Advertisement

Using a Checklist to Increase Objective Session Note Writing: Preliminary Results

  • Odessa Luna
  • John T. Rapp
Brief Practice

Abstract

We evaluated the extent to which a checklist increased objective note writing following simulated teaching sessions for 17 special education staff members. In general, participants improved in their description of the reinforcer earned by the child and of prompts delivered by the teacher during a session. Nevertheless, participants’ correct reporting of problem behavior decreased following the training.

Keywords

Checklist Objective writing Registered Behavior Technician Session note Staff training 

Notes

Acknowledgements

We would like to thank Jessica Palmier and Rachel Arena for volunteering to be the child and teacher during this study and Ashley Bates and Lorenzo Webster for their session note coding. We would also like to thank both reviewers for their extensive feedback on the data representation.

Compliance with Ethical Standards

This manuscript is not under review nor has it been published elsewhere. This submission has been approved by all authors and by the responsible authorities where the work was carried out.

Conflict of interest

The authors declare that they have no conflicts of interest.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

The participants provided informed consent before the authors initiated the study.

References

  1. Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., et al. (2018). Prevalence of autism spectrum disorder among children aged 8 years: Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1.CrossRefGoogle Scholar
  2. Behavior Analyst Certification Board. (2016). Registered behavior technician (RBT) task list. Retrieved from https://www.bacb.com/wp-content/uploads/2017/09/161019-RBT-task-list-english.pdf
  3. Carr, J. E., & Nosik, M. R. (2017). Professional credentialing of practicing behavior analysts. Policy Insights From the Behavioral and Brain Sciences, 4, 3–8.  https://doi.org/10.1177/2372732216685861.CrossRefGoogle Scholar
  4. Carr, J. E., Nosik, M. R., & DeLeon, I. G. (2017). The Registered Behavior Technician™ credential: A response to Leaf et al. (2017). Behavior Analysis in Practice, 10, 164–166.  https://doi.org/10.1007/s40617-017-0172-1.CrossRefGoogle Scholar
  5. Cooper, M. D. (2009). Behavioral safety interventions: A review of process design factors. Professional Safety, 54, 36–45 Retrieved from http://www.behavioural-safety.com/articles/behavioral_safety_interventions_a_review_of_process_design_factors.pdf.Google Scholar
  6. Luna, O., Petri, J. M., Palmier, J., & Rapp, J. T. (2018). Comparing accuracy of descriptive assessment methods following a group training and feedback. Journal of Behavioral Education, 27, 488–508.  https://doi.org/10.1007/s10864-018-9297-8.

Copyright information

© Association for Behavior Analysis International 2018

Authors and Affiliations

  1. 1.Department of PsychologyAuburn UniversityAuburnUSA

Personalised recommendations