Please see instructions attached in file uploads. Sample also attached.
Midterm Assignment: Functional Communication Training Plan
Your midterm assignment is to write a plan to teach a functional communication skill for a target child/client. Preferably this will be the same target individual as you used last term for your FBA. Your plan will be based on the steps outlined in a training module from The National Professional Development Center of Autism Spectrum Disorders (2010). You can download the pdf from the week 4 readings folder to access the
Steps for Implementation document.
This is a high point assignment and will take you more than a weekend to complete and requires data collection. You should begin working on this assignment at the beginning of week 4 to allow yourself sufficient time. This plan builds upon the FBA that you completed last term in EDUU 695. Please make any necessary revisions to the FBA or points will be deducted.
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Criteria |
Point range |
Points earned |
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Steps 1 & 2 Identification of the behavior and FBA. Baseline data is required. (Revised or submitted from EDUU 695) |
0 – 5 |
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Step 3 Replacement behavior is appropriate for the learner, efficient and socially acceptable. |
0 – 5 |
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Step 4 Data collection is functional, meaningful, and available to the team. Intervention data is the same type as baseline: 5 data collection points at a minimum. Narrative about data includes discussion of antecedent, prompts, frequency of replacement behaviors, consequence, meaningful behavior change.. |
0 – 10 |
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Step 5 Manipulating the environment Process for using the replacement behavior fully described. Plan for manipulating the environment to include multiple opportunities to practice. |
0 – 10 |
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Step 6 Planning for generalization across people, environments and reinforcers. |
0 – 10 |
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Step 7 Planning for errorless learning/prompts |
0 – 8 |
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Step 8 Plan for extinction Describe plan for when the problem behavior is displayed. |
0 – 8 |
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Step 9 Reinforcement of replacement behavior Describe plan for ensuring reinforcement |
0 – 10 |
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Step 10 Shaping the response to become more complex. Detailed plan for shaping the replacement behavior to the desired criteria. |
0 – 10 |
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Step 11 Fading prompts Detail the prompts per phase (see sample on p.11) |
0 – 8 |
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Step 12 Fading reinforcement Plan for fading the reinforcement |
0 – 8 |
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Step 13 Plan for monitoring that includes a decision rule (when skill is mastered/ plan for intervening or conducting another FBA) |
0 – 8 |
