BEHV 5250: Applied Behavior Analysis and Autism III: Advanced Topics in Intervention

Michael A. Fabrizio, M.A., BCBA

General Course Information:

• course description
• time and place
• contacting the instructor
• about the instructor
• ADA statement
• before you begin
• calendar
• student grading

scope & sequence chart generation

For this assignment, you will need assessment results from at least one child with autism. You may use results from any child you like. Once you have secured assessment results, you will identify one skill deficit within each of the four major repertoires we discussed in class (motor skills, imitation skills, receptive language skills, and expressive language skills) and develop a scope and sequence chart listing the skills that may need to be taught to remediate the skill deficit. Your scope and sequence charts should have the following features:

1. They should use graphics to show general teaching order and component/composite relationships. I recommend using flow charts (also commonly called Organizational Charts) as your format.

2. They should specify the entering skills within the learner's repertoire needed to begin the instructional sequence.

3. They should indicate the component/composite relationship between skills on the chart. I recommend doing this with arrows. Arrows should point from component skills boxes to their respective composite skills.

4. Skills should be listed using learning channel nomenclature. Learning channels are quick, easy ways of specifying the antecedent-behavior relations to be taught. You will learn to describe skills using learning skills nomenclature during the first class meetings.

Materials you may need related to this activity

Student Objectives Related to:

• instructional content analysis
• functioning as a scientist-practioner

Student Activities:

• SAFMEDS
• scope & sequence chart generation
• applied clinical intervention project