BACB 5th Edition Task List Assessment

1 BACB 5th Edition Task List Assessment Professionals require regular training. It is the basis for offering the best quality experience to clients in one’s field. For professionals taking the behavioral analysis course, they must self-evaluate to determine their level of understanding and set supervision goals. It sets the record straight on how much the student has achieved so far. This is done by mainly taking the BACB task list assessment. By analyzing the results of this test, one can see how much they have achieved and understood, as well as help the supervisor know how to proceed.

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2 BACB 5th Edition Task List Self-Assessment The BACB 5th edition task list assessment analyses two critical areas, the foundation and the applications of the supervisee. By self -assessing using this task list, I was able to see the areas that I have understood the content more and areas that need more assessment. As a positive point, it is crucial to note that in the whole assessment, there was no area that I was no familiar with the content. The foundation and the applications were all receiving a scale of more than one.

Besides, the majority of the areas have been understood hence a scale of 3. The foundations, which include the majority of the topics have been understood as can be seen in the scare rating.

In the applications, some areas are yet to be applied as I have only taken course work on them, giving them a rating of one. This was seen in ethics in the topic of behavior analysis and behavior change programs. This was also seen in behavior assessment in the topic of describing the common functions of behavior. The rest of the topics were not only understood but can be used in examples and the majority of them used in the practical world.

This assessment can help in developing a better supervisory experience. The supervisor can now understand the areas that I am better at. This will mean that he/ she can know which areas need more supervision as seen on the task list (Brandman University, 2020). The areas that I am better at can also be evaluated to make sure that the tasks are being done up to par. In knowing which areas to concentrate on, the supervisor can help an individual to improve and become all-rounded. For the areas that have not been well understood, the supervisor can find ways that will ensure the supervisee understands the content. This will ensure that the supervisee now gets all the contents that are required of them. Besides, the supervisor can now know which new skills to incorporate in the training. This Is because, from the evaluation, he/ she will understand which techniques work best on the particular supervisee. This can be seen in the areas

3 that have seen more mastery meaning the techniques that were used there work best on the supervisee. This will help the supervisor in thinking of ways to incorporate such techniques in the other areas to make sure that the supervisee now understands all the areas.

The supervisor will also know the areas that the supervisee has mastered. This will create an effective supervisory experience in that the supervisor can now bring up more challenging and real-life tasks to the supervisee (Sellers, Valentino, & LeBlanc, n.d.). This will prove the level of mastery of the supervisee and if they are qualified for the Board examinations. It will also show if the supervisee can now effectively handle clients based on their mastery. With more challenges being incorporated by the supervisor, the supervisee will improve and be the best in the areas that they have mastered.

Supervision Goals Based on Skills The supervision of the BACB is done with the supervisor having certain goals in mind that can aid in better understanding the supervisee and knowing which areas to focus more on and how to approach each area based on the understanding capability of the supervisee. The supervision goals depend on the skill being evaluated. One of the major reasons for a defined goal from the supervisor is that it aids in the making and designing of a training plan. The training plan is then used to improve the supervisory experience of the supervisees and make sure that the supervision is done better.

In the BACB 5th edition task list assessment, taking two skills from each category can help in defining what the supervisor's goals are in that area and how they may improve the training process. In philosophical underpinnings, one is supposed to have the skill of knowledge and understanding to be able to understand and define the perspective of radical behaviorism as well as the skill of identifying all the goals of behavior analysis as a science. The supervisory

4 goals here may be to test the level of understanding of the supervisee in the theoretical aspect of the philosophy of behavior and how well they have understood and can differentiate the different theories. In the area of concepts and principles, taking the skills of the ability to be able to define all the aspects of behavior as well as the ability to be able to define and provide examples on the reinforcement policies, the supervisor may have several goals. The supervisor may have several foals that will aid in a better supervisory experience. The goals may be to test the ability of the supervisee in their understanding of behavior as well as reinforcements. The goal may also include testing the ability to give valid examples of the two in the practical world.

Looking at the area of measurement, data display, and interpretation, the supervisor may choose to concentrate on the skills of distinguishing the measures of behavior as well as the skill of graphed data interpretation. The supervisor's goal here may be to test the level of understanding of the supervisee on the said skills and know-how to help them in incase the supervisee is not well aware of the skills. This can be done by providing better examples. In experimental design, the supervisor may test the ability to define variables and validity as well as the ability to use single-subject designs. Here, the goal of the supervisor will be to test the level of distinguishing understanding of the supervisee. The supervision goal may also be to see how well the supervisee can use the single-subject designs and in case of not understanding, how to help them. In the case of a show of mastery, the goal may be to test them further by different examples.

In ethics, it may be crucial to test the skill of understanding of the supervisee on the area of responsible behavior for a behavior analyst as well as the ability to understand the accessing if behavior. In this situation, the supervisor's goal may be to test the ability of the supervisee to understanding what is expected of them ethically as well as to test whether they can effectively

5 access the behavior of a client and give a proper assessment that is not biased. In behavior assessment, the skill of reviewing records and available data as well as the skill to interpret functional data that has been assessed. In this regard, the supervisor's goal may be to see analyze the level of practicality of the supervisee in the analysis of the results. The goal may also be to provide more insight into how the data may be varied and how to interpret each case based on the available information.

In the identification of the problem, the skills of self-management state agencies in a situation may be assessed. There is also the skill of using extinction. In assessing these skills, the supervisor's goal may be to make sure the supervisee knows how to interpret the results of the diagnosis. Besides, the goal may be to test their level of application of the theoretical aspect of the work into practicality. In selecting and implementing, the skills of identifying potential interventions as well as the skill of making data-based decisions may be used. The supervisor's goal may be to check the application skills as well as the understanding skill of the supervisee.

Pinpointing and defining the goals may help in the training experience is valuable in that the supervisor knows the aims of the training. This means that the people will work towards the achievement of the goals and will concentrate more on the areas that need attention. Further, there will help materials that will help in the achievement of the goals. The supervisees will know what is expected of them and will work towards achieving them.

Behavioral skills training has four major steps. There are instructions on how the skill is to be used, showing the supervisee how to apply the skills, rehearsing on how the skills are applied, and receiving the outcome of the training from the supervisee (Fazal, 2015). In behavior

6 assessment, the supervisor may have the goal of checking for the practicality of the analysis of the results. This will be done by identifying the levels of understanding of the supervisee, show them how to apply properly, then give them a practical example to test their understanding, and finally doing the assessment. This goal is effective in its rationale (Baer, Wolf, & Risley, 1987).

Besides, the goal of providing insight into how things are done will be done by following the same procedure. In this goal, three must be technological considerations.

In the identification of the problem, the supervisor must maintain the goal of teaching the supervisee how to interpret the results. The supervisor needs to teach the skills to the supervisee, after which he/ she shows them how to apply them In the practical world, rehearsing on the application of the skills and offering them an assessment test. This goal needs to be applied. This is one of the rationales of the goals. The supervisor also needs to maintain the goal of testing the ability of the supervisee to apply the theoretical aspect of the materials into practicality. This will be done by explaining the skill, providing examples, testing the application level of the supervisee, and finally doing the assessment. In this goal, the supervisee must be analytic.

Training assessment is necessary for checking if the effectiveness of a training program or supervision. There are many ways that this can be done. It is important to analyze the experiences of the people involved to get the full capacity of the impact of the training ("Evaluate," n.d.). In analyzing the effects of the training, it is important to consider the factors of the experience. These factors include the participation of the people being trained, the level of participation that they showed as well as the rate at which they answer questions ("Designing a training program," n.d.). It is easy to access the effectiveness of the training based on the

7 feedback that the supervisor gets from the people involved. Their performance during and after the training will show how effective or non-effective the training was. Besides, the application of the materials taught in the training by the trainees will be proof of the effectiveness of the training.

This evaluation contributes to a better supervision experience in that the supervisor will know what works and what may not work. It will be easy to notice the aspects that hold the attention of the supervisee best. Besides, it will be easy to identify the areas that may need more improvement making the supervisor's experience better. The supervisor will be able to note the materials that work best with that supervisee and how best to utilize this information. The supervisor will be able to understand the understanding capability of the trainee and how best to tap into that as well.

The supervisor needs to have clear goals and ways to access the supervisee best. There is a need to evaluate the progress of the supervisee to further understand the understanding of the supervisee. The supervisor can make changes based on the needs of the supervisee. It is hence clear that the assessment of the supervisee serves a crucial purpose in the achievement of a positive outcome.

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References Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still‐current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20(4), 313-327.

Brandman University. (2020, April). How setting effective goals can improve organizational performance. Retrieved from https://www.brandman.edu/news-and-events/blog/how-tomeasure-organizational-performance Designing a training program. (n.d.). Retrieved from https://saylordotorg.github.io/text_humanresource-management/s12-04-designing-a-training-program.html

9 Evaluate. (n.d.). Retrieved from https://www.phf.org/programs/PHTI/PHTIguide/Pages/stages_evaluate.aspx Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (n.d.). Recommended practices for individual supervision of aspiring behavior analysts. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5118252/ Fazal, z. (2015). Retrieved 18 December 2020, from https://bsci21.org/behavior-skills-trainingin-4-steps/#:~:text=Miltenberger%20defines%20BST%20as%20%E2%80%9Ca,step %20teaching%20strategy%20that%20works!

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