The use of partial textual stimuli within an interactive task for increasing reports of past behavior with a child with autism
For clinicians and behavior analysts who work with children with autism and difficulty reporting past events, this post summarizes a practical, low‑tech prompting routine. It describes using partial written cues within a short interactive turn‑taking task to increase accurate and varied reports, and shows how to record both accuracy and answer variety in your ABA data. Emphasis is on ethical implementation—fading prompts, reinforcing participation (not compliance), and using the collected data to guide clear, individualized clinical decisions.
G.7. Select and evaluate stimulus and response prompting procedures.
This clinician-friendly guide helps BCBAs, RBT supervisors, clinic directors, and caregivers understand how to select and evaluate stimulus and response prompts. Learn to measure prompt effectiveness using independent versus prompted responses and fade supports ethically to build true learner independence. The post emphasizes turning ABA data into clear, ethical decisions that minimize prompt dependency and protect learner dignity across clinic, school, and home settings.
G.8. Design and implement procedures to fade prompts.
Designed for ABA clinicians, BCBA/BCaBA teams, and caregivers, this post explains how to design and implement prompt fading procedures to reduce prompt dependence. It emphasizes data-driven planning—mastery criteria, prompt hierarchies, and decision rules—to help learners respond to natural cues and generalize skills. It foregrounds ethical practice, focusing on dignity, least-intrusive prompts, and turning ABA data into clear, actionable fading decisions.
G.6. Design and evaluate procedures to produce simple and conditional discriminations.
Designed for BCBAs, clinic directors, senior supervisors, and caregivers, this post helps you decide when to use simple versus conditional discriminations and how to evaluate their effectiveness. It guides assessment, stimulus selection, prompting and fading, and data-based mastery criteria, with a focus on unprompted accuracy and generalization. Ethical practice is front and center—consent, least-restrictive approaches, and learner dignity are embedded throughout. Use this to turn ABA data into clear, actionable, and ethically sound decisions about discrimination procedures.
G.10. Design and evaluate instructions and rules.
This post is for behavior analysts, educators, clinicians, and caregivers who design instructions and classroom rules in ABA. It explains how to turn ABA data into clear, ethical decisions—when to use instructions versus rules, how to specify observable behaviors, and how to measure fidelity and outcomes. With practical examples and ethical considerations, it helps reduce confusion, improve safety, and promote learner independence across clinic, classroom, or home settings.