Module 8 Navigation

In Module 6 and Module 7, we looked at how the functional approach adopted within ABA can be useful in helping us to identify the reasons why behaviour occurs. In Module 8, we will look at how the same functional approach can be used to understand behaviour within other contexts.

In Lesson 1, we will learn about verbal behaviour and about functional categories of verbal behaviour – including mands, tacts, intraverbals and echoics. While there are other categories of verbal behaviour, these are the most important ones to learn about when you start working as an RBT.

Having learned about Verbal Behaviour in Lesson 1 and Functional Assessment in previous modules, now would be a good time to learn about Skills Assessment in ABA. In Lesson 2, we’ll look at some of the most commonly used ABA Skills Assessments. Many of these assessments will utilise a verbal behaviour approach to the assessment of somebody’s skills repertoire. The outcome data from these assessments can then be used to identify potential targets that might be important to a learner.

In selecting targets, we often use concepts such as Behavioural Cusp and Pivotal Behaviour. In Lesson 3, you’ll learn about these concepts and why they can be important in helping us select targets that will help our clients achieve their goals.

In Lesson 4, you’ll learn about a different type of behavioural assessment that will help us identify goals and individualise teaching procedures for our clients. These behavioural assessments are known as preference assessments. They can be used to identify potential reinforcers and potential activities that a client likes to engage in.

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