This week, you will begin using skills assessment data to inform your behavioral treatment plans. As a behavior analyst, the most effective treatment plans are crafted from the information collected via the assessment process. For this discussion, you will review the ABLLS protocol (https://kapextmediassl-a.akamaihd.net/artsSCi/PS563/2204A/PS563_U1DB_Bobby_ABLLS-R_Chart_1_v3.2.pdf) and grid (https://kapextmediassl-a.akamaihd.net/artsSCi/PS563/2204A/PS563_U1DB_Bobby_ABLLS-R_Chart_1_v3.2.pdf) for Bobby to inform your treatment decisions for the case scenario below.
You have the ABALLS results in the grid, and the Scenario: Bobby presents to your clinic as a very early learner. He currently has no reliable way to communicate his wants and needs, but he will sometimes pull his caregiver’s hand toward an item he likes and will reach for items he wants when they are visible. Bobby has few powerful reinforcers but enjoys watching videos on his tablet, loves drinking juice and eating cookies, and enjoys physical play such as climbing playground equipment and swinging on swings. Bobby currently makes a few vocal speech sounds (e.g., uhh, mmm, eeee), but they are not under any echoic control. Bobby has some emerging motor imitation skills and some relatively strong visual performance skills. (e.g., He can match identical 3D objects, such as when completing puzzles.)
With these provided, you are expected to develop an intervention to improve Bobby’s mand repertoire. Be sure that you identify the following in your initial discussion:1) The response topography targeted (e.g., vocals, signs, or pictures). 2) Initial mand targets, and why you chose them. 3) The specific procedures you will use during mand training (make sure these are described thoroughly enough so that someone else could implement your intervention). 4) Whether you will use DTT, NET, or a combination of both, and why.
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TEXTBOOK/RESOURCES FOR THIS ASSIGNMENT:
https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/imce/resources/DTT%20EBP%20packet.pdf
https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/imce/resources/NI%20EBP%20Brief%20Packet.pdf
– Read Chapter 5 in The Verbal Behavior Approach: “Manding.”
Mary Lynch Barbera. (2007). The Verbal Behavior Approach : How to Teach Children with Autism and Related Disorders. Jessica Kingsley Publishers.
– Read Chapter 7 in The Verbal Behavior Approach: “Errorless Teaching and the Use of Transfer Procedures.”
Mary Lynch Barbera. (2007). The Verbal Behavior Approach : How to Teach Children with Autism and Related Disorders. Jessica Kingsley Publishers.
– Read Chapter 23 Handbook of Applied Behavior Analysis: “Behavioral Treatment of Autism.”
Wayne W. Fisher, Cathleen C. Piazza, & Henry S. Roane. (2021). Handbook of Applied Behavior Analysis. The Guilford Press.
PLEASE READ AND FOLLOW INSTRUCTIONS CAREFULLY, VIEW THOROUGHLY, AND USE ALL INFORMATION IN THE TEXTBOOK/RESOURCE AREA TO SUCCESSFULLY ANSWER THE QUESTIONS ASSOCIATED WITH THIS DISCUSSION.
The all caps is not for yelling but more for making sure the information present is not overlooked, respectfully.
