PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Test

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Test:

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Introduction

Behavior analytical skill evaluations are the most widely utilized test category in the discipline of Applied Behavior Analysis (ABA). Three tests have become the most known to me as a registered behavior technician (RBT). These tests measure a variety of skills for kids with autism spectrum disorder diagnoses. The Verbal Behavior Milestone evaluation and Placement Program (VBMAPP) is the initial evaluation that will be examined. The Assessment of Basic Language and Learning Skills, Revised (ABLLS-R) is the second assessment. The Motivation evaluation Scale (MAS) is the third evaluation. Every evaluation is important for both the first intake and ongoing treatment that is given (Dowdy et al., 2021).

Related Assessments:

PSY FPX 7711 Assessment 1

PSY FPX 7709 Assessment 1

Objective of Content, Skills, and/or Constructs Testing

 The five components of the Assessed Verbal conduct Milestone Assessment and Placement Program (VBMAPP) are used to measure verbal conduct. This evaluation examines verbal behavior deficiencies in children with autism spectrum disorder and tracks their development throughout the course of a treatment plan. Based on the developmental milestones reached by typically growing youngsters, VBMAPP is split into three developmental levels.

Level 1 evaluates early mand, touch, social, visual-perceptual, match-to-sample, autonomous play, motor imitation, echoic, and early mand behavior in addition to spontaneous vocal activity (Hagopian, 2020). The skills from level 1 are expanded upon and continued in level 2. In addition, listener response by function, feature, and class, intraverbals, classroom/group procedures, and language proficiency are assessed at Level 2 . Level 3 evaluates pre-academic behaviors in reading, math, and writing while building on the abilities addressed in Level 2. 

Both clinical and educational contexts make use of the VBMAPP. For those with autism spectrum disorder and other developmental difficulties, it is utilized to set linguistic goals and act as an aim. The Assessment of Basic Language and Learning Skills—Revised (ABLLS-R) is a curriculum guide, progress tracking tool, and criterion-referenced assessment (Jimenez‐Gomez & Beaulieu, 2022).

ABLLS-R is primarily concerned with language development and skill areas; social, play/leisure, academic, everyday life, and motor skills are all priorities. The ABLLS-R is very popular, however there isn’t much empirical evidence to support its psychometric qualities .The Motivation Assessment Scale (MAS) is a tool for evaluating problem behaviors and language development. Understanding a person’s motivations helps to shape interventions. The goal of MAS is to modify the surroundings or impart knowledge on how to convey personal demands in a way that is more efficient and fruitful (Dixon et al., 2020).

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Test

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Sampling Techniques, Normative Sample, and Target Population

Rather than being a nominal assessment, the VBMAPP is a criterion-referenced assessment. A score obtained from an individual both before and after treatments have been implemented makes up a criterion-reference evaluation. The individual’s progress is then evaluated by comparing the scores from the initial assessment to the follow-up evaluation. Children up to two years old have their language and social skills milestones evaluated with the VBMAPP. Rather than being a nominal assessment, the ABLLS-R is a criterion-referenced assessment. The evaluation does not contrast a child’s development with that of other child groups. The ABLLS-R skill sequence is derived from the observation of one hundred language-impaired children.

Individual children may proceed through skills differently; educators should not strictly adhere toa particular sequence when determining appropriate goals (Rodgers et al., 2021). The intended population is children with autism spectrum disorder or language delays between the ages of 3 and 9 years old. The MAS assessment is a norm-referenced assessment, it does not have a normative sample. The intended population is any individual with developmental delays and language impairments. The MAS assessment serves as a tool for BCBA’s to utilize in order to construct a behavior intervention plan that focuses on determining whether the function of a behavior is sensory, escape, attention, or tangible.

Test of User Training, Knowledge, and Skills

Since being able to speak successfully is crucial for day-to-day functioning, verbal conduct is the main focus of these three behavior analytic tests. The tests are designed to be easily used by practitioners in the field of ABA to help with both initial and ongoing assessments. It is crucial to make sure that experts who are proficient in delivering the VBMAPP are performing the evaluation when it is done. To appropriately create the assessment environment and evaluate the verbal operant conditioning, the administrators must understand the functional relationship between the speaker’s surroundings and their verbal conduct. 

The purpose of the ABLLS-R assessment tool is to help parents and professionals create learning objectives, especially those related to language skills, and to obtain information about the child’s current ability level. Parents, teachers, or therapists can conduct interviews with people who are familiar with the kid and see the child’s skills directly to perform the assessment (Xie et al., 2021).It appears that the MAS evaluation is the easiest instrument to use; it takes little to no training, and interpreting the results is simple. The publisher website, Monaco & Associates, nc., states that therapists, educators, and other professionals that offer therapy to those who exhibit challenging behaviors can use MAS. Those who use MAS can access online services for assistance.

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Test

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Analyzing and Differentiating the Three Exams

While creating a behavior intervention plan for kids and teenagers with autism spectrum disorder, applied behavior analysis considers each assessment that is covered and applies it to the field. The target problematic behaviors and the age at which the assessment will be administered should be taken into consideration by a BCBA when deciding which assessment to use. The two assessments that share the most similarities are the VBMAPP and the ABLLS-R; they both concentrate on verbal behavior. ABLLS-R and VBMAPP vary in that ABLLS-R does not assess a child’s development in relation to that of typically developing youngsters.

The primary focus of MAS assessment is the motivation underlying the behaviors that are taking place (Padilla et al., 2022). These tests can be given using a testing kit, provided the person giving the test is proficient in applied behavior analysis verbal behavior. The evaluation that will be used the most going forward in this course is the VBMAPP. In order to make that the family and child are receiving services and that accessible resources are being used effectively, a number of components of the VBMAPP will be measured.

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Test

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References

Dixon, M. R., Hayes, S. C., Stanley, C., Law, S., & al-Nasser, T. (2020). Is Acceptance and Commitment Training or Therapy (ACT) a Method that Applied Behavior Analysts Can and Should Use? The Psychological Record, 70(4), 559–579. https://doi.org/10.1007/s40732-020-00436-9

Dowdy, A., Peltier, C., Tincani, M., Schneider, W. J., Hantula, D. A., & Travers, J. C. (2021). Meta‐analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.862

Hagopian, L. P. (2020). The consecutive controlled case series: Design, data-analytics, and reporting methods supporting the study of generality. Journal of Applied Behavior Analysis, 53(2), 596–619. https://doi.org/10.1002/jaba.691

Jimenez‐Gomez, C., & Beaulieu, L. (2022). Cultural responsiveness in applied behavior analysis: Research and practice. Journal of Applied Behavior Analysis, 55(3). https://doi.org/10.1002/jaba.920

Padilla, K. L., Weston, R., Morgan, G. B., Lively, P., & O’Guinn, N. (2022). Validity and Reliability Evidence for Assessments Based in Applied Behavior Analysis: A Systematic Review. Behavior Modification, 014544552210981. https://doi.org/10.1177/01454455221098151

Rodgers, M., Simmonds, M., Marshall, D., Hodgson, R., Stewart, L. A., Rai, D., Wright, K., Ben-Itzchak, E., Eikeseth, S., Eldevik, S., Kovshoff, H., Magiati, I., Osborne, L. A., Reed, P., Vivanti, G., Zachor, D., & Couteur, A. L. (2021). Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis. Autism, 25(4), 136236132098568. https://doi.org/10.1177/1362361320985680

Xie, B., Liu, H., Alghofaili, R., Zhang, Y., Jiang, Y., Lobo, F. D., Li, C., Li, W., Huang, H., Akdere, M., Mousas, C., & Yu, L.-F. (2021). A Review on Virtual Reality Skill Training Applications. Frontiers in Virtual Reality, 2. https://doi.org/10.3389/frvir.2021.645153

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Test

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