BACB Task Analysis Assessment

Generally, a supervisor has the mandate and the obligation to fully observe the client engaging in the behavior analytic activities and provide the necessary feedback regarding the client's performance. Thus, in regards to the given task analysis list, each domain represents specific objectives with unique skills. Generally, as illustrated, the BCBA fifth edition is primarily classified and organized into two main sections. The first section comprises the basic skills and knowledge, while the second part of the application is primarily focused on more practical and oriented skills ( LeBlanc & Luiselli, 2016) . In this regard, some of the skills learned in domain A (Philosophical underpinning) are analytical thinking and effective reasoning. In domain B (Concepts and Principles) include explanatory and descriptive skills; in domain C (Measurement, data display, and interpretation), the skills learned are analytical, listening, and manipulative skills. In domain D, the skills I identified were measuring and good speaking and interpretation skills. In domain E, the skills leant included being emphatic. Finally, the skills learned from domains F, G & H respectively included collaboration, interpersonal and analytical skills, problem-solving skills, well-informed, dedication, professional, and responsible ( Garza et al., 2017) . Based on the above-learned skills, the supervision goals that can be used to design an effective training plan include protecting the well-being of the client and enhancing the supervisor's knowledge and application of differed behavioral skills in changing the behavior of a client. 

Goals Development 

Defining the goals is critical in that it enhances and strengthens clients' knowledge and skills; it also motivates a client hence promoting social and general wellbeing. 

Goals Section A 

To ensure that the client has distinguished behaviorism, applied behavior and the professional practice using the science of behavior analysis. 

To inform the client about radical behaviorism 

Goals Section B 

To establish the use and the importance of conditioned reinforcers. 

To determine and examine the effects of positive and negative reinforcement procedures in strengthening a given behavior. 

Goals Section C 

To measure occurrence such as rates and frequency. 

To understand how to interpret graphed data. 

Goals Section D 

To understand the benefits of single-subject experimental designs against the group designs 

To ensure that individuals serve as their controls and repeated measures. 

Goals Section E 

To determine ethical responsibility of a professional behavior 

To educate about ethical responsibility to the colleagues 

Goals Section F 

To assess the relevant skills, strengths and deficits. 

To prioritize on the socially significant behavior-change goals. 

Goals Section G 

To ensure clients understand verbal behaviours 

To ensure that the client understands simple and conditional discrimination 

Goals Section H 

To examine and the client’s progress and treatment integrity 

To competently perform assessment and intervention procedures. 

A behavior skill training model is an approach that uses instructions, modeling, feedback, and rehearsal in training new skills. 

Training plan for the goal in section F: To determine the need and the requirement of behavioral analytical services. 

The training plan in this section shall entail or incorporate the four steps of BST. The first step shall involve verbal instructions to determine if the client requires behavior analytical services. The next step is modelling, where there should be use of appropriate techniques to understand the modeling behaviour. The third step which is about rehearsal and role play should focus on behaviour-analytic services. The last step would be provision of feedback and this would entail providing appropriate feedback to the client in regards to behavior change. 

Training plan for the goal: To determine and examine the effects of positive and negative reinforcement procedures in strengthening a given behavior. 

The verbal instructions shall start by determining the type of reinforcement utilized. The second step shall entail rehearsing on the necessary reinforcement procedures, then used the appropriate reinforcement in regards to the client behavior. The last approach would entail providing feedback in regards to the reinforcement used. 

Evaluation 

According to a survey conducted by Chafouleas et al. (2002), I would use the following approaches, i.e., provision of adequate feedback, measurement of performance, the definition of clear goals and objective, the establishment of consistent rules and guidelines, and allowing one the freedom to choose in evaluating the effects of training. Some of the experiences to consider include client feelings and thoughts, consequences of the applied skills, time, relevance, and consistency ( Dubuque & Dubuque, 2018) . Conclusively the above process of evaluation would significantly improve the supervision skills that can help me to help my clients fully. The process will also help me to work and improve on my weaknesses. Additionally, the evaluation process would also help me understand the appropriate reinforcements to use on a particular behavior. 

References 

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis.  Journal of applied behavior analysis ,  1 (1), 91. 

Chafouleas, S. M., Clonan, S. M., & Vanauken, T. L. (2002). A national survey of current supervision and evaluation practices of school psychologists.  Psychology in the Schools ,  39 (3), 317-325. 

Dubuque, E. M., & Dubuque, M. L. (2018). Guidelines for the establishment of a universitybased practical training system. Behavior Analysis in Practice , 11, 51-61. doi:10.1007/ s40617-016-0154-8 

Garza, K. L., McGee, H. M., Schenk, Y. A., & Wiskirchen, R. R. (2017). Some tools for carrying out a proposed process for supervising experience hours for aspiring Board Certified Behavior Analysts®. Behavior Analysis in Practice, 11, 62-70. doi:10.1007/ s40617-017-0186-8 

LeBlanc, L. A., & Luiselli, J. K. (2016). Refining supervisory practices in the field of behavior analysis: Introduction to the special section on supervision. Behavior Analysis in Practice , 9, 271-273. doi:10.1007/s40617-016-0156-6 

Appendix 

Section 1: Foundations
A	Philosophical Underpinnings	Rating
A-01	Identify the goals of behavior analysis as a science i.e. description, prediction, control).	1
A-02	Explian the philosopical assumptions underlying the science of behavior analysis (e.g. selectionism, determinism, empiricism, parsimony, pragmatism	0
A-03	Describe and explain behavior from the perspective of radical behaviorism.	3
A-04	Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and profesional practice guided by the science of behavior analysis.	1
A-05	Describe and define the dimensions of applied behavior analysis (Beer, Wolf, & Risley, 1968).	2
B	Concepts and Principles	Rating
B-01	Define and provide examples of behavior, response, and response class.	1
B-02	Define and provide examples of stimulus and stimulus class.	3
B-03	Define and provide examples of respondent and operant conditioning.	2
B-04	Define and provide examples of positive and negative reinforcement contingencies.	0
B-05	Define and provide examples of schedules of reinforcement.	1
B-06	Define and provide examples of positive and negative punishment contingencies.	3
B-07	Define and provide examples of automatic and socially medicated contingencies.	2
B-08	Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers.	2
B-09	Define and provide examples of operant extinction.	1
B-10	Define and provide examples of stimulus control.	0
B-11	Define and provide examples of discrimination, generalization, and maintenance.	0
B-12	Define and provide examples of motivating operations.	3
C	Measurement, Data Display, and Interpretation	Rating
C-01	Established operational definitions of behavior.	0
C-02	Distinguished among direct, indirect, and product measures of behavior.	2
C-03	Measure occurrence (e.g., count, frequentcy, rate, percentage).	3
C-04	Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).	1
C-05	Measure form and strength of behavior (e.g., topography, magnitude).	0
C-06	Measure trials to criterion.	1
C-07	Design and implement sampling procedures (i.e., interval recording, time sampling).	3
C-08	Evaluate the validity and reliability of measurement procedures.	1
C-09	Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording.	2
C-10	Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).	3
C-11	Interpret graphed data.	0