What's included:

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

DescriptionWhy 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 

Course curriculum

  • 2

    Intake Assessment Overview

  • 3

    Disclaimer

    • Disclaimer

  • 4

    New Intake Assessments

    • Mode of Communication Assessment

    • Mode of Communication ASRs

    • Prompting/Error Correction Assessment

    • Prompting/Error Correction ASRs

    • Therapist Position Assessment

    • Therapist Position ASRs

    • Therapist Affect Assessment

    • Therapist Affect ASRs

  • 5

    How to Use the New Intake Assessments

    • Administering the Intake Assessments

    • Administering the Intake Assessments ASRs

    • Completing the New Intake Assessments

    • Completing the New Intake Assessments ASRs

  • 6

    The Final Product

    • Other Considerations for Intake Assessments

    • Other considerations ASRs

    • Writing the Intake Report/Treatment Plan/Goals and Objectives

    • Writing the Intake Report ASRs

  • 7

    Feedback

    • Evaluation

  • 8

    New Intake Assessments Procedures and Templates

    • Typical Intake Documents

    • Preference Assessments

    • Modes of Communication

    • Prompting/Error Correction, Therapist Affect and Position

    • Intake Reports/Treatment Plan Template

    • Goals & Objectives Template

  • 9

    References

    • Reference List

Let's talk Intake Assessments!

ABC is here to support you in your professional development needs.

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Instructor

Founder/Executive Director/BCBA-D

Christen Russell

As the founder and Executive Director of Affecting Behavior Change, LLC., I created ABC from my passion and commitment to education, diversity, equity, inclusion, justice, and belonging, ethical behavior and decision-making, behavior analysis, and continual personal and professional growth. I take a lifelong learner approach to systematically fill the gaps in areas of continuing education, professional development, and research. As an ACE coordinator, I have created over 40 continuing education events. As a Board Certified Behavior Analyst, my clinical experience focuses on quality assurance, compliance, clinical support, business development and growth. I also work closely with leadership and management divisions on compliance, training and delivery of sound, ethical and effective behavioral supports to achieve client goals. I have established and assisted with the startup, and/or growth and development of four agencies providing ABA services. I have consulted with health care agencies, providing services to 100s of staff, including BCBAs, BCaBAs, RBTs, executive, administrative, clinical and operations staff. I have provided consultation to teachers, parents, business owners and staff. I have my PhD in Applied Behavior Analysis from Endicott College. I have my Master of Science in Psychology with a specialization in Applied Behavior Analysis. With a focus on supervision, staffing, recruitment, training, strategic planning, and working in the field for over 20 years, I have a broad spectrum of clinical expertise.