ABA Behavioral Therapy Systems Design

ABA Behavioral Therapy Systems Design Task: A variety of laws/regulations/codes are out there, all which aim to protect client(s) via ethical and accurate management of client records, as relevant within ongoing behavior analytic service delivery in a variety of settings, as well as to meet funder/payer requirements. For this task, you will develop a system that reflects (1) policies/procedures that would be relevant for your current or desired future professional behavior analytic setting, (2) internal monitoring/audit procedures that would allow you to ensure procedures were implemented accurately within practice, and (3) initial training procedures used to support others to implement practices effectively. Systems themselves do not promote behavior change in and of themselves – instead, training (both initial and ongoing, as needed) as well as ongoing monitoring are essential to promoting behavior change aligned to desired policies.  Policies/procedures must align to relevant laws/regulations/codes.

• Potential areas to develop procedures:
  • Client records (physical records & digital)
  • Video-based recordings (for observation and treatment integrity purposes)
  • Communication practices (with clients/caregivers, across team) – Note: Think digital communication vs. Face-to-face communication
  • Client data collection & Session notes
  • Authorization (Pre-authorization & re-authorization)
  • Other area(s) – You may also add another area that is not mentioned in the list below, if related to the content in this course. Please feel free to seek approval from your instructor if you are unsure if your proposed area fits within the scope of the course.
• Requirement 1: You will develop procedures for at least three areas for your own behavior analytic practice, for your (future) supervisee(s), and/or for your (future) company/organization/practice team/employees.
• Requirement 2: For each policy/practice, an internal monitoring/audit system must be described that would allow for monitoring the implementation of the policy over time.
• Requirement 3: Description of plan for initial training for supervisee/staff to support accurate implementation of the practices. May include tools (e.g., checklists) and so forth that would be supportive.
• Format: This can be developed in any format allows you to communicate the policies in a clear and organized manner. A template will be offered beginning on page 3, but is not required to be used.
• Aligns with all rubric requirements outlined on page 2.

Rubric:

Component
Requirement 1: Policies developed for at least three areas
Requirement 1: Policies accurately align to all relevant laws/regulations/codes and these laws/regulations/codes are cited/noted
Requirement 1: Policies are clear (I.e., easily understandable) and comprehensive (I.e., addresses the breadth needed to ensure ethical and accurate practices)
Requirement 2: Internal monitoring/audit procedures described for each area that allow for implementation to be monitored over time. Includes clarity of the following: ·        What will be monitored? ·        How will it be monitored? ·        How often/when? ·        Who will monitor? ·        What is criterion? ·        What happens if performance does not align to criterion?
Requirement 3: Description of plan for initial training for supervisee/staff to support accurate implementation of the practices. May include tools (e.g., checklists) and so forth that would be supportive. One description applicable to the three policies is appropriate, but you are free to differentiate, if you like, across the three policies.	(Does not have to be differentiated across policies)
Content is clearly presented and organized, largely free of typos/errors

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. ABA Behavioral Therapy Systems Design

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. ABA Behavioral Therapy Systems Design

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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