(REC) Nobody Learns in 5 hours or Less a Week

It is clear that users of behavioral services are no longer accepting of unrealistic expectations for minimum number of hours of services being comparable with a full-time job. As our consumer base has begun to share their views on the total number of hours, format of service delivery, common methods for addressing choice from learners, and methods for target selection of services in general- the field of behavior analysis has been quickly asking difficult questions about technological packages of services. One such area that has been receiving attention lately is, how does the field select the total number of hours of services and what are the conditions to reduce or remove behavioral services. There are multiple attempts to address these concerns, to address consumer demands and target concerns of capacity for services in general my colleagues and I have created a service model called the genArete Learning Center that is framed from a tiered approach to behavioral services. The current presentation will share multiple rejected projects, including single subject comparisons of learning outcomes versus treatment as usual, glimpses at a framework for building meaningful committed action skills, and a logic of comprehensive skills assessment that is learner value aligned. Barriers for alternative clinical models will be discussed along with guidance for those who aim to disseminate clinical findings through the established scientific channels.

Learning Objectives:

• The Participant will be able to describe current research on comprehensive behavioral services in accordance with dosage and time frames.
• The participant will be able to describe the ambiguity of terminal outcomes for comprehensive behavioral services.
• The Participant will be able to state key strategies to formulate clinical services focused on tiered approaches to services.
• The Participant will be able to identify critical features of outcome monitoring when using non-traditional service delivery platforms.
• The participant will be able to state essential reasons to include values aligned criterion for assessment comparisons.

PRESENTERS: Mark Malady

Mark is an autistic behavior analyst who has spent the last 10 years working with learners with various abilities from 2 to 90 years old. Mark specializes in instructional control, functional living skills, direct implementation of evidence- based approaches to learning, and theoretical approaches to working with learners with diverse abilities. Under his role as Director of Learning Systems at HSI/WARC for the last 3 years he has assisted in the development of multiple curricula including those regarding: career readiness, para-professional instruction, rapid skill building and pre-transition employment. Mark envisions a service of support options for all learners that expand the potential of individual humans to allow them to have meaningful experience through formalized supports using the science of behavior analysis to its fullest potential.