An Overview of the EFL Program Analysis Tool (P.A.T.) and Review of Early Results is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of adult services and community participation. In An Overview of the EFL Program Analysis Tool (P.A.T.) and Review of Early Results, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
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Join Free →Essential for Living is the only life skills curriculum that is based on B. F. Skinner's analysis of the function of language as a speaker and a listener [verbal behavior] (Skinner, 1957; Catania, 1998; Michael, 2004; Sundberg, 2007; Greer & Ross, 2007), along with the pragmatic implications of this analysis for language intervention with children and adults with limited repertoires (Sundberg & Partington, 1998; Sundberg & Michael, 2001; Greer & Ross, 2007; McGreevy, 2009). In the context of this analysis, Essential for Living is also the only life skills curriculum based on the radical behaviorism of Skinner (Skinner, 1974). The Essential For Living Program Analysis Tool (P.A.T.) is an indirect and comprehensive measurement tool for understanding, evaluating, and modifying intervention; informed by the the EFL curriculum and guided by Skinner's analysis of verbal behavior. The P.A.T. consists of five domains: skill (speaking and listening repertoires), challenging behavior, support (resources), health issues, and medication. The P.A.T. is currently being evaluated across multiple programs in Italy and early results suggest the need to prioritize the must have speaker and listener repertoires over the more common programming targets if we are to effectively and efficiently establish repertoires related to a high quality of life and solve for problem behavior. The prioritization of necessary repertoires, allocation of resources, and continuous evaluation of effectiveness is especially critical for leaners and families who have limited access to competent behavioral services. Objectives Learning Objective 1: Participants will describe the specific EFL values and aspects of Skinner's analysis of verbal that guided the development of the Tool. Learning Objective 2: Participants will identify the 5 domains of the PAT. Learning Objective 3: Participants will describe how the traditional path of language intervention for individuals with developmental disabilities, including autism, needs to be reconsidered for learners with limited skill repertoires and problem behavior. Learning Objective 4: Participants will describe how the instrument can be used to inform intervention and resource allocation.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Troy Fry, M.S., BCBA, earned a Bachelor of Science degree in Science and Mathematics from North Dakota State University, and a Master’s Degree in Behavioral Analysis and Therapy from Southern Illinois University-Carbondale. Additionally, he attended the doctoral program in Human Development and family Life at the University of Kansas. Over the past 35 years, Troy has worked with children and adults with moderate to severe developmental disabilities, including autism, in schools, clinics, hospitals and residential programs across North/South America, Europe and Asia. Over his professional career, Troy has held the positions of teacher, consultant, clinical director, and chief executive officer. He is currently the CEO and CCO at Essential for Living, P.A.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.