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RBT Module 9

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Michael Cameron

on 18 June 2015

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Transcript of RBT Module 9

THE ROUTE FROM ASSESSMENT TO SERVICES
Registered Behavior Technician
Module 9

START
Launch
Various Types
Skills Assessment
START
Instructor:
Dr. Michael Cameron
Module Goals
in short
Priorities
Evaluate Progress
Multi-Method Evaluation
Clinicians will select the appropriate assessment tool based on (a) the
reason
the person was referred for services, (b) the
age and developmental level
of the person, and (c) the requirements of the
funding source
(e.g., an insurance company)
Prioritize the Important Skills
in detail
Designed to measure student performance against a fixed set of
predetermined criteria or learning standards
Criterion-Referenced
Provides an estimate of the
"position" of the tested individual in a predefined population
Norm-Referenced
A method teaches use to assess how students are progressing in basic academic areas such as math, reading, writing, and spelling
Curriculum-Based Measurement
An assessment process that involves a comparison of scores
Ipsative Assessment
A comprehensive and individualized process for identifying the purpose or function a problem behavior, to develop and implement a plan to modify the variables (e.g.,
biological, social, affective, and environmental
) responsible for maintaining the problem behavior, and to teach functionally equivalent replacement behaviors
Functional Behavior
Assessment
FAMILY MAKES THE
DIFFERENCE
Family Assessment
Standardized Video Assessment
Your Role
Registered Behavior Technician
LAUNCH!
Registered Behavior Technician Module:
B-03 (Assessment)
Title:
Assist with individualized assessment procedures
Duration:
60 Minutes
Assessment:
Competency based quiz (5 questions)
Demonstration Requirements:
At the conclusion of this training,
Ask
your BCBA supervisor about the assessment tools they use to assess,
Rehearse
the process of conducting an assessment (if you have the qualifications to use the assessment tool), and
Demonstrate
you ability to use an assessment tool
The goals of this module are:


To describe best practices for designing
and delivering services
To describe different types of
assessments: (a) norm-referenced,
(b) criterion-referenced, and (c)
curriculum-measurement
To discuss the concept of balanced measures,
and individualized programs
To discuss the role of the
Registered Behavior
Technician during the
assessment process
To discuss the importance
of progress monitoring and
verification

Behavioral Cusp

Prioritize changes that:
Result in access to new reinforcers, contingencies, or environments
Meet the demands of the social community of which the learner is a member
Facilitate subsequent learning by being either a prerequisite or a component of more complex responses
Interfere with or replace inappropriate behavior in a way that benefits other stakeholders
Real Life Rating Scale


Used to assess the effects on
treatment on 47 behaviors in the
motor, social, affective, language,
and sensory domains among
people with Autism Spectrum
Disorder
Skill Building
Behavioral
Challenges
Function
Skill Deficit
Performance Deficit
Keys to Interactive Parenting Scale (KIPS)
Family Assessment Interview
Family Adaptability and Cohesion Evaluation Scales
Family Environmental Scale
This training program is based on the Registered Behavior Technician Task List and is designed to meet the 40-hour training requirement for the RBT credential. The program is offered independent of the BACB.
S
ensory
E
scape
A
ttention
T
angible
Dr. Dennis Wall
Associate Professor
of Pediatrics, Stanford
University School of
Medicine
Questions
Answers
An assessment method designed to measure
student performance against a fixed set of
predetermined criteria
Criterion-Referenced
An assessment that provides an estimate of the
"position" of the test individual in a predetermined
population.
Norm-Referenced
A method teachers use to assess how students are progressing
Curriculum-Based
Assessment designed to identify potential causes of
behavior
Functional Behavior Assessment
An assessment that involves a comparison of
scores over time
Ipsative
Baseline Assessment

Desired Outcomes
Assessment should be comprehensive
Gould, Dixon, Najdowski, Smith, and Taxbox (2011). A review of assessments for determining the content of early intensive behavior intervention programs for children with autism spectrum disorders. Research in Autism Spectrum Disorders
Precision targets (e.g., early childhood development)
Emphasis on "function" not "form"
RBT
Linkage between assessment and curricula
targets (ethics and communication)
Useful for tracking

Undesired

Unbalanced

Non-individualized
Focus on unnecessary and non-functional
Pivotal Response Training (PRT)
Focus on "pivotal" areas
of child development
Motivation (preference and
reinforcer assessment)
Response to multiple cues
(e.g., social behavior)
Self-management
(independence)

Initiation of social
interaction
Outcomes include
broad improvement across
sociability, communication, behavior,
and academic skill building
Dr. Lynn Kern Koegel
UCSB Koegel Autism Research Center
Dr. Robert Koegel
Direction

Tool for Outcome Measures
Framework for curriculum
planning

Skills that are the focus of intervention (VB-MAPP bank of objectives)
Understanding of the level of skill to begin with
Barriers to learning and skill acquisition (FBA)
Identification of specific teaching strategies (evidence-based and Market Place)
What type of educational setting is needed
Behavior Intervention Technologies (BITs)
Milestones Assessment
Barriers Assessment
Transition Assessment
Task Analysis & Skills Tracking
Placement & IEP Goals
Full transcript