SPLED809:
Lesson 1: Introduction to Intervention
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:
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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
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- 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:
- Describe and define the dimensions of applied behavior analysis. (A-5)
- Stating intervention goals in measurable terms. (H-1)
- Identify potential interventions based on assessment results and the best available scientific evidence. (H-2)
- Recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity. (H-3)
- Monitor client progress and treatment integrity. (H-6)
- Make data-based decisions about the effectiveness of the intervention and the need for treatment revision. (H-7)
- Make data-based decisions about the need for ongoing services. (H-8)
- Collaborate with others who support and/or provide services to clients. (H-9)
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.
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.
Self-Check
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.
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.
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.
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.
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.
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.