SPLED809:

Lesson 1: Introduction to Intervention

Overview (1 of 9)
Overview

Lesson 1 Overview

 

To be successful in this lesson, do the following:

  • Read the following article. If not linked on this page, the article can be found by selecting Library Resources in the Course Navigation Menu: 

    • Cook, B. G., Tankersley, M., & Harjusola-Webb, S. (2008). Evidence-based special education and professional wisdom: Putting it all together. Intervention in School and Clinic, 44(2), 105–111. doi:10.1177/1053451208321566

  • ​View/download the Lesson 1 PowerPoint. It will be available to you on the next page. Information on these slides will help you follow along when you watch video lecture segments in this course.
  • Read all content in this lesson.
  • Watch all video lecture segments and other examples.
  • Complete all associated activities.
  • Complete and submit Assignment 1.
 

Lesson Objectives

After completing this lesson, you should be able to do the following:

 

Your First Session on Intervention (2 of 9)
Your First Session on Intervention

Your First Session on Intervention

People generally become behavior analysts in order to help other people. Data collection and assessment are critical activities, but intervention is generally where behavior change occurs. In this segment we will begin discussion of intervention, stressing the use of the dimensions of ABA as a guide.

Video 1.1. Your First Session on Intervention Transcript
No transcript available.

Self-Check Activity

Match each of the dimensions to the corresponding definition.
  • A. Applied
  • B. Accountable
  • C. Analytic
  • D. Behavioral
  • E. Conceptually systematic
  • F. Doable
  • G. Effective
  • H. Empowering
  • I. Generality
  • J. Optimistic
  • K. Public
  • L. Technological

 

Solution
Applied
Targets behaviors which are socially significant with immediate importance to clients.
Accountable
Direct and frequent measurement which detects the successes and failures of intervention, enabling any needed alterations to the intervention.
Analytic
Demonstration of a functional relation between the dependent and independent variables; control the occurrence or nonoccurrence of the behavior.
Behavioral
The dependent variable of interest in need of socially significant improvement; must be directly observable and measurable.
Conceptually systematic
Interventions are derived from basic principles of behavior and are linked systematically.
Doable
Pragmatic; through training procedures can be run effectively.
Effective
Intervention improves targeted behavior to a practical degree for the participant.
Empowering
Instills confidence in practitioners when procedures are effective; ABA provides interventions that work.
Generality
Behavior change lasts over time, appears in environments other than the one it was taught in, and/or spreads to other behaviors not directly treated.
Optimistic
Practitioners skilled in ABA can alter and improve the lives of others.
Public
Procedures are visible, explicit, and transparent; requires no mystical or metaphysical explanations.
Technological
Descriptions of procedures are detailed and complete in order to allow for replication by others.
Model for Intervention Development (3 of 9)
Model for Intervention Development

Model for Intervention Development

In this segment we will present a model for the development of interventions. This model will be used to guide our intervention development efforts over much of this lesson.

Video 1.2. Model for Intervention Development Transcript
No transcript available.

 

Self-Check

 

What's Important? Key Questions to Consider (4 of 9)
What's Important? Key Questions to Consider

What's Important? Key Questions to Consider

According to the applied dimension described by Baer, Wolf, and Risley (1968), behavior analysts should address socially significant behaviors. In this section we will review a series of questions that can help identify and prioritize behaviors to address in support plans.

Video 1.3. What's Important? Key Questions to Consider Transcript
No transcript available.

 

Self-Check

  • Jerry is working on Johanna's manding in order to increase her communication attempts. After a month of programming, Johanna has learned to mand for a donut, chicken nuggets, and goldfish crackers. When Jerry goes on a home visit, Johanna's parents report that her requesting has not increased at home. When Johanna sits down to eat, Jerry notices that her meal is made up of authentic Indian food. What has Jerry failed to account for?

    • The age appropriateness of the items Incorrect
    • Addressing a more appropriate cusp behavior Incorrect
    • Targeting another replacement behavior Incorrect
    • Reinforcement in the natural setting Correct!

  • Dominique is a 16-year-old who is supposed to be sampling job sites; however, she prefers to stay at school and play with baby dolls. Her teacher, Joey, wants to teach Dominique that she can play with dolls at home in her room but that at school she needs to select other activities. Working on this goal is important, as Joey wants Dominique to be able to go out into community settings without bringing her dolls with her. Why is Joey most likely focusing on this goal?

    • Accessing the community is a cusp behavior. Incorrect
    • Accessing the community is a pivotal behavior. Incorrect
    • Accessing the community is a step toward employment. Correct!
    • Accessing the community will allow more access to dolls. Incorrect
Developing Goals and Objectives (5 of 9)
Developing Goals and Objectives

Developing Goals and Objectives

Goals provide a focal point for intervention development and state the criterion for when a program can be discontinued. In this segment we will first discuss the importance of developing clear goals. Next, we will cover components of goals for behavior change plans.

Video 1.4. Developing Goals and Objectives Transcript
No transcript available.

 

Self-Check

  • Sarah loves to cook and has decided that she wants to teach her students how to cook as well, as it is an essential life goal. She puts this goal in their IEPs, and during the first class, she teaches them how to make a grilled chicken sandwich. She writes home to the families to inform them of the great success. However, one of the parents calls the principal to complain, as Sarah gave her daughter meat when they are all vegetarian. What did Sarah fail to do?

    • Select an appropriate behavior for change Incorrect
    • Design client-centered goals and objectives Correct!
    • Consider resources available to complete goal Incorrect
    • Consider if the goal would generalize to new settings Incorrect

  • Given a shopping list, Tanya will select the corresponding items with 100% accuracy for four out of five opportunities. Which part is the condition?

    • Given a shopping list Correct!
    • Select the corresponding items Incorrect
    • 100% accuracy Incorrect
    • Four out of five opportunities Incorrect

  • When requesting help in the cafeteria, Ellie will independently select the appropriate icon on her communication device with 100% accuracy for 3 consecutive days. What is the criterion?

    • When requesting help in the cafeteria Incorrect
    • 100% accuracy for 3 consecutive days Correct!
    • Select the appropriate icon Incorrect
    • Communication device Incorrect
Developing Assessment Procedures (6 of 9)
Developing Assessment Procedures

Developing Assessment Procedures

Developing an assessment that can monitor progress toward goals is a key aspect of intervention. In this segment we give examples of various methods to collect data and stress the importance of linking those methods to program goals.

Video 1.5. Developing Assessment Transcript
No transcript available.

 

Self-Check

  • It is possible to collect too much data.

    • True Correct!
    • False Incorrect

  • When two independent observers collect data on the same behavior and compare the results, it is to assess the validity of the measure.

    • True Incorrect
    • False Correct!
Developing Intervention (7 of 9)
Developing Intervention

Developing Intervention

The use of practices validated through empirical research (evidence-based practices) is not only suggested but mandated by the Professional and Ethical Code for Behavior Analysts. In this segment we discuss the big picture of intervention development.

Video 1.6. Developing Intervention Transcript
No transcript available.

 

Self-Check

  • What is one reason punishment approaches are effective in classrooms?

    • Reinforce teacher behavior Correct!
    • Compete well with reinforcement procedures Incorrect
    • Too difficult to implement other interventions Incorrect
    • Decreases friction between teacher and students Incorrect

  • When developing an intervention, what should the interventionist do first?

    • Develop goals Incorrect
    • Collect data Incorrect
    • Develop assessment Incorrect
    • Consider what behavior is important for change Correct!
Understanding the Context for Intervention (8 of 9)
Understanding the Context for Intervention

Understanding the Context of Intervention

Interventions do not occur in a vacuum; they occur within a context. In this segment we further discuss how to account for context when designing interventions.

Video 1.7. Understanding the Context of Intervention Transcript
No transcript available.

 

Self-Check

  • Interventions generally focus on the four-term contingency.

    • True Correct!
    • False Incorrect

  • Intervention focuses on modifying behavior in order to alter the environment.

    • True Incorrect
    • False Correct!
Collecting Data and Making Decisions (9 of 9)
Collecting Data and Making Decisions

Collecting Data and Making Decisions

Data collection and decision-making are often overlooked parts of intervention. This feedback loop helps to ensure that clients receive effective treatment. In this segment we discuss types of data used for decision-making as well as ethical requirements.

Video 1.8. Collecting Data and Making Decisions Transcript
No transcript available.

 

Self-Check

  • Which form of data allows the interventionist to match the most effective intervention with the targeted behavior?

    • Treatment data Incorrect
    • Baseline data Incorrect
    • Functional assessment Correct!
    • Social validity data Incorrect

  • Rebecca has developed a plan to decrease motor stereotypy for Jordan and has trained the classroom paraprofessionals to run the intervention. She is concerned, however, that not all of the staff members are running the intervention according to the given plan. What is Rebecca interested in assessing?

    • Social validity Incorrect
    • Function Incorrect
    • Treatment integrity Correct!
    • Cost effectiveness Incorrect

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