Designing and Using Assessment-Based Instruction in Practice
|Monday, February 24, 2020|
|10:30 AM–11:20 AM |
|Area: AUT; Domain: Service Delivery|
|Instruction Level: Intermediate|
|CE Instructor: Tiffany Kodak, Ph.D.|
|Chair: Julia Ferguson (Autism Partnership Foundation)|
|TIFFANY KODAK (Marquette University)|
|Dr. Kodak is an Associate Professor in the Behavior Analysis program at Marquette University. She is a licensed psychologist, licensed behavior analyst, and Board Certified Behavior Analyst. She started working with children diagnosed with autism spectrum disorder more than 25 years ago while earning her bachelor’s degree in Southern California. Dr. Kodak obtained a master’s degree in Clinical Psychology at North Dakota State University and her Ph.D. in School Psychology from Louisiana State University. Thereafter, she completed an internship at the Marcus Autism Center and her post-doctoral fellowship at the University of Nebraska Medical Center’s Munroe-Meyer Institute. She formerly served as an Associate Editor for the Journal of Applied Behavior Analysis and Learning and Motivation. She currently serves on several editorial boards including the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavior Analysis in Practice, and Learning and Motivation. Her research interests in the area of early intervention for children with autism spectrum disorder include increasing the efficiency of skill acquisition, treatment integrity, assessment-based instruction, verbal behavior, conditional discriminations, parent training, and computer-assisted instruction.|
There is considerable empirical evidence that shows assessment-based instruction can improve the efficacy and efficiency of skill acquisition for individuals with autism spectrum disorder. Nevertheless, assessment-based instruction is not yet widely used by practitioners. One variable that may contribute to this research-to-practice gap is lack of familiarity with how to design and conduct these assessments. Dr. Kodak will present a step-by-step guide to designing and using assessment-based instruction to inform selection of skill-acquisition methods for clients with ASD. Descriptions, examples, and relevant data sheets and graphical displays will be provided to teach attendees how to design skill acquisition assessments.
|Target Audience: |
Board certified behavior analysts; licensed psychologists; graduate students.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe at least two ways to measure efficiency during the assessment; (2) identify at least two variables that should be considered when equating the conditions in the assessment; (3) describe how the outcomes of the assessment can be used to inform the selection of intervention.|