Skill based assessment within the field of behavior analysis currently is in a state of ambiguity about the empirical foundations of specific instruments that are industry standard for utilization with autistic learners ( Padilla et. Al., 2023). The need for assessment practices that align with learner needs, preferences, and identity is an emerging concern from autistic advocates across professions ( Malone, et. Al, 2025). Several problems present on reviewing the history of the development of the current available instruments, including dependency on normalization and indistinguishability as primary outcomes of successful interventions. The majority of these come from the methods commonly used to set success criteria, including norm-referenced benchmarking, clinical experience informed target selection, and design teams based on neuro-normative designers ( Law, 2025). Participants will review an alternative, using learner-selected milestone-based criterion that is individualized, flexible to changing needs of the learner, and sampled with relevant performers within a neurodiverse sample. An example will be presented using the genArete Learning System and participants will be supported in identifying ways to develop milestone-based mastery criteria for their specific assessments and clinical population.
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