An Introduction to the AFLS
The Assessment of Functional Living Skills (AFLS) is a comprehensive functional skills assessment that can be modified by mixing and matching any of 6 different assessment protocols to create an individualized assessment that focuses on the current needs of the learner. Why the assessment came into existence; how parents, teachers, and professionals such as BCBAs can use the assessment; how the assessment is scored; and how to choose programs based on the results will be discussed.
Recommended Practices and a Selection Model for Measurement of Problem Behavior
Practicing behavior analysts frequently assess and treat problem behavior as part of their ongoing job responsibilities. Effective measurement of problem behavior is critical to success in these activities because some measures of problem behavior provide more accurate and complete information about the behavior than others. However, not every measurement procedure is appropriate for every problem behavior and therapeutic circumstance. The correct measures must be collected in appropriate ways to generate useful information to guide evaluation and revision of programming. This workshop summarizes five critical practice recommendations, describes the most commonly used measurement procedures and the contexts for which they are most appropriate, and reviews the clinical decision-making model for selecting measurement produces published by LeBlanc et al (2016).
Using a Pre-requisite Skills Assessment to Identify Optimal Modalities for Mand Training
Mands have been successfully taught to children with autism spectrum disorders (ASD) and intellectual disabilities (ID) using many different response modalities including vocalizations, manual sign, and exchanged-based communication systems. A few studies have directly compared the effectiveness of different modalities such as the Picture Exchange Communication System (PECS) and sign language. Some of these studies have found that the usefulness of either modality varied across students without a clear indication of the relevant characteristics of each student that might predict effectiveness. Thus, one option is unlikely to prove optimal for all children. This presentation will focus on a study that examined the utility of a brief assessment of 8 participant's prerequisite skills for three common response modalities (i.e., vocal, sign language, exchange based communication) to determine if performance on the skills assessment predicts the rate of acquisition during mand training in each response modality. Practical considerations for choosing mand modalities will be discussed based on the results of this examination.
Enhancing the Role of Preference Assessments in Daily Practice (Part 1)
There are a number of student-related barriers that interfere with conducting preference assessments and producing accurate assessment results. Moreover, practitioners often struggle with matching assessment methods to specific student needs, such as interest in large or activity-based reinforcers, severe behavior, or extremely restricted interests. During this first of two presentations on preference assessments, Dr. Karsten will present a variety of strategies to overcome these barriers.
Enhancing the Role of Preference Assessments in Daily Practice (Part 2)
In addition to student-related barriers, there are a number of teacher- and setting-related barriers that may interfere with conducting preference assessments. During this second part of Dr. Karsten’s presentation on preference assessments, she will present strategies for matching assessments to the demands of a busy classroom, such as time limitations for training instructors to assess preferences.