Concentrated Supervised Fieldwork

Client Name: Students

Project Lead: Shauna Costello

Project Contributor(s): All IPT/CSF Students

Time frame: Ongoing

• ABA Technologies offers a 100% remote experience, but working remotely comes with its challenges while juggling a full class load, research, and a part-time job. A main goal of supervision at ABA Technologies is to learn how to manage your time and also your goals. All methods are individualized to each student and their life, experience, and goals. (G-20)
• Activities list:
  • Students start by defining the behaviors that they are interested in (C-1, F-3),
  • While determining their goals and stating them in observable and measurable terms (H-1),
  • Measuring baseline behavior, methods vary depending on behavior (C-2, C-3, C-4, C-5, C-6) and appropriately displaying measured behavior, methods vary depending on behavior (C-9, C-10), and interpreting baseline data (C-11),
  • Identify behaviors to change adn contingencies that are maintaining those behaviors (B, F-3, F-6),
  • Students will select and implement self-management strategies (G), while taking data (C-2, C-3, C-4, C-5, C-6, H-6), and planning for unwanted effects (H-5),
  • Establishing performance expectations for themselves as well as how their supervisor can assist them (G, H-9, I-2, I-3, I-5, I-7),
  • Students will continuously monitor their progress and, depending on needs, collaborate with their supervisor or others to be successful (H-9, G-22)
     

Client Name: ABA Technologies Inc.

Project Lead: Abigail Petronelli

Project Contributor(s): Megan Galban, Victoria German, Vincent Bello, Sean Will, Sebastian Jimenez, Whitney Chaney, Kelcie McCafferty, Maddie Duke

Time frame: Ongoing Project

• The goal of this project is to update the test prep packet offered by ABA Tech as preparation for the BCBA® exam from the 4th edition standards to the 5th edition standards. The first phase of the project involved reviewing the current content in the course offerings provided by ABA Tech for the 4th edition standards. Content gathered from course offerings was then compared to the 5th edition standards to identify content that was still relevant and content that would need to be created. During the second phase, relevant content was organized by the task list item that it was related to and edited, if necessary, to more closely match the task list item. The third phase involved writing new questions for the items in the 5th edition task list that required additional content. Once the new questions were written and organized, feedback for correct and incorrect answers was created for each question. This process has been restarted for the 6th edition Task List being released in 2025.
• Activities list:
  • Stakeholder/Client meeting & needs assessment (F-1, H-9)
  • Writing task list specific questions (entire task list)
  • Providing feedback (I-5)
  • Implementing feedback (I-5)
  • Creating graphs (C-10)
• Project participants were exposed to items from each section of the BACB® Task List (5th ed.) and were expected to identify questions that related to each task list item, generate new questions that related to the task list, and write feedback for questions all based on the empirical literature for behavior analysis. Participants were asked to meet with key stakeholders to determine needs, meet needs, and receive and implement feedback.
   

Client Name: ABA Technologies Inc.

Project Lead: Shauna Costello

Project Contributor(s): Evelyn Kendall, Abigail Petronelli, Ellee Chin, Vincent Bello, Victoria German, Sebastian Jimenez, Megan Galban, Whitney Chaney, Kelcie McCafferty, Maddie Duke

Time frame: Ongoing project

• The goal of this project is to communicate and collaborate with professionals in behavior analysis and related fields by disseminating the science of behavior to consumers and the general public. Project contributors are encouraged to look for topics in the fields of Applied Behavior Analysis (ABA) and Organizational Behavior Management (OBM) that interest them and to write blogs that communicate the topic effectively in non-academic or laymens terms. It is imperative that students gain the skills necessary to speak to a non-behavior analytic audience, as it is part of our experience standards, ethical code, and also the main mission of ABA Technologies.
• Activities List:
  • Researching behavior analytic literature (F-1)
  • Writing and revising blogs related to behavior science and practice (A-5, B-5, I-5)
  • Collaborating with professionals of similar and related fields (H-9)
  • Previous blog posts have contained topics related to several sections of the BACB® Task List (5th ed.) sections A, B, C, E and F
     

Client Name: ABA Technologies CSF Group

Project Lead: Sebastian Jimenez and Megan Galban

Project Contributor(s): Victoria German

Time frame: Dec 2021 - present

• The goal of this project is to update the CSF page on the ABA Technologies website to demonstrate how the past and current projects of CSF students relate to the BACB® Task List (5th ed.). By continuously referencing the task list, project contributors become more fluent in identifying how their activities and projects are behavior analytic in nature and providing a rationale.
• Project activities included identifying past and present projects that were initiated or supported by CSF students. Projects were described in terms of their relevant activities, the general steps required to complete the project, and the project goals. The goal of this project is to generate a living document that tracks current projects.
• Activities List:
  • Compiling the list of previously completed projects and ongoing projects (F-1)
  • Reviewing the task list and identifying corresponding task list items to the activities conducted
     

Client Name: ABA Technologies, Inc.

Project Lead: Maddie Duke, Kelcie McCafferty  

Past Project Leads: Victoria German, Megan Galban

Project Contributor(s): Sebastian Jimenez, Abigail Petronelli

Time frame: Summer 2021 - present

• The goal of this project was to disseminate applications of behavior-analytic practices to listeners of ABA Technologies’ “Operant Innovations” podcast (A-5, E-1, E-6). 
• Some topics were Esports, consulting at Alula, instructional design, OBM, and supervision.
• The students on the project recruited, coordinated with, and interviewed professionals outside of the field of behavior analysis (E-4). 
• The students on the project also recruited and interviewed professionals within the field of behavior analysis to disseminate information (E-6)

Client Name: ABA Technologies

Project Lead: Victoria German

Project Contributor(s): Kelcie McCafferty

Time Frame: Fall 2021-Present

• The goal of this project was to evaluate the present process for blog post submission to identify a new process to involve more staff across departments in blog writing contributions. 
• Activity List:
  • Consulted with the marketing team to pinpoint relevant goals and identify the current process (F-1, H-1).
  • Collaborating with company leadership to foster value-building in the company for blog writing (H-9).
  • Developing a training for company-wide distribution to employees (I-2).
     

Client Name: ABA Technologies

Project Lead: Kelcie McCafferty and Maddie Duke

Project Contributor(s): Kelcie McCafferty, Maddie Duke, Whitney Chaney

Time frame: February 2022 - Present

• Goal of this project is to develop a self-guided training program to primarily address negative self-talk with CSF students. Future goals include presenting the project to the instructional design team as a product for others to use. 
• Task List Items:
  • Describe and explain behavior from the perspective of radical behaviorism by applying behavioral perspectives to traditionally mentalistic concepts. (A3)
  • Define and provide examples of behavior, response, and response class (B1)
  • Define and provide examples of respondent and operant conditioning. (B3)
  • Define and provide examples of discrimination, generalization, and maintenance (B7).
  • Define and provide examples of stimulus control. (B10).
  • Establish operational definitions of behavior (C-1).
  • Distinguish among direct, indirect, and product measures of behavior (C-2).
  • Measure temporal dimensions of behavior (C-4)
  • Select measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording (C-9).
  • Interpret graphed data (C-11).
  • Determine the need for behavior-analytic services (F-2).
  • Identify and prioritize socially significant behavior-change goals (F-3).
  • State intervention goals in observable and measurable terms (H-1).
  • Identify potential interventions based on assessment results and the best available scientific evidence (H-2).
  • When a target behavior is to be decreased, select and acceptable alternative behavior to be established or increased (H-4).
  • Completed a literature review of the common interventions and symptoms of negative-self talk, burnout, and imposter syndrome. (F-1)
  • Completed a survey that will be delivered to students that will identify most common concerns within the group to guide selection of first training to be implemented within the CSF team. (H2)
  • Currently creating guided activities and trainings with surveys to aid selection of most relevant resources and interventions based on individual needs and preference. (H2)
     

Client Name: ABA Technologies

Project Lead: Maddie Duke

Project Contributor(s): Kelcie McCafferty, Whitney Chaney

Time frame: June 2022-Present

• The goal of this project is to evaluate previous CEs to find valuable information that can be reused and disseminated as podcasts to bring in continued revenue to ABA Tech and provide educational resources from prominent members of the field.
• Activities:
  • Reviewing previous CEs to evaluate relevance based on the most current research (E-2, E-3, E-6, F-1, H-2)
  • Writing, reviewing, and/ or updating active student responding questions (A-3, Section B, F-1, E-6, E-4)
  • Preparing materials for publication and dissemination (E-6, F-1, F-3, H-8)