Act it out
Another BT is talking about another client inappropriately on the floor. What would you do?
Politely mention to them that this isn't the place to talk about this - start with direct communication first
Send a message via teams to the COD and/or director to let them know about the concern
What does ABC stand for in ABA?
A - Antecedent
B - Behavior
C - Consequence
Show how you would give behavior specific praise to a client who shared a toy.
"I love how you shared your toy"
"Nice job giving ___ a turn"
What is Assent? What is Dissent?
Assent - happy, relaxed, engagement, the uncoerced autonomy to engage or participate
Dissent - lack of willingness or desire to engage/participate
You presented the SD but the client didn't respond. What would you do?
Move to the prompt hierarchy and present the first suggested prompt
You hear the caregiver say "I'll give you a candy, then you have to go do your work". You accidentally agree, then realize this is a bribe. What would you do?
Talk to the caregiver about withholding the candy until after the work is done
ID another reinforcer that could be used for after work instead
What are 3 main goals of the rapport building phase?
1. Pairing yourself with reinforcement
2. Learning/Understanding your client
3. Establishing Instructional Control
Where would you find the consequence strategies for a behavior of concern?
In the client's BIP (likely at the end) on the session sheet
What is pairing?
Establishing yourself in line with preferred items, activities and things the client naturally enjoys
Bubbles were a preferred item yesterday, but today the client walks away when you try to offer them bubbles. What would you do?
Find an alternative
Put the bubbles away
Conduct a preference assessment
You're working in the clinic and it's time for your client transition to the bathroom. They DO NOT want to go and have vocal skills.
- Demand flexibility
- Antecedent Strategies
What is the difference between baseline, intervention, generalization and maintenance phases?
Baseline - establishing what the client knows before intervention
Intervention - teaching the skill with the BT (recording only BT to client trials)
Generalization - transferring control of the skill to other stimuli, people and settings (count trials run by others)
Maintenance - Keeping the skill over time and without daily practice, checking they can still do it
You were given an instruction by your BCBA for running a program but when you review the program, the instructions are different. Show how you would handle this.
Don't run the program until you can check with your BCBA about how to run it correctly
Message the BCBA or ask the COD
Ask in the next overlap
Explain how you know that you have assent for your client to do something.
Smiling/Laughing
Reciprocal facial expressions
Following instructions without engaging in behaviors of concern
Moving toward you
Initiating engagement
Your client's target for responding to name enters generalization. What would you do?
Start counting trials run by others AND the BT
Have others present the SD
Show when it would be appropriate to use a restrictive procedure.
NEVER
IMMEDIATELY CONTACT YOUR BCBA
**unless there is a MAJOR IMMEDIATE safety concern that CANNOT be remedied otherwise AND/or is addressed in your BIP
Define an antecedent strategy.
Give one example of an antecedent strategy for elopement in a family's home.
Used BEFORE the behavior happens
Lock the door, provide alternative fun activities in a safe area, etc.
Your client has known tantrum and aggressive behaviors. During session, they start engaging in head banging. Show us what you would do.
CONTACT YOUR BCBA or COD
If BCBA is unavailable, contact the director
Ask for assistance if needed to maintain safety
A sensitive/unexpected inappropriate or uncomfortable situation or behavior occurs in your session while in home OR was reported to you by the caregiver. Your BCBA is not currently present. Explain how to respond to the caregiver.
If time sensitive or urgent, can also message the director
Refrain from discussing client details or engaging in lengthy conversation until BCBA can address
You've attempted to use the all the strategies in the BIP (antecedent and consequence) and it's not working.
Contact the BCBA or COD
You were frustrated with instructions from your BCBA and are venting to another BT on the floor during session. Another staff approaches you and asks you to please stop talking about this and suggests you message your BCBA directly, or talk to the director. How do you respond?
If you have an emotional response, accept the feedback and end the conversation politely. Take a break if needed
Reflect on this feedback and discuss with a supervisor
Session has started and you are unable to maintain a calm, positive demeaner with your client due to personal events. Show what you would do.
Ask for a break and see if you can reset, if yes, resume your session. If after a break you aren't able to return, seek out coverage.
You disagree with feedback you've received. What is a professional, appropriate way to address this?
Request a meeting with your BCBA/or the person to discuss the feedback further
Request a meeting with the director AND the person you received the feedback from to discuss further
Why would it be MORE important to honor a client's functional communication request versus follow through with a demand EVEN if the demand if part of your current programming?
Self-advocacy is a key skill area we need to emphasize for our clients to encourage...
Autonomy
Trust
Independence
Effectiveness of Communicating in general
You feel like you are running all the programs and behavior intervention strategies for your client correctly. In your next overlap your BCBA gives you some very direct, corrective feedback on your performance. What would you do?
If you are experiencing an emotional response, ask to pause and ask to continue the conversation later
Ask for clarification or direct examples
Ask for instructions on how to implement this feedback
Accept and integrate the feedback in your next session