settings. , Intervention and consultation in school settings -- Intervention and consultation in clinical settings -- Implications and future directions -- Practice guidelines, procedures, and implementation recommendations -- Legal and ethical considerations -- Initiation of services -- Confidentiality -- Assessment and intervention -- Implementation recommendations -- Features important for behavior analysts -- Conclusion -- Practice guidelines checklist -- References -- Further reading -- II. Consultation Practices -- 8 Consultation Practices: School-Based Instructional Support -- Introduction -- The need for instructional consultation in schools -- Differences between children's academic and behavior problems -- The past and present of school-based instructional intervention -- Applied behavior analysis as an evidence-based practice -- Foundations of effective instruction -- Academic responding as the index of learning -- Stimulus control as the process of learning -- The learning/instructional hierarchy as a model for strengthening stimulus control -- Best practice recommendations for instructional intervention -- Assessing student skills and skill deficits -- Selecting instructional interventions -- Designing instructional sessions -- Providing implementation support to teachers -- Conclusion and practice guidelines checklist -- References -- Further reading -- 9 Consultation Practices: School-Based Behavior Support -- Consultation practices: school-based behavior support -- Functional behavior assessment: research base and implications -- Function-based treatment: research base and implications -- Extinction -- Noncontingent reinforcement -- Differential reinforcement -- Practice recommendations -- Recommended practice guideline 1: be analytical -- Recommended practice guideline 2: employ a functional analysis. , Use open-ended indirect and direct assessments to inform the functional analysis, not replace it -- Consider potential barriers to conducting an FA, and select the FA format that reduces these potential barriers -- Be prepared to clarify undifferentiated responding in the FA through design variations and procedural modifications -- Consider a synthesized contingency analysis -- Recommended practice guideline 3: employ skill- and function-based treatments -- Use FCT -- Consider extinction -- Create a practical treatment via reinforcement schedule thinning -- Consider antecedent strategies for escape-maintained problem behavior -- Conduct a treatment analysis before recommending a long-term intervention -- Recommended practice guideline 4: prevent the development of challenging behavior -- Individualize training as needed -- Recommended practice guideline 5: train and supervise staff well -- Consider variables that may influence integrity -- Consider establishing operations -- Use effective staff training approaches -- Plan for generalization -- Manipulate consequences -- Recommended practice guideline 6: assess social validity -- Target socially significant challenging behavior -- Evaluate practical significance of behavior change -- Evaluate acceptability of assessment and treatment procedures -- Consider student preferences -- Evaluate acceptability of the consultation process -- References -- Further reading -- 10 Consultation Practices: Training Parents and Families -- Introduction -- History of our outpatient clinics -- Description of parent and family training approach -- Outpatient clinic description -- Step one: Referral -- Step two: Preparation prior to the evaluation -- Step three: During the evaluation -- Step four: Follow-up after the evaluation -- Case illustration and benefits of the 90-minute outpatient clinic. , Limitations of the 90-minute outpatient clinic.

Language: English

UID:

Format: 1 online resource (439 pages)

Edition: 1st ed.

ISBN: 0-12-811128-3 , 0-12-811122-4

Note: Front Cover -- Applied Behavior Analysis Advanced Guidebook -- Copyright Page -- Contents -- List of Contributors -- Preface -- I. Supervision, Training, and Service Delivery -- 1 Behavior Analytic Supervision -- Introduction to the topic and relevance for behavioral practitioners -- Past and current status of practitioner training in the topic -- Research base and implications for practice -- Practice guidelines, procedures, and implementation recommendations -- Deciding to supervise -- First meeting-Setting the stage for a positive supervision experience -- Assessment of skills -- Selecting target skills -- Developing clearly defined and measurable behavioral objectives -- Using behavioral skills training to teach objectives to competency -- Continuously monitor supervisory behaviors -- Take home message of above practice guidelines -- References -- Appendix A Procedural checklist for first supervision meeting -- Get to know each other -- Discuss the professional supervisory relationship -- Set expectations for the supervision experience -- 2 Competency-Based Staff Training -- Preparing behavioral practitioners to train staff -- Behavioral research that developed evidence-based staff training procedures -- Research on singular staff training procedures -- Modeling -- Performance practice -- Performance feedback -- Research on staff training programs -- Guidelines and recommendations for practice -- Guidelines and recommendations for implementing the steps of BST -- BST step 1: Provide rationale for why a skill will be trained -- BST step 2: Describe the behaviors necessary to perform the skill -- BST step 3: Provide a written description of the skill -- BST step 4: Demonstrate the skill -- BST step 5: Have staff practice performing the skill -- BST step 6: Provide performance feedback -- BST step 7: Repeat steps 5 and 6 until competency. , On-the-job component of behavioral skills training -- Informal staff training -- Making staff training more time efficient for practitioners -- Pyramidal staff training -- Use of visual media and technology in staff training -- The critical but qualified role of staff training -- A practice checklist for competency-based staff training -- References -- 3 Functional Behavioral Assessments -- Status of practitioner training -- Recommendations for practitioner training -- Types of functional behavioral assessments -- Indirect assessments -- Research base-Indirect assessments -- Implications for practice-Indirect assessments -- Descriptive assessments -- Research base-Descriptive assessments -- Implications for practice-Descriptive assessments -- Functional analyses -- Research base-Functional analysis -- Implications for practice-Functional analyses -- Practice guidelines checklist -- Indirect assessments -- Descriptive assessments -- Functional analyses -- References -- Further reading -- 4 Social Validity Assessment -- Assessing social validity: A priority in the field of applied behavior analysis -- Social significance of the goals -- Social acceptability of intervention procedures -- Social importance of effects -- The relevance of social validity assessment for practicing professional -- Practical applications of social validity -- Assessing social validity at each level of prevention -- Assessing social validity from stakeholders involved -- Intervention agent -- Parents and caregivers -- Students or clients -- Assessing social validity using a range of methods -- Self-report rating scales -- Interviews -- Direct techniques -- Normative comparison -- Participant preference assessment -- Sustained use -- External evaluation -- Summary: Essential learnings -- References -- 5 Behavioral Risk Assessment. , Clinical-behavioral risk in individuals with IDD -- Applied behavior analysis in the evaluation of risk -- Identification of multiple topographies -- Identification of settings -- Identification of secondary consequences -- Identifying the need for specialist involvement -- Practice guidelines, procedures, and implementation recommendations -- When to use the screening tool for behaviors of concern -- Determining appropriateness for admission to a setting -- Preparing for safer entry into a program -- Reassessment of chronic complexities -- Preparation -- Comprehensive record review -- Choosing informants -- Other considerations -- Administering the screening tool -- Building rapport -- Avoiding tangents -- Using understandable language -- The general-to-specific strategy -- Conceptualizing risk and developing a mitigation plan -- Preparation of caregivers -- Preventive approaches -- Protecting people and settings -- Contingent response protocols -- Seeking consultation -- Treatment planning considerations -- Documenting your work -- Practice guidelines, summary -- References -- Further reading -- Appendix 1 -- 6 Incentive-Based Performance Improvement -- Incentive-based performance improvement -- Relevant research -- Practice recommendations -- Conclusion -- Takeaways -- References -- 7 Technology and Telehealth Applications -- Technology and telehealth applications -- Past and current status of behavior analyst telehealth training -- Need for formal telehealth training -- Telehealth training recommendations -- Research base and implications for practice -- Technology and telehealth applications in behavioral assessment -- Research on conducting behavioral assessments using telehealth in clinical, school, and residential settings -- Intervention and consultation -- Intervention and consultation in home settings. , Intervention and consultation in school settings -- Intervention and consultation in clinical settings -- Implications and future directions -- Practice guidelines, procedures, and implementation recommendations -- Legal and ethical considerations -- Initiation of services -- Confidentiality -- Assessment and intervention -- Implementation recommendations -- Features important for behavior analysts -- Conclusion -- Practice guidelines checklist -- References -- Further reading -- II. Consultation Practices -- 8 Consultation Practices: School-Based Instructional Support -- Introduction -- The need for instructional consultation in schools -- Differences between children's academic and behavior problems -- The past and present of school-based instructional intervention -- Applied behavior analysis as an evidence-based practice -- Foundations of effective instruction -- Academic responding as the index of learning -- Stimulus control as the process of learning -- The learning/instructional hierarchy as a model for strengthening stimulus control -- Best practice recommendations for instructional intervention -- Assessing student skills and skill deficits -- Selecting instructional interventions -- Designing instructional sessions -- Providing implementation support to teachers -- Conclusion and practice guidelines checklist -- References -- Further reading -- 9 Consultation Practices: School-Based Behavior Support -- Consultation practices: school-based behavior support -- Functional behavior assessment: research base and implications -- Function-based treatment: research base and implications -- Extinction -- Noncontingent reinforcement -- Differential reinforcement -- Practice recommendations -- Recommended practice guideline 1: be analytical -- Recommended practice guideline 2: employ a functional analysis. , Use open-ended indirect and direct assessments to inform the functional analysis, not replace it -- Consider potential barriers to conducting an FA, and select the FA format that reduces these potential barriers -- Be prepared to clarify undifferentiated responding in the FA through design variations and procedural modifications -- Consider a synthesized contingency analysis -- Recommended practice guideline 3: employ skill- and function-based treatments -- Use FCT -- Consider extinction -- Create a practical treatment via reinforcement schedule thinning -- Consider antecedent strategies for escape-maintained problem behavior -- Conduct a treatment analysis before recommending a long-term intervention -- Recommended practice guideline 4: prevent the development of challenging behavior -- Individualize training as needed -- Recommended practice guideline 5: train and supervise staff well -- Consider variables that may influence integrity -- Consider establishing operations -- Use effective staff training approaches -- Plan for generalization -- Manipulate consequences -- Recommended practice guideline 6: assess social validity -- Target socially significant challenging behavior -- Evaluate practical significance of behavior change -- Evaluate acceptability of assessment and treatment procedures -- Consider student preferences -- Evaluate acceptability of the consultation process -- References -- Further reading -- 10 Consultation Practices: Training Parents and Families -- Introduction -- History of our outpatient clinics -- Description of parent and family training approach -- Outpatient clinic description -- Step one: Referral -- Step two: Preparation prior to the evaluation -- Step three: During the evaluation -- Step four: Follow-up after the evaluation -- Case illustration and benefits of the 90-minute outpatient clinic. , Limitations of the 90-minute outpatient clinic.

Language: English

UID:

Format: 1 online resource (439 pages)

Edition: 1st ed.

ISBN: 0-12-811128-3 , 0-12-811122-4

Note: Front Cover -- Applied Behavior Analysis Advanced Guidebook -- Copyright Page -- Contents -- List of Contributors -- Preface -- I. Supervision, Training, and Service Delivery -- 1 Behavior Analytic Supervision -- Introduction to the topic and relevance for behavioral practitioners -- Past and current status of practitioner training in the topic -- Research base and implications for practice -- Practice guidelines, procedures, and implementation recommendations -- Deciding to supervise -- First meeting-Setting the stage for a positive supervision experience -- Assessment of skills -- Selecting target skills -- Developing clearly defined and measurable behavioral objectives -- Using behavioral skills training to teach objectives to competency -- Continuously monitor supervisory behaviors -- Take home message of above practice guidelines -- References -- Appendix A Procedural checklist for first supervision meeting -- Get to know each other -- Discuss the professional supervisory relationship -- Set expectations for the supervision experience -- 2 Competency-Based Staff Training -- Preparing behavioral practitioners to train staff -- Behavioral research that developed evidence-based staff training procedures -- Research on singular staff training procedures -- Modeling -- Performance practice -- Performance feedback -- Research on staff training programs -- Guidelines and recommendations for practice -- Guidelines and recommendations for implementing the steps of BST -- BST step 1: Provide rationale for why a skill will be trained -- BST step 2: Describe the behaviors necessary to perform the skill -- BST step 3: Provide a written description of the skill -- BST step 4: Demonstrate the skill -- BST step 5: Have staff practice performing the skill -- BST step 6: Provide performance feedback -- BST step 7: Repeat steps 5 and 6 until competency. , On-the-job component of behavioral skills training -- Informal staff training -- Making staff training more time efficient for practitioners -- Pyramidal staff training -- Use of visual media and technology in staff training -- The critical but qualified role of staff training -- A practice checklist for competency-based staff training -- References -- 3 Functional Behavioral Assessments -- Status of practitioner training -- Recommendations for practitioner training -- Types of functional behavioral assessments -- Indirect assessments -- Research base-Indirect assessments -- Implications for practice-Indirect assessments -- Descriptive assessments -- Research base-Descriptive assessments -- Implications for practice-Descriptive assessments -- Functional analyses -- Research base-Functional analysis -- Implications for practice-Functional analyses -- Practice guidelines checklist -- Indirect assessments -- Descriptive assessments -- Functional analyses -- References -- Further reading -- 4 Social Validity Assessment -- Assessing social validity: A priority in the field of applied behavior analysis -- Social significance of the goals -- Social acceptability of intervention procedures -- Social importance of effects -- The relevance of social validity assessment for practicing professional -- Practical applications of social validity -- Assessing social validity at each level of prevention -- Assessing social validity from stakeholders involved -- Intervention agent -- Parents and caregivers -- Students or clients -- Assessing social validity using a range of methods -- Self-report rating scales -- Interviews -- Direct techniques -- Normative comparison -- Participant preference assessment -- Sustained use -- External evaluation -- Summary: Essential learnings -- References -- 5 Behavioral Risk Assessment. , Clinical-behavioral risk in individuals with IDD -- Applied behavior analysis in the evaluation of risk -- Identification of multiple topographies -- Identification of settings -- Identification of secondary consequences -- Identifying the need for specialist involvement -- Practice guidelines, procedures, and implementation recommendations -- When to use the screening tool for behaviors of concern -- Determining appropriateness for admission to a setting -- Preparing for safer entry into a program -- Reassessment of chronic complexities -- Preparation -- Comprehensive record review -- Choosing informants -- Other considerations -- Administering the screening tool -- Building rapport -- Avoiding tangents -- Using understandable language -- The general-to-specific strategy -- Conceptualizing risk and developing a mitigation plan -- Preparation of caregivers -- Preventive approaches -- Protecting people and settings -- Contingent response protocols -- Seeking consultation -- Treatment planning considerations -- Documenting your work -- Practice guidelines, summary -- References -- Further reading -- Appendix 1 -- 6 Incentive-Based Performance Improvement -- Incentive-based performance improvement -- Relevant research -- Practice recommendations -- Conclusion -- Takeaways -- References -- 7 Technology and Telehealth Applications -- Technology and telehealth applications -- Past and current status of behavior analyst telehealth training -- Need for formal telehealth training -- Telehealth training recommendations -- Research base and implications for practice -- Technology and telehealth applications in behavioral assessment -- Research on conducting behavioral assessments using telehealth in clinical, school, and residential settings -- Intervention and consultation -- Intervention and consultation in home settings. , Intervention and consultation in school settings -- Intervention and consultation in clinical settings -- Implications and future directions -- Practice guidelines, procedures, and implementation recommendations -- Legal and ethical considerations -- Initiation of services -- Confidentiality -- Assessment and intervention -- Implementation recommendations -- Features important for behavior analysts -- Conclusion -- Practice guidelines checklist -- References -- Further reading -- II. Consultation Practices -- 8 Consultation Practices: School-Based Instructional Support -- Introduction -- The need for instructional consultation in schools -- Differences between children's academic and behavior problems -- The past and present of school-based instructional intervention -- Applied behavior analysis as an evidence-based practice -- Foundations of effective instruction -- Academic responding as the index of learning -- Stimulus control as the process of learning -- The learning/instructional hierarchy as a model for strengthening stimulus control -- Best practice recommendations for instructional intervention -- Assessing student skills and skill deficits -- Selecting instructional interventions -- Designing instructional sessions -- Providing implementation support to teachers -- Conclusion and practice guidelines checklist -- References -- Further reading -- 9 Consultation Practices: School-Based Behavior Support -- Consultation practices: school-based behavior support -- Functional behavior assessment: research base and implications -- Function-based treatment: research base and implications -- Extinction -- Noncontingent reinforcement -- Differential reinforcement -- Practice recommendations -- Recommended practice guideline 1: be analytical -- Recommended practice guideline 2: employ a functional analysis. , Use open-ended indirect and direct assessments to inform the functional analysis, not replace it -- Consider potential barriers to conducting an FA, and select the FA format that reduces these potential barriers -- Be prepared to clarify undifferentiated responding in the FA through design variations and procedural modifications -- Consider a synthesized contingency analysis -- Recommended practice guideline 3: employ skill- and function-based treatments -- Use FCT -- Consider extinction -- Create a practical treatment via reinforcement schedule thinning -- Consider antecedent strategies for escape-maintained problem behavior -- Conduct a treatment analysis before recommending a long-term intervention -- Recommended practice guideline 4: prevent the development of challenging behavior -- Individualize training as needed -- Recommended practice guideline 5: train and supervise staff well -- Consider variables that may influence integrity -- Consider establishing operations -- Use effective staff training approaches -- Plan for generalization -- Manipulate consequences -- Recommended practice guideline 6: assess social validity -- Target socially significant challenging behavior -- Evaluate practical significance of behavior change -- Evaluate acceptability of assessment and treatment procedures -- Consider student preferences -- Evaluate acceptability of the consultation process -- References -- Further reading -- 10 Consultation Practices: Training Parents and Families -- Introduction -- History of our outpatient clinics -- Description of parent and family training approach -- Outpatient clinic description -- Step one: Referral -- Step two: Preparation prior to the evaluation -- Step three: During the evaluation -- Step four: Follow-up after the evaluation -- Case illustration and benefits of the 90-minute outpatient clinic. , Limitations of the 90-minute outpatient clinic.

Language: English