Use of functional assessment is recognized as essential in the treatment of severe problem behaviors of retardation. Although effective methods of teaching this concept to staff, teachers and students may vary, use of a case strategy approach to illustrate the breadth ofclinical situations seems necessary. An empirical question that needs to be addressed is: how many clinical cases need to be presented before students demonstrate competency in making clinical decisions using a functional assessment approach? The clinical decision-making choices of 10 participants from an undergraduate- level course in applied behavior analysis at Delta State University were analyzed. Participants completed 10 clinical cases presented in Stimulation in Development Disabilities: SIDD software.
|Presenter:||Mariana Coutinho (Undergraduate Student)|
|Time:||11 am (Session II)|