Portfolio Part B: Comprehensive Study Guide: Final Submission
SPCE 682: Interventions and Treatments for Individuals with ASD
BACB 6th Edition Test Content Outline Items to Cover
B.6. Identify and distinguish between automatic and socially mediated contingencies.
B.9. Identify and distinguish among simple schedules of reinforcement.
C.9. Select a measurement procedure to obtain representative data that accounts for the
critical dimension of the behavior and environmental constraints.
E.8. Identify and apply interpersonal and other skills (e.g., accepting feedback,
listening actively, seeking input, collaborating) to establish and maintain
professional relationships.
E.10. Apply culturally responsive and inclusive service and supervision activities.
E.11. Identify personal biases and how they might interfere with professional activity.
E.12. Identify and apply the legal, regulatory, and practice requirements (e.g.,
licensure, jurisprudence, funding, certification) relevant to the delivery of behavior
analytic services.
F.1. Identify relevant sources of information in records (e.g., educational, medical,
historical) at the outset of the case.
F.2. Identify and integrate relevant cultural variables in the assessment process.
F.3. Design and evaluate assessments of relevant skill strengths and areas of need.
F.8. Interpret assessment data to identify and prioritize socially significant, client-
informed, and culturally responsive behavior-change procedures and goals.
G.4. Identify procedures to establish and use conditioned reinforcers (e.g., token
economies).
G.5. Incorporate motivating operations and discriminative stimuli into behavior-change
procedures.
G.7. Select and evaluate stimulus and response prompting procedures (e.g., errorless,
most-to-least, least-to-most).
G.8. Design and implement procedures to fade stimulus and response prompts (e.g.,
prompt delay, stimulus fading).
G.9. Design and evaluate modeling procedures.
G.11. Shape dimensions of behavior.
G.12. Select and implement chaining procedures.
G.15. Design and evaluate procedures to promote stimulus and response
generalization.
G.18. Evaluate emotional and elicited effects of behavior change procedures.
H.2. Identify and recommend interventions based on assessment results, scientific
evidence, client preferences, and contextual f it (e.g., expertise required for
implementation, cultural variables, environmental resources).
H.7. Make data-based decisions about the effectiveness of the intervention and the
need for modification.
, H.8. Collaborate with others to support and enhance client services.
H.3. Select socially valid alternative behavior to be established or increased when a
target behavior is to be decreased.
Outline
In this section, provide a comprehensive outline for the BACB Test Content Outline items
above. You may only use content from this course. You may use your textbook, assigned
articles, lectures, or instructional materials. You may not use content from outside of this
course.
B.6
Automatic contingencies occur when a behavior produces a consequence without the
involvement of another person. The reinforcement or punishment happens directly because of
the behavior itself. For example, a child may spin in circles because it feels good—no one else
is involved.
Socially mediated contingencies involve another person delivering the consequence. The
behavior leads to a response from someone else, such as receiving praise for answering a
question or being given a time-out for inappropriate behavior.
B. 9
Fixed Ratio (FR)
Reinforcement is delivered after a set number of responses.
Produces a high rate of response with a post-reinforcement pause, the larger the ratio,
the longer the pause.
Variable Ratio (VR)
Reinforcement is provided after an unpredictable number of responses, averaging
around a specific number.
Generates a high and steady rate of responding, highly resistant to extinction.
Fixed Interval (FI)
The first response after a fixed period is reinforced
Produces a "scalloped" response pattern, with responses increasing as the interval
concludes.
Variable Interval (VI)
Reinforcement is given for the first response after varying time intervals, averaging
around a specific duration.
Leads to a moderate, steady response rate, more resistant to extinction than fixed
schedules.
Ratio vs. Interval Schedules
Ratio schedules are based on the number of responses, leading to higher response rates
, as interval schedules are based on time intervals, resulting in moderate response rates.
Fixed vs. Variable Schedules
Fixed schedules provide reinforcement on a predictable basis, which can lead to post-
reinforcement pauses as variable schedules offer reinforcement unpredictably, fostering
consistent response patterns and greater resistance to extinction.
C.9
Pertaining to the desired behavior will be recorded using the continuous data measure process.
The Mullen Scales of Early Learning and the Gilliam Autism Rating Scale, Third Edition
(GARS-3) are the evaluation tools used to determine and rank culturally sensitive behavior-
change objectives. In accordance with the text, I suggested JASPER based on the assessments.
The fundamental components of JASPER are family involvement, natural reinforcement,
teaching in the natural setting with developmentally appropriate toys, child centered
intervention and learning opportunities throughout daily routines and activities. The child
would benefit from this in many ways, and since social and communication skills are crucial in
life and the child wants to play well with others, I would also suggest Pivotal Response
Treatment (PRT).
E.8
Establishing and maintaining professional relationships requires a combination of
interpersonal and collaborative skills.
Accepting Feedback: Responding to feedback with openness and a willingness to
grow shows professionalism and respect. For example, thanking a supervisor for
constructive criticism and using it to improve your work demonstrates maturity.
Listening Actively: This involves giving full attention, making eye contact, and
reflecting back on what was said. It helps others feel heard and valued, which builds
trust.
Seeking Input: Asking for advice or opinions shows that you value your colleagues’
expertise. It also supports shared decision-making and team cohesion.
Collaborating: Working well with others sharing responsibilities, communicating
clearly, and resolving conflict respectfully ensures tasks are completed efficiently and
strengthens relationships.
E.10
BCBAs who comprehend and practice culturally responsive services will be able to respect
cultural practices, understand cultural differences, and be receptive to learning about the
cultural backgrounds of their clients and families. This means that BCBAs are willing to make
accommodations for others because of cultural customs or traditions (holidays, celebrations,
etc.). As part of the inclusive services and supervision activities, BCBAs should practice
diversity, celebrate other traditions and customs, encourage and promote diversity within
clinical teams, foster inclusion which means letting others feel welcome and positive avoid
SPCE 682: Interventions and Treatments for Individuals with ASD
BACB 6th Edition Test Content Outline Items to Cover
B.6. Identify and distinguish between automatic and socially mediated contingencies.
B.9. Identify and distinguish among simple schedules of reinforcement.
C.9. Select a measurement procedure to obtain representative data that accounts for the
critical dimension of the behavior and environmental constraints.
E.8. Identify and apply interpersonal and other skills (e.g., accepting feedback,
listening actively, seeking input, collaborating) to establish and maintain
professional relationships.
E.10. Apply culturally responsive and inclusive service and supervision activities.
E.11. Identify personal biases and how they might interfere with professional activity.
E.12. Identify and apply the legal, regulatory, and practice requirements (e.g.,
licensure, jurisprudence, funding, certification) relevant to the delivery of behavior
analytic services.
F.1. Identify relevant sources of information in records (e.g., educational, medical,
historical) at the outset of the case.
F.2. Identify and integrate relevant cultural variables in the assessment process.
F.3. Design and evaluate assessments of relevant skill strengths and areas of need.
F.8. Interpret assessment data to identify and prioritize socially significant, client-
informed, and culturally responsive behavior-change procedures and goals.
G.4. Identify procedures to establish and use conditioned reinforcers (e.g., token
economies).
G.5. Incorporate motivating operations and discriminative stimuli into behavior-change
procedures.
G.7. Select and evaluate stimulus and response prompting procedures (e.g., errorless,
most-to-least, least-to-most).
G.8. Design and implement procedures to fade stimulus and response prompts (e.g.,
prompt delay, stimulus fading).
G.9. Design and evaluate modeling procedures.
G.11. Shape dimensions of behavior.
G.12. Select and implement chaining procedures.
G.15. Design and evaluate procedures to promote stimulus and response
generalization.
G.18. Evaluate emotional and elicited effects of behavior change procedures.
H.2. Identify and recommend interventions based on assessment results, scientific
evidence, client preferences, and contextual f it (e.g., expertise required for
implementation, cultural variables, environmental resources).
H.7. Make data-based decisions about the effectiveness of the intervention and the
need for modification.
, H.8. Collaborate with others to support and enhance client services.
H.3. Select socially valid alternative behavior to be established or increased when a
target behavior is to be decreased.
Outline
In this section, provide a comprehensive outline for the BACB Test Content Outline items
above. You may only use content from this course. You may use your textbook, assigned
articles, lectures, or instructional materials. You may not use content from outside of this
course.
B.6
Automatic contingencies occur when a behavior produces a consequence without the
involvement of another person. The reinforcement or punishment happens directly because of
the behavior itself. For example, a child may spin in circles because it feels good—no one else
is involved.
Socially mediated contingencies involve another person delivering the consequence. The
behavior leads to a response from someone else, such as receiving praise for answering a
question or being given a time-out for inappropriate behavior.
B. 9
Fixed Ratio (FR)
Reinforcement is delivered after a set number of responses.
Produces a high rate of response with a post-reinforcement pause, the larger the ratio,
the longer the pause.
Variable Ratio (VR)
Reinforcement is provided after an unpredictable number of responses, averaging
around a specific number.
Generates a high and steady rate of responding, highly resistant to extinction.
Fixed Interval (FI)
The first response after a fixed period is reinforced
Produces a "scalloped" response pattern, with responses increasing as the interval
concludes.
Variable Interval (VI)
Reinforcement is given for the first response after varying time intervals, averaging
around a specific duration.
Leads to a moderate, steady response rate, more resistant to extinction than fixed
schedules.
Ratio vs. Interval Schedules
Ratio schedules are based on the number of responses, leading to higher response rates
, as interval schedules are based on time intervals, resulting in moderate response rates.
Fixed vs. Variable Schedules
Fixed schedules provide reinforcement on a predictable basis, which can lead to post-
reinforcement pauses as variable schedules offer reinforcement unpredictably, fostering
consistent response patterns and greater resistance to extinction.
C.9
Pertaining to the desired behavior will be recorded using the continuous data measure process.
The Mullen Scales of Early Learning and the Gilliam Autism Rating Scale, Third Edition
(GARS-3) are the evaluation tools used to determine and rank culturally sensitive behavior-
change objectives. In accordance with the text, I suggested JASPER based on the assessments.
The fundamental components of JASPER are family involvement, natural reinforcement,
teaching in the natural setting with developmentally appropriate toys, child centered
intervention and learning opportunities throughout daily routines and activities. The child
would benefit from this in many ways, and since social and communication skills are crucial in
life and the child wants to play well with others, I would also suggest Pivotal Response
Treatment (PRT).
E.8
Establishing and maintaining professional relationships requires a combination of
interpersonal and collaborative skills.
Accepting Feedback: Responding to feedback with openness and a willingness to
grow shows professionalism and respect. For example, thanking a supervisor for
constructive criticism and using it to improve your work demonstrates maturity.
Listening Actively: This involves giving full attention, making eye contact, and
reflecting back on what was said. It helps others feel heard and valued, which builds
trust.
Seeking Input: Asking for advice or opinions shows that you value your colleagues’
expertise. It also supports shared decision-making and team cohesion.
Collaborating: Working well with others sharing responsibilities, communicating
clearly, and resolving conflict respectfully ensures tasks are completed efficiently and
strengthens relationships.
E.10
BCBAs who comprehend and practice culturally responsive services will be able to respect
cultural practices, understand cultural differences, and be receptive to learning about the
cultural backgrounds of their clients and families. This means that BCBAs are willing to make
accommodations for others because of cultural customs or traditions (holidays, celebrations,
etc.). As part of the inclusive services and supervision activities, BCBAs should practice
diversity, celebrate other traditions and customs, encourage and promote diversity within
clinical teams, foster inclusion which means letting others feel welcome and positive avoid
