This is what I sent but the instructor said I did not follow the Rubic. Please work on improving it for me. ABA

This is what I sent but the instructor said I did not follow the Rubic. Please work on improving it for me.

ABA 520 Module 6 Project

Behavior Skills Training Proposal

One day of professional development will be provided to the Outreach Program (the RBTs employed by the local school districts) as a kind of Continuing Education for RBTs on a day when the schools are closed for Teacher Conferences. At 8:30 am, all RBTs are expected to report to the facility so they can participate in a half-day workshop on behavior skills training. At 12:30 pm, RBTs will be made available for the after. Four aspects will comprise the workshop: modeling, feedback, instruction, and role-playing.

Before the course starts, RBTs will be required to take a pre-test to gauge their understanding of discrete trial training. At the conclusion of the program, RBTs will take a post-test to gauge their level of proficiency. Additionally, RBTs will finish a trainer evaluation to contribute to the future success of this session.

Before they feel competent and/or secure in their ability to do so, RBTs will not practice DTT skills with students in the field. Following this training, if they still feel unconfident or untrained, they will arrange a time to work on this activity with their supervisor. RBTs can work with students in the field after completing the pre- and post-tests and demonstrating proficiency.

INSTRUCTION:

Discrete Trial Training

Discrete trial training, or DTT, is one instructional approach that is employed in the classroom. The discrete trial method consists of three main components: (1) the trainer providing instructions, such as “point to the yellow block,” (2) the student’s physical response to those instructions, and (3) the subsequent consequence, which could be an adjustment or reinforcement of the instruction. The insertion of intervals between trials significantly facilitates data collecting. However, it is essential to carefully regulate the duration and cadence of the pause in order to sustain the student’s level of engagement. The model that is being given has the following structure:

A —————————————— B —————————————- C

( ANTECEDENT ) ( Behavior/Response) ( Consequence )

A cue to perform some Child’s action as a result what happens following the

Behavior that leads to of the cue response (i.e., a reward for

A reward. Correct responding)

MODELING:

The above scenario will be role-played by two BCBAs in the roles of RBT and student. The pupil will be asked to point at the yellow block by the RBT. The pupil is going to indicate the yellow block. The student will receive a token or incentive from the RBT. After a brief break, the same thing will happen. The RBT will wait and offer prompting if the learner needs it, whether it be vocal or through gestures.

REHEARSAL/ROLE-PLAY:

After that, RBTs will practice several scenarios like the one they observed modeled by switching roles between RBT and student in pairs.

FEEDBACK:

The RBTs will then practice other scenarios like the one they observed modeled by alternating between the roles of RBT and student in pairs.

Resources

Kendra Thomson, Garry L. Martin, Lindsay Arnal, Daniela Fazzio, C.T. Yu, Instructing

individuals to deliver discrete trials teaching to children with autism spectrum disorders: A

review, Research in Autism Spectrum Disorders, Volume 3, Issue 3, 2009, Pages 590-606,

SSN 1750-9467,
https://doi.org/10.1016/j.rasd.2009.01.003.

(
https://www.sciencedirect.com/science/article/pii/S175094670900004X)

Pratt, C., & Steward, L. (2018). Discrete Trial Training: What is it?. Indian Resource Center for

Autism.

These are the citation given by instructor.

· Reid, D.H., Parsons, M.B., & Green, C.W. (2012). The supervisor’s guidebook: 
Evidence-based strategies for promoting work quality and enjoyment among human service staff. New York: Habilitative Management Consultants. 
Chapter 4.

·

Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2013). Teaching practitioners to conduct behavioral skills training: A pyramidal approach for training multiple human service staff. 
Behavior Analysis in Practice
6(2), 4–16.Links to an external site.

·
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-Based Staff Training: A Guide for Practitioners. Behavior Analysis in Practice, 5(2), 2–11.Links to an external site.
Open this document with ReadSpeaker docReader

·

Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. 
Behavioral Interventions
27(2), 75–92.

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