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Parents: Good Behavior Analyst Checklist

  • Can describe the exact purpose of an intervention, prerequisite skills necessary, and how the intervention will be conducted whether the focus is to increase or decrease a selected behavior or skill
  • Uses data collection before, during, and after an intervention to measure the effects of an intervention and reviews data regularly to determine whether progress was made or changes in interventions are necessary
  • Only promotes interventions that are data driven and research based
  • Has formal education in the field of behavior analysis, abides by the ethical code for behavior analysts, and has experienced supervision/mentoring in designing, implementing, and supervising behavior analytic interventions (see www.bacb.com for certification requirements)
  • Attends regular professional development in the field of behavior analysis and stays current on research and literature
  • Focuses on both increasing new adaptive skills (e.g., functional communication, self care, social, etc.) and decreasing maladaptive behaviors (e.g., noncompliance, over-selectivity) to promote individual clientfs quality of life
  • Determines client needs or goals from data collected through an initial assessment, then breaks skills down into smaller component skills, focusing on skills necessary for basic functioning first
  • Utilizes multiple instructional methods under the scope of behavior analysis based on the needs of the client (e.g., discrete trial teaching, incidental teaching, task analysis and chaining, embedding trials in ongoing activities, etc.)
  • Uses clearly defined instructions, prompts, and reinforcement to teach new skills
  • Focuses on staff and/or family training to promote consistent implementation of interventions and generalization/maintenance of skills
MOABA