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\nDana Reinecke, PhD, BCBA-D, LBA  \nMassABA 2019  \nProcess and Flow of Supervision  \nAssessment of Time  \n\n| Restricted Activities | Unrestricted Activities | Unacceptable Activities |\n| --- | --- | --- |\n| Delivery of\u003Cbr>therapeutic and instructional\u003Cbr>procedures | Observation and data collection | Meetings with little behavioral content |\n|  | Training staff and caregivers | Non-behavioral interventions |\n|  | Conducting assessments | Non-behavioral administrative work |\n|  | Meeting with clients | Non-behavioral trainings |\n|  | Behavior-analytic assessment | Non-behavioral assessments |\n|  | Data graphing and analysis |  |\n|  | Researching literature |  |\n|  | Writing/revising programs |  |\n\nLanguage taken from Behavior Analyst Certification Board (2018) . BCBA/BCaBA Experience Standards.  \n[https://www.bacb.com/wp-content/uploads/BACB_Experience-Standards_190213.pdf](https://www.bacb.com/wp-content/uploads/BACB_Experience-Standards_190213.pdf)  \nSample Unrestricted Activities  \nObservation and data collection  \n• Conduct IOA on client program(s), compare results, retrain staff or refine data collection system  \n• Conduct treatment integrity checks across staff and/or parents  \n• Observe client and take ABC data  \n• Use varied data collection methods for the same target behavior, summarize results and compare to true values  \n• Design data sheets, including operational definitions, directions for use, explanation of measurement system  \n• Create time sampling data collection system, take baseline data, summarize results, determine appropriate interval, train staff on system  \n• Graph ongoing data, interpret results and present to staff, parent/guardian, professional staff both written and orally  \n• Summarize trials to criterion data to determine skill acquisition rate, present to staff, parent/guardian, professional staff both written and orally  \nTraining staff and caregivers  \n• Review relevant literature on caregiver staff/training  \n• Review BST literature and develop plan to implement  \n• Review performance feedback literature  \n• Develop a hands-on training using BST and performance feedback for staff/caregivers  \n• Develop and deliver a formal presentation and materials on a selected topic  \n• Conduct IOA on client program(s), compare results, retrain staff/caregiver or refine programming  \n• Conduct treatment integrity checks across staff/caregiver and deliver feedback  \nConducting assessments related to the need for behavioral intervention  \n• Case/record review  \n• Conduct formal and informal skill assessments  \n• Parent/teacher/caregiver interview  \n• Observe client in natural setting  \n• Review current programming  \n• Summarize assessment results in written report  \n• Present findings to stakeholders  \n• Review literature for interventions to target identified skills  \nMeeting with clients about behavior-analytic programming and services  \n• State intervention goals in observable and measurable terms that are understandable to the client/stakeholders  \n• Interview stakeholders to determine priorities for goals  \n• Conduct relevant assessments and review results with client/stakeholders  \n• Use assessments to determine needs for service and make recommendations  \n• Identify potential interventions based on assessment results and the best available scientific evidence  \n• Discuss the risks and benefits of interventions with clients/stakeholders  \n• Recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity  \n• Make data-based decisions about the effectiveness of the intervention and the need for treatment revision  \nConducting behavior-analytic assessments  \n• Review the literature about the assessment procedure/tool  \n• Functional behavior assessment  \n• Functional analyses  \n• Stimulus preference as","cbCaia8B9xPGQBMS","https://ap.wps.com/l/cbCaia8B9xPGQBMS","pdf",182360,"English","# I Need Unrestricted Hours!\n## Using the Task List to Meet the Increased Required Time\n## Process and Flow of Supervision\n## Assessment of Time\n## Restricted Activities vs Unrestricted Activities vs Unacceptable Activities\n## Sample Unrestricted Activities\n### Observation and data collection\n### Training staff and caregivers\n### Conducting assessments\n### Meeting with clients\n### Conducting behavior-analytic assessments\n### Data graphing and analysis\n### Motivating operations\n### Verbal operants\n### Time sampling\n## Summary Feedback","[{\"question\":\"What is the document’s main purpose?\",\"answer\":\"To explain how to use a task list to meet increased required time by identifying which activities count as unrestricted hours in behavior-analytic practice.\"},{\"question\":\"How does the document distinguish unrestricted activities from restricted and unacceptable activities?\",\"answer\":\"It provides a comparison table listing characteristics of restricted activities, allowed unrestricted activities (such as observation, training, assessments, data analysis), and examples of unacceptable activities that lack behavioral content or are non-behavioral duties.\"},{\"question\":\"What types of tasks are included as sample unrestricted activities?\",\"answer\":\"Examples include observation and data collection, training staff and caregivers, conducting skill assessments, meeting with clients about programming, conducting functional behavior assessments, graphing and analyzing data, addressing motivating operations and verbal operants, and performing time sampling.\"}]","I Need Unrestricted Hours! - Using the Task List to Meet the Increased Required Time | PDF",1789916379,13]