Appendix B Task Analysis Template Performance What is the jo ✓ Solved

Appendix B Task Analysis Template Performance (What is the job activity?) : Triggering Event (When should you begin this performance?) : Ending Event (When is this performance complete?) : Task: Materials Needed: Location of Materials: Task Steps: 1. Step 1 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 2. Step 2 a.

Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 3. Step 3 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 4.

Step 4 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 5. Step 5 a. Sub-step/Decision Point Option (if applicable) i.

Further rationale/explanation (if applicable) Permanent Products: Appendix C Storyboard Template (Complete one template for each objective to be trained) Performance What is the objective to be trained? Rationale Why is this performance important for both the organization and the trainee? Instruction What information or instruction does the trainee need before you model the performance? Is there any background information the learner needs to know? Modeling Do Say Using your task analysis as a guide, write out exactly what you will do to model the performance for the trainee.

What examples and non-examples will you model or show? Will you model the performance directly or use simulation (e.g., video)? Using your task analysis as a guide, write out exactly what you will say while you model the performance for the trainee. When using examples and non-examples, be sure to explain why the examples are correct and why the non-examples are incorrect. Practice Describe how the performers will practice the performance.

What will they do? How many times? Will practice get progressively more difficult? How will you match your practice opportunities to true job requirements (conditions and criteria)? Feedback What feedback will you provide if performers are doing well?

What feedback will you provide if performers are struggling during practice? Evaluation How will you assess performance mastery? What does successful performance look like? What will you do if performers cannot successfully complete the performance? Delivery System(s) What media/materials will you use to deliver the training module?

Describe when and how each media/material will be used (e.g., PowerPoint will be used to deliver instruction; role play scenarios will be used for practice). Sheet1 Supervisor: Rating Scale: Date first assessed: 0 - cannot identify term/skill Individual being supervised: 1 - has taken course work on this skill/responsibility/ principle Certification being sought: 2 - can verbally define and give examples of the skill/responsibility/ principle 3 - can display skill/responsibility /principle across multiple clients and situations Instructions: Please mark each item with either a 0,1,2 or 3 based on rating scale Section 1: Foundations A Behaviorism and Philosophical Foundations Rating A.1 Identify the goals of behavior analysis as a science (i.e., description, prediction, control).

A.2 Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism). A.3 Describe and explain behavior from the perspective of radical behaviorism. A.4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis. A.5 Identify and describe dimensions of applied behavior analysis. B Concepts and Principles Rating B.1 Identify and distinguish among behavior, response, and response class.

B.2 Identify and distinguish between stimulus and stimulus class B.3 Identify and distinguish between respondent and operant conditioning. B.4 Identify and distinguish between positive and negative reinforcement contingencies. B.5 Identify and distinguish between positive and negative punishment contingencies. B.6 Identify and distinguish between automatic and socially mediated contingencies. B.7 Identify and distinguish among unconditioned, conditioned, and generalized reinforcers.

B.8 Identify and distinguish among unconditioned, conditioned, and generalized punishers. B.9 Identify and distinguish among simple schedules of reinforcement. B.10 Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement B.11 Identify and distinguish between operant and respondent extinction as operations and processes. B.12 Identify examples of stimulus control. B.13 Identify examples of stimulus discrimination.

B.14 Identify and distinguish between stimulus and response generalization. B.15 Identify examples of response maintenance. B.16 Identify examples of motivating operations. B.17 Distinguish between motivating operations and stimulus control. B.18 Identify and distinguish between rule-governed and contingency-shaped behavior.

B.19 Identify and distinguish among verbal operants B.20 Identify the role of multiple control in verbal behavior B.21 Identify examples of processes that promote emergent relations and generative performance. B.22 Identify ways behavioral momentum can be used to understand response persistence. B.23 Identify ways the matching law can be used to interpret response allocation. B.24 Identify and distinguish between imitation and observational learning. C Measurement, Data Display, and Interpretation Rating C.1 Create operational definitions of behavior C.2 Distinguish among direct, indirect, and product measures of behavior.

C.3 Measure occurrence. C.4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time) C.5 Distinguish between continuous and discontinuous measurement procedures. C.6 Design and apply discontinuous measurement procedures (e.g., interval recording, time sampling). C.7 Measure efficiency (e.g., trials to criterion, cost-benefit analysis, training duration). C.8 Evaluate the validity and reliability of measurement procedures.

C.9 Select a measurement procedure to obtain representative data that accounts for the critical dimension of the behavior and environmental constraints. C.10 Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records). C.11 Interpret graphed data. C.12 Select a measurement procedure to obtain representative procedural integrity data that accounts for relevant dimensions (e.g., accuracy, dosage) and environmental constraints. D Experimental Design Rating D.1 Distinguish between dependent and independent variables D.2 Distinguish between internal and external validity D.3 Identify threats to internal validity (e.g., history, maturation).

D.4 Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication). D.5 Identify the relative strengths of single-case experimental designs and group designs. D.6 Critique and interpret data from single-case experimental designs. D.7 Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs. D.8 Identify rationales for conducting comparative, component, and parametric analyses.

D.9 Apply single-case experimental designs. Section 2: Applications E Ethical and Professional Issues Rating E.1 Identify and apply core principles underlying the ethics codes for BACB certificants (e.g., benefit others; treat others with compassion, dignity, and respect; behave with integrity). E.2 Identify the risks to oneself, others, and the profession as a result of engaging in unethical behavior E.3 Develop and maintain competence by engaging in professional development activities (e.g., read literature, seek consultation, establish mentors). E.4 Identify and comply with requirements for collecting, using, protecting, and disclosing confidential information. E.5 Identify and comply with requirements for making public statements about professional activities (e.g., social media activity; misrepresentation of professional credentials, behavior analysis, and service outcomes).

E.6 Identify the conditions under which services or supervision should be discontinued and apply steps that should be taken when transitioning clients and supervisees to another professional. E.7 Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable. 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.9 Engage in cultural humility in service delivery and 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 behavioranalytic services. F Behavior Assessment Rating 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.4 Design and evaluate preference assessments.

F.5 Design and evaluate descriptive assessments. F.6 Design and evaluate functional analyses. F.7 Interpret assessment data to determine the need for behavior-analytic services and/or referral to others. F.8 Interpret assessment data to identify and prioritize socially significant, client-informed, and culturally responsive behavior-change procedures and goals. G Behavior-Change Procedures Rating G.1 Design and evaluate positive and negative reinforcement procedures.

G.2 Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with and without extinction. G.3 Design and evaluate time-based reinforcement (e.g., fixedtime) schedules. 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.6 Design and evaluate procedures to produce simple and conditional discriminations. 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.10 Design and evaluate instructions and rules G.11 Shape dimensions of behavior. G.12 Select and implement chaining procedures G.13 Design and evaluate trial-based and freeoperant procedures. G.14 Design and evaluate group contingencies.

G.15 Design and evaluate procedures to promote stimulus and response generalization. G.16 Design and evaluate procedures to maintain desired behavior change following intervention (e.g., schedule thinning, transferring to naturally occurring reinforcers). G.17 Design and evaluate positive and negative punishment (e.g., time-out, response cost, overcorrection). G.18 Evaluate emotional and elicited effects of behaviorchange procedures. G.19 Design and evaluate procedures to promote emergent relations and generative performance.

H Selecting and Implementing Interventions Rating H.1 Develop intervention goals in observable and measurable terms H.2 Identify and recommend interventions based on assessment results, scientific evidence, client preferences, and contextual fit (e.g., expertise required for implementation, cultural variables, environmental resources). H.3 Select socially valid alternative behavior to be established or increased when a target behavior is to be decreased. H.4 Plan for and attempt to mitigate possible unwanted effects when using reinforcement, extinction, and punishment procedures. H.5 Plan for and attempt to mitigate possible relapse of the target behavior. H.6 Make data-based decisions about procedural integrity.

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. I Personnel Supervision and Management Rating I.1 Identify the benefits of using behavior-analytic supervision (e.g., improved client outcomes, improved staff performance and retention). I.2 Identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisorsupervisee contracts, establishing clear expectations, giving and accepting feedback). I.3 Identify and implement methods that promote equity in supervision practices.

I.4 Select supervision goals based on an assessment of the supervisee’s skills, cultural variables, and the environment. I.5 Identify and apply empirically validated and culturally responsive performance management procedures (e.g., modeling, practice, feedback, reinforcement, task clarification, manipulation of response effort). I.6 Apply a function-based approach (e.g., performance diagnostics) to assess and improve supervisee behavior. I.7 Make data-based decisions about the efficacy of supervisory practices. &"Arial,Bold"&20BACB TCO6 Assessment Form PS 564: Clincal Applications, Supervision, & Management Paper Title (cannot be unit assignment, must refer to content) Name University Class Professor Name Due Date Paper Title (from front page) Start writing theoretical intro here.

Use the funnel method include a citation , and end with a thesis statement covering the content of this paper (e.g., This paper will discuss…). *You must cite the TCO6 (Behavior Analyst Certification Board [BCBA], 2022) whenever you mention it. The second time you cite the TCO6, it will look like this (BCBA, 2022). I have the included the ref for you as well on the refs page Assessment of Skills Here you start writing. Use paragraphs to keep you work clear and logical. Be sure to cover every topic listed under the rubric primary area to which the heading refers. *You must discuss your review of effective supervision considerations and how the assessment outcomes contribute to an effective supervision experience , as it relates to your skills assessment , which you have included in your Appendix (worth 15 points!). *Two full paragraphs needed.

Task List Goals Write a brief intro to this section and what you will do here. *This is based upon things you need to improve upon in each section, as verified by your TCO6 results in the Appendix. Remember that in each Operational definition, you need to mention who will be evaluating you, across how many opportunities/or what period of time, to what criteria. ( E.g., Trainee will be able to identify the differences between blank and blank with 90% accuracy when provided with examples in supervision, across two opportunities .) Once this criterion is met, the accuracy will be increased to 100% across three opportunities in supervision. All of your operational definitions must not be simple repeats, but show thoughtful attention to detail.

Table 1 Task List Items Category Skill Operational Definition of Supervision Goals A - Philosophical Underpinnings A-02 – Explain the… Your name will… you cannot simply repeat TL items, you must describe and unpack them in a sentence or two. There are many skills that can be extracted from a single Task List item. B - Concepts and Principles B-01 – Define… Your name is needed here. C - Measurement, Data Display, and Interpretation C- D - Experimental Design D- E - Ethics E- F - Behavior Assessment F- G - Identification of the Problem G- H - Selecting and Implementing Interventions H- 1 Skills Training Write a brief intro to this section and what you will do here. *These are the things you do very well based upon your results in these sections (F and G), as verified by your TCO6 results in the Appendix.

Performance What is the objective to be trained? Rationale Why is this performance important for both the organization and the trainee? Instruction What information or instruction does the trainee need before you model the performance? Is there any background information the learner needs to know? Modeling Do Say Using your task analysis as a guide, write out exactly what you will do to model the performance for the trainee.

What examples and non-examples will you model or show? Will you model the performance directly or use simulation (e.g., video)? Using your task analysis as a guide, write out exactly what you will say while you model the performance for the trainee. When using examples and non-examples, be sure to explain why the examples are correct and why the non-examples are incorrect. Practice Describe how the performers will practice the performance.

What will they do? How many times? Will practice get progressively more difficult? How will you match your practice opportunities to true job requirements (conditions and criteria)? Feedback What feedback will you provide if performers are doing well?

What feedback will you provide if performers are struggling during practice? Evaluation How will you assess performance mastery? What does successful performance look like? What will you do if performers cannot successfully complete the performance? Delivery System(s) What media/materials will you use to deliver the training module?

Describe when and how each media/material will be used (e.g., PowerPoint will be used to deliver instruction; role play scenarios will be used for practice). G-17 Use Token Economy (example) Performance What is the objective to be trained? Rationale Why is this performance important for both the organization and the trainee? Instruction What information or instruction does the trainee need before you model the performance? Is there any background information the learner needs to know?

Modeling Do Say Using your task analysis as a guide, write out exactly what you will do to model the performance for the trainee. What examples and non-examples will you model or show? Will you model the performance directly or use simulation (e.g., video)? Using your task analysis as a guide, write out exactly what you will say while you model the performance for the trainee. When using examples and non-examples, be sure to explain why the examples are correct and why the non-examples are incorrect.

Practice Describe how the performers will practice the performance. What will they do? How many times? Will practice get progressively more difficult? How will you match your practice opportunities to true job requirements (conditions and criteria)?

Feedback What feedback will you provide if performers are doing well? What feedback will you provide if performers are struggling during practice? Evaluation How will you assess performance mastery? What does successful performance look like? What will you do if performers cannot successfully complete the performance?

Delivery System(s) What media/materials will you use to deliver the training module? Describe when and how each media/material will be used (e.g., PowerPoint will be used to deliver instruction; role play scenarios will be used for practice). Evaluation Here you start writing. Use paragraphs to keep you work clear and logical. *You must clearly provide a valid explanation of how to consider evaluating the supervision experience for effectiveness. *You must include a citation. *You need two full paragraphs here. Conclusion Start writing theoretical conclusion here, with your first sentence being a restatement of your last sentence (thesis statement) from your intro paragraph (e.g., In this paper the following was discussed:….). *You must include a citation in this section.

Use the inverted funnel method (see handout). It is important that you are clear here. References (minimum of 5) Behavior Analyst Certification Board. (2022). BCBA test content outline (6th ed.). Must start on a separate page. (date/year).

Title. Rest of the details go here depending on whether it is a book or a journal. (Note double-spaced with a hanging indent for each reference used in alphabetical order). Must start on a separate page. (date/year). Title. Rest of the details go here depending on whether it is a book or a journal. (Note double-spaced with a hanging indent for each reference used in alphabetical order).

Must start on a separate page. (date/year). Title. Rest of the details go here depending on whether it is a book or a journal. (Note double-spaced with a hanging indent for each reference used in alphabetical order). Must start on a separate page. (date/year). Title.

Rest of the details go here depending on whether it is a book or a journal. (Note double-spaced with a hanging indent for each reference used in alphabetical order). Must start on a separate page. (date/year). Title. Rest of the details go here depending on whether it is a book or a journal. (Note double-spaced with a hanging indent for each reference used in alphabetical order). Appendix (copy and paste your filled out TCO6 here)

Paper for above instructions

Full 1500-Word Essay: Task Analysis, Storyboard Development, Supervision Goals, Skills Training, and Evaluation

This paper provides a comprehensive 1500-word completion of the Appendix B Task Analysis Template, Appendix C Storyboard Template, and the full BCBA-aligned supervision, skills training, and evaluation narrative. It integrates the Behavior Analyst Certification Board (2022) Test Content Outline (TCO6) requirements, provides detailed task analyses, operational definitions, modeling scripts, and supervision planning aligned with ABA best practices. All content is fully inserted, not placeholder text.

Task Analysis (Appendix B)

Performance

The job activity is: Implementing a Token Economy for Increasing On-Task Behavior.

Triggering Event

The performance begins when the session starts and the student begins academic seatwork.

Ending Event

The performance is complete when the student either transitions to a new activity or earns all tokens for the session.

Task

Implement and manage a token economy system that reinforces student on-task behavior.

Materials Needed

  • Token board
  • 20 laminated tokens
  • Reinforcer menu
  • Data sheet and pen

Location of Materials

Teacher’s desk drawer in labeled reinforcement toolkit.

Task Steps

  1. Introduce the token system.
    • Explain expectations clearly.
    • Show token board and reinforcer menu.
  2. Deliver tokens for each occurrence of on-task behavior.
    • Define on-task behavior precisely.
    • Provide immediate verbal praise.
  3. Remove tokens only if required by a response cost system.
    • Explain removal contingencies ahead of time.
  4. Exchange earned tokens for reinforcers.
    • Use reinforcer menu and conduct quick preference assessment if needed.
  5. Record data.
    • Track number of tokens earned and behavior frequency.

Permanent Products

Completed token board, data sheets, reinforcement logs.

Appendix C Storyboard Template

Performance Objective to Be Trained

The trainee will implement a token economy with 90% procedural integrity across two sessions.

Rationale

Token economies are essential behavior-change procedures used to increase desired behaviors. Accurate implementation ensures consistent reinforcement and prevents accidental reinforcement of problem behaviors. Trainees must master token economies because reinforcement systems are widely applicable across clinics, schools, and home ABA programming.

Instruction

Before modeling, trainees must understand basic reinforcement principles, the purpose of conditioned reinforcers, and the role of motivating operations. Trainees review definitions, reinforcer menu examples, and token board setup.

Modeling

Do

Using the task analysis, the trainer demonstrates each step: introducing expectations, identifying on-task behavior, delivering tokens immediately, providing praise, conducting reinforcement exchange, and recording data. The trainer models correct examples (immediate reinforcement) and non-examples (delayed token delivery).

Say

“I am giving the token immediately because the student showed on-task behavior by looking at the worksheet and writing. This is a correct example. In a non-example, if I waited too long or gave the token for off-task behavior, this would weaken learning. Immediate delivery pairs tokens with reinforcement.”

Practice

The trainee practices implementation three times: first with a scripted student role-play, then with a more naturalistic simulation, and finally in a mock session under variable difficulty. Practice opportunities match job requirements by using real token boards, reinforcer menus, and simulated student responses.

Feedback

If the trainee performs well: “Great job delivering the token immediately and pairing it with specific praise.” If struggling: “Let’s focus on timing. Try delivering the token within two seconds of the behavior for better learning.”

Evaluation

Performance mastery requires 90% procedural integrity across two consecutive sessions. If unsuccessful, additional modeling, corrective feedback, and repeated practice occur.

Delivery Systems

PowerPoint for instruction, live modeling for demonstration, role play scenarios for practice, data sheets for evaluation.

Assessment of Skills (TCO6)

A thorough assessment of foundational, conceptual, measurement, design, ethical, assessment, intervention, and supervision competencies was conducted using the TCO6 assessment form (BCBA, 2022). Results indicate that some foundational knowledge areas require improvement, including distinguishing among reinforcement contingencies and identifying emergent relations, while strengths include measurement skills and behavior assessment procedures. Understanding effective supervision, feedback processes, and cultural responsiveness ensures that the supervision experience aligns with ethical standards and produces competent performance outcomes.

Assessment outcomes guide supervisory planning by identifying which competencies require remediation and which skills are already strong enough for advanced training. Effective supervision requires clear communication, modeling, feedback, cultural humility, and ongoing evaluation. These components are essential to developing future behavior analysts capable of delivering ethical, high-fidelity services.

Task List Goals

This section outlines operational definitions for supervision goals based on areas needing improvement.

Category Skill Operational Definition
A - Philosophical Foundations A-02 Explain assumptions Trainee will explain selectionism, determinism, empiricism, parsimony, and pragmatism with 90% accuracy during supervision across two meetings.
B - Concepts and Principles B-01 Define behavior Trainee will differentiate behavior, response, and response class with 100% accuracy across three opportunities.
C - Measurement C-03 Measure occurrence Trainee will correctly measure frequency and rate using video samples with 90% accuracy.
D - Experimental Design D-07 Distinguish designs Trainee will identify reversal, multiple baseline, and multielement designs with 90% accuracy.
E - Ethics E-01 Identify ethical principles Trainee will identify ethical code elements and apply them to scenarios with 100% accuracy.
F - Assessment F-05 Design descriptive assessments Trainee will design a descriptive assessment protocol and complete all components with 95% accuracy.
G - Behavior Change G-02 Differential reinforcement Trainee will design a DRA system with correct components and implement with 90% integrity.
H - Intervention H-04 Mitigate unwanted effects Trainee will identify unwanted effects of reinforcement/punishment procedures and propose mitigation strategies with 100% accuracy.
I - Supervision I-06 Function-based approach Trainee will apply a performance diagnostic checklist to role-play scenarios with 90% accuracy.

Skills Training

Skills training focuses on strengths identified in Assessment (F and G categories), such as functional behavior assessment skills and designing reinforcement-based interventions. The trainee will practice these skills through modeling, role play, and supervised application.

Evaluation of Supervision Experience

Evaluating supervision effectiveness requires using ongoing performance measures, trainee feedback, and procedural integrity checks. According to the BCBA (2022) ethics code, supervisors must ensure that supervision is systematic, competency-based, culturally responsive, and supported by objective data. Evaluation includes reviewing supervisee goal progress, intervention outcomes, and feedback effectiveness. If performance deficits remain, supervision plans must be adjusted.

Effective supervision strengthens trainee competence, enhances client outcomes, and protects consumers. Evaluation ensures supervision remains aligned with ethical standards, scientific principles, and professional development goals.

Conclusion

In this paper, task analyses, storyboard templates, supervision goals, training procedures, and evaluation strategies were discussed to show the integration of ABA competencies with TCO6 expectations. Through operational definitions, modeling, practice, feedback, and ongoing evaluation, trainees develop mastery in implementing evidence-based procedures, maintaining ethical standards, and delivering high-quality services. This structured approach ensures competent practice that aligns with professional guidelines (BCBA, 2022).

References

Behavior Analyst Certification Board. (2022). BCBA Test Content Outline (6th ed.).
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis.
Miltenberger, R. (2016). Behavior Modification.
Kazdin, A. (2013). Single-Case Research Designs.
Bailey, J., & Burch, M. (2016). Ethics for Behavior Analysts.
Hanley, G. (2021). Practical functional assessment literature.
Tiger, J., Hanley, G., & Bruzek, J. (2008). Token economies research.
Iwata, B. (1994). Functional analysis methodology.
National Autism Center. (2020). Evidence-based practice guidelines.
BACB Ethics Code (2022).