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This guide is specifically designed for supervisors of trainees completing fieldwork requirements for the Board-Certified Behavior Analyst (BCBA) credential, to ensure a well-planned and well-documented fieldwork experience. Supervisors have a significant responsibility to plan, sequence, implement, and track their supervisee's fieldwork and skill acquisition. This guide was created to align with the Board-Certified Behavior Analyst Task List, providing a structured curriculum to support the many responsibilities of a supervisor, and covering a wide range of topics. The book includes…mehr
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This guide is specifically designed for supervisors of trainees completing fieldwork requirements for the Board-Certified Behavior Analyst (BCBA) credential, to ensure a well-planned and well-documented fieldwork experience. Supervisors have a significant responsibility to plan, sequence, implement, and track their supervisee's fieldwork and skill acquisition. This guide was created to align with the Board-Certified Behavior Analyst Task List, providing a structured curriculum to support the many responsibilities of a supervisor, and covering a wide range of topics. The book includes instructions for group and individual supervision activities, homework activities for supervisees, and methods of assessing skills. It is designed to support the supervisor by covering all aspects key to supervision. Its many additional materials are designed to maximize the supervisor's use of time, and to gauge the effectiveness of their work. It is evidence-based and practically oriented, and will benefit the supervisor as well as the trainee.
Produktdetails
- Produktdetails
- Verlag: Springer International Publishing
- Erscheinungstermin: 5. Januar 2023
- Englisch
- ISBN-13: 9783031099328
- Artikelnr.: 67245520
- Verlag: Springer International Publishing
- Erscheinungstermin: 5. Januar 2023
- Englisch
- ISBN-13: 9783031099328
- Artikelnr.: 67245520
Dr. Tonya Davis is a Professor at Baylor University where she teaches undergraduate and graduate courses in applied behavior analysis. In 2010, she founded the Applied Behavior Analysis graduate program at Baylor University as well as the university-affiliated applied behavior analysis clinic where students completed a portion of their supervised fieldwork. Within this capacity, Dr. Davis developed and implemented supervision activities for numerous graduate students. Dr. Davis’ research revolves around her primary goal of ensuring children with developmental and intellectual disabilities have access to the most effective interventions across a variety of settings. This includes two lines of research, first developing approaches support pre- and in-service professionals to implement evidence-based practices. The second is evaluating interventions to reduce challenging behavior, focusing on approaches to address barriers of implementing interventions in homes and schools.
Dr. Jessica Akers is an Assistant Professor at Baylor University where she teaches courses in the applied behavior analysis program. Dr. Akers serves as the practicum coordinator which entails directing and managing the field experience course within the program. In this role, Dr. Akers oversees the supervision of graduate students accumulating hours for certification. Dr. Akers’ research interests include strategies for promoting appropriate social and play skills in individuals with autism and related disabilities and identifying effective procedures for training caregivers and professionals to implement behavior analytic interventions.
Dr. Jessica Akers is an Assistant Professor at Baylor University where she teaches courses in the applied behavior analysis program. Dr. Akers serves as the practicum coordinator which entails directing and managing the field experience course within the program. In this role, Dr. Akers oversees the supervision of graduate students accumulating hours for certification. Dr. Akers’ research interests include strategies for promoting appropriate social and play skills in individuals with autism and related disabilities and identifying effective procedures for training caregivers and professionals to implement behavior analytic interventions.
1. Introduction 2. Feedback o Delivering feedback/consultation o Obtaining feedback from supervisees and others 3. Tracking skill and concept mastery (must contain a document to track completion (a) taught it, (b) supervisee passed knowledge test, and (c) supervisee passed skills/application test). 4. Measurement o Operational Definitions and Continuous Data Collection o Data Collection: Sampling Procedures & Trials to Criterion o Selecting Measurement System, Reliability 5. Data display o Graphing & Interpreting Graphs o Experimental Designs 6. Reinforcement, Part 1 o Positive o Negative o Schedules of Reinforcement 7. Preference Assessments o Free operant o Multiple Stimulus o Paired Stimulus 8. Reinforcement, Part 2 o Conditioned reinforcers o Token economies 9. Discrete Trial Training o Stimulus and Response Prompts o DTT 10. Discriminative stimuli Part 1 o Modeling & Imitation Training o Simple and Conditional Discriminations 11. Discriminative stimuli Part 2 o Instructions and Rules o Equivalence based instruction 12. Naturalistic Instruction o Milieu Teaching o Incidental Teaching 13. Motivating operations o Manipulating MOs of reinforcers, o Choice 14. Shaping and Chaining o Shaping o Chaining o Activity schedules 15. Generalization o Generalization o Maintenance 16. Descriptive Review o FAST o RAISD o ABC Recording 17. Functional analyses, Part 1 o Traditional o Demand Assessments 18. Functional Analyses, Part 2 o Brief o Trial-based o Interpretation of results 19. Behavior Reduction Procedures, Part 1 o Extinction o NCR 20. Differential Reinforcement Procedures o DRA (not FCT) o DRO o DRI 21. Functional Communication Training (FCT) 22. Behavior Reduction Procedures, Part 2 o High-probability instructional sequence o Group contingencies 23. Behavior Reduction Procedures, Part 3 o Contingency contracting o Self-management 24. Punishment o Ethics of punishment o Response interruption and redirection o Response cost 25. Strengths/Deficits assessments o Person-centered planning o Assessment tools 26. Selecting and Implementing Interventions o State intervention goals in observable and measurable terms o Identifying evidence-based practices o Treatment integrity o Data-based monitoring 27. Personnel Supervision and Management o Behavior skills training o Performance monitoring 28. Ethics o Responsibility to clients o Ethical responsibilities to colleagues and trainees o Ethical responsibilities in conducting research
1. Introduction2. Feedbacko Delivering feedback/consultationo Obtaining feedback from supervisees and others3. Tracking skill and concept mastery (must contain a document to track completion (a) taught it, (b) supervisee passed knowledge test, and (c) supervisee passed skills/application test).4. Measuremento Operational Definitions and Continuous Data Collectiono Data Collection: Sampling Procedures & Trials to Criteriono Selecting Measurement System, Reliability5. Data displayo Graphing & Interpreting Graphso Experimental Designs6. Reinforcement, Part 1o Positiveo Negativeo Schedules of Reinforcement7. Preference Assessmentso Free operanto Multiple Stimuluso Paired Stimulus8. Reinforcement, Part 2o Conditioned reinforcerso Token economies9. Discrete Trial Trainingo Stimulus and Response Promptso DTT10. Discriminative stimuli Part 1o Modeling & Imitation Trainingo Simple and Conditional Discriminations11. Discriminative stimuli Part 2o Instructions and Ruleso Equivalence based instruction12. Naturalistic Instructiono Milieu Teachingo Incidental Teaching13. Motivating operationso Manipulating MOs of reinforcers,o Choice14. Shaping and Chainingo Shapingo Chainingo Activity schedules15. Generalizationo Generalizationo Maintenance16. Descriptive Reviewo FASTo RAISDo ABC Recording17. Functional analyses, Part 1o Traditionalo Demand Assessments18. Functional Analyses, Part 2o Briefo Trial-basedo Interpretation of results19. Behavior Reduction Procedures, Part 1o Extinctiono NCR20. Differential Reinforcement Procedureso DRA (not FCT)o DROo DRI21. Functional Communication Training (FCT)22. Behavior Reduction Procedures, Part 2o High-probability instructional sequenceo Group contingencies23. Behavior Reduction Procedures, Part 3o Contingency contractingo Self-management24. Punishmento Ethics of punishmento Response interruption and redirectiono Response cost25. Strengths/Deficits assessmentso Person-centered planningo Assessment tools26. Selecting and Implementing Interventionso State intervention goals in observable and measurable termso Identifying evidence-based practiceso Treatment integrityo Data-based monitoring27. Personnel Supervision and Managemento Behavior skills trainingo Performance monitoring28. Ethicso Responsibility to clientso Ethical responsibilities to colleagues and traineeso Ethical responsibilities in conducting research
1. Introduction 2. Feedback o Delivering feedback/consultation o Obtaining feedback from supervisees and others 3. Tracking skill and concept mastery (must contain a document to track completion (a) taught it, (b) supervisee passed knowledge test, and (c) supervisee passed skills/application test). 4. Measurement o Operational Definitions and Continuous Data Collection o Data Collection: Sampling Procedures & Trials to Criterion o Selecting Measurement System, Reliability 5. Data display o Graphing & Interpreting Graphs o Experimental Designs 6. Reinforcement, Part 1 o Positive o Negative o Schedules of Reinforcement 7. Preference Assessments o Free operant o Multiple Stimulus o Paired Stimulus 8. Reinforcement, Part 2 o Conditioned reinforcers o Token economies 9. Discrete Trial Training o Stimulus and Response Prompts o DTT 10. Discriminative stimuli Part 1 o Modeling & Imitation Training o Simple and Conditional Discriminations 11. Discriminative stimuli Part 2 o Instructions and Rules o Equivalence based instruction 12. Naturalistic Instruction o Milieu Teaching o Incidental Teaching 13. Motivating operations o Manipulating MOs of reinforcers, o Choice 14. Shaping and Chaining o Shaping o Chaining o Activity schedules 15. Generalization o Generalization o Maintenance 16. Descriptive Review o FAST o RAISD o ABC Recording 17. Functional analyses, Part 1 o Traditional o Demand Assessments 18. Functional Analyses, Part 2 o Brief o Trial-based o Interpretation of results 19. Behavior Reduction Procedures, Part 1 o Extinction o NCR 20. Differential Reinforcement Procedures o DRA (not FCT) o DRO o DRI 21. Functional Communication Training (FCT) 22. Behavior Reduction Procedures, Part 2 o High-probability instructional sequence o Group contingencies 23. Behavior Reduction Procedures, Part 3 o Contingency contracting o Self-management 24. Punishment o Ethics of punishment o Response interruption and redirection o Response cost 25. Strengths/Deficits assessments o Person-centered planning o Assessment tools 26. Selecting and Implementing Interventions o State intervention goals in observable and measurable terms o Identifying evidence-based practices o Treatment integrity o Data-based monitoring 27. Personnel Supervision and Management o Behavior skills training o Performance monitoring 28. Ethics o Responsibility to clients o Ethical responsibilities to colleagues and trainees o Ethical responsibilities in conducting research
1. Introduction2. Feedbacko Delivering feedback/consultationo Obtaining feedback from supervisees and others3. Tracking skill and concept mastery (must contain a document to track completion (a) taught it, (b) supervisee passed knowledge test, and (c) supervisee passed skills/application test).4. Measuremento Operational Definitions and Continuous Data Collectiono Data Collection: Sampling Procedures & Trials to Criteriono Selecting Measurement System, Reliability5. Data displayo Graphing & Interpreting Graphso Experimental Designs6. Reinforcement, Part 1o Positiveo Negativeo Schedules of Reinforcement7. Preference Assessmentso Free operanto Multiple Stimuluso Paired Stimulus8. Reinforcement, Part 2o Conditioned reinforcerso Token economies9. Discrete Trial Trainingo Stimulus and Response Promptso DTT10. Discriminative stimuli Part 1o Modeling & Imitation Trainingo Simple and Conditional Discriminations11. Discriminative stimuli Part 2o Instructions and Ruleso Equivalence based instruction12. Naturalistic Instructiono Milieu Teachingo Incidental Teaching13. Motivating operationso Manipulating MOs of reinforcers,o Choice14. Shaping and Chainingo Shapingo Chainingo Activity schedules15. Generalizationo Generalizationo Maintenance16. Descriptive Reviewo FASTo RAISDo ABC Recording17. Functional analyses, Part 1o Traditionalo Demand Assessments18. Functional Analyses, Part 2o Briefo Trial-basedo Interpretation of results19. Behavior Reduction Procedures, Part 1o Extinctiono NCR20. Differential Reinforcement Procedureso DRA (not FCT)o DROo DRI21. Functional Communication Training (FCT)22. Behavior Reduction Procedures, Part 2o High-probability instructional sequenceo Group contingencies23. Behavior Reduction Procedures, Part 3o Contingency contractingo Self-management24. Punishmento Ethics of punishmento Response interruption and redirectiono Response cost25. Strengths/Deficits assessmentso Person-centered planningo Assessment tools26. Selecting and Implementing Interventionso State intervention goals in observable and measurable termso Identifying evidence-based practiceso Treatment integrityo Data-based monitoring27. Personnel Supervision and Managemento Behavior skills trainingo Performance monitoring28. Ethicso Responsibility to clientso Ethical responsibilities to colleagues and traineeso Ethical responsibilities in conducting research