HiJack Behaviors.CEUs

Completion of this course includes 2.5 Learning CEUs and 0.5 Ethics CEUs. Participants review typical intake procedures and learn how to complete additional assessments when providing services for children, adolescents, and adults with intellectual and developmental disabilities. You will also receive the Intake Assessment packet, which contains several tools enabling the assessment and documentation for intake. The packet contains templates for intake/assessment, as well as reinforcer preference, mode of communication, prompting/error correction, therapist affect, and prompt position assessments.

Objectives

Participants will be able to:

1. State why the additional intake assessments are essential for best practice and client outcomes.
2. Describe each additional assessment and steps for implementation.
3. Give examples of how to complete intake documentation (e.g., assessments, intake reports, treatment plans, goals and objectives).

Module 1: Intake Assessment Overview

Description: Module 1 reviews the typical intake process, introduces New Intake Assessments, and distinguishes between them. We break down the the components of the typical and New Intake and how it is related to the BACB's Ethics Code. Then, we share several ways clinicians are using, and benefiting from, the assessment. Finally, we discuss why incorporating these new intake assessment tools are essential to best practice and client outcomes.

Module 2: Mode of Communication Assessment

Description: In Module 2, the Mode of Communication Assessment procedure is described. It is essential to NOT only discover your client's mode of communication (e.g., vocal verbal, PECS, sign, augmentative device) but also their preference. If the client is going to gain skills and functionally communicate, choice/preference of the mode is critical. The implementation process is reviewed, specifically for acquisition and choice phases and data collection. 

Module 3: Prompting/Error Correction Assessment

Description: With so many prompting/error correction procedures to choose from (e.g., (i.e.: stimulus/gestural, response/physical/manual, corrective feedback/information, show the correct answer and move on, “Try again”, 3-step error correction, 4-step error correction, least-most, most-least, time delay), how do you know which is best for your client? Module 3 introduces the Prompting/Error Correction Assessment procedure and data collection is described. The implementation process is reviewed to assess selected prompt types. 

Module 4: Therapist Position Assessment

Description: Do you know the position (e.g., in front, beside, behind) your client prefers you to be in reference to them? Does it make a difference in their responding?  In Module 4,  the Therapist Position Assessment procedure and data collection is described. 

Module 5: Therapist Affect Assessment

Description: Does your client prefer enthusiastic, neutral, or no feedback? Module 5 introduces the Therapist Affect Assessment Procedure. The process and data collection are discussed.

Module 6: Administering the Intake Assessments

Description: Why do we conduct assessments in the first place? In order to understand why, Module 6 addresses the issues of time when conducting intakes. Real-life lessons are correlated with the Task List and Ethics Code. 

Module 7: Conducting the New Intake Assessments

Description: Module 7 teaches us to record information for each of the intake assessments. We can use the first two sections of the course to examine our client's behavior and determine additional procedures needed for our service delivery. These should be known so that they can be addressed/implemented in the treatment that will soon be provided. Video examples of assessments are provided with scoring  described.

Module 8: Other Considerations for Intake Assessments

Description: Module 8 explores other considerations for conducting intakes (e.g., cultural responsiveness, soft skills, neurodiversity).

Module 9: Writing the Intake Report/Treatment Plan/Goals and Objectives

Description: Module 9 puts it all together. How do we report everything we have learned from our intake? The process of writing up the final report is discussed and templates are provided and reviewed.

Templates provided:

1. Mode of Communication Assessment Procedure
2. Mode of Communication Assessment Datasheet
3. Prompting/Error Correction Assessment Procedure
4. Prompting/Error Correction Assessment Datasheet
5. Therapist Position Assessment Procedure
6. Therapist Position Assessment Datasheet
7. Therapist Affect Assessment Procedure
8. Therapist Affect Assessment
9. Intake Report/Treatment Plan
10. Goals/Objectives