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Worksheet For Evaluating The Social Significance of Potential Target Behaviors

This document provides a worksheet for evaluating the social significance of potential target behaviors for behavior intervention. The worksheet contains considerations such as whether the behavior will be reinforced after intervention ends, whether it is necessary for more complex skills, and whether it increases access to other important behaviors. Raters are asked to assess each consideration as yes, no, or unsure, and provide comments. The goal is to identify behaviors that are socially significant and appropriate to target in behavior intervention.

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José Paz
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2K views1 page

Worksheet For Evaluating The Social Significance of Potential Target Behaviors

This document provides a worksheet for evaluating the social significance of potential target behaviors for behavior intervention. The worksheet contains considerations such as whether the behavior will be reinforced after intervention ends, whether it is necessary for more complex skills, and whether it increases access to other important behaviors. Raters are asked to assess each consideration as yes, no, or unsure, and provide comments. The goal is to identify behaviors that are socially significant and appropriate to target in behavior intervention.

Uploaded by

José Paz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Worksheet

for Evaluating the Social Significance of Potential Target Behaviors




Client’s/Student’s Name ________________________________________ Date ____________

Person Completing Worksheet ____________________________________________________

Rater’s Relationship to Client/Student ______________________________________________

Behavior ____________________________________________________________________

Considerations Assessment Rationale/Comments
Is this behavior likely to produce
reinforcement in the client’s
natural environment after Yes No Not Sure
intervention ends?
Is this behavior a necessary
prerequisite for a more Yes No Not Sure
complex and functional skill?
Will this behavior increase the
client’s access to environments
where other important Yes No Not Sure
behaviors can be acquired and
used?
Will changing this behavior
predispose others to interact
with the client in a more Yes No Not Sure
appropriate and supportive
manner?
Is this behavior a pivotal
Yes No Not Sure
behavior or behavioral cusp?
Is this an age-appropriate
Yes No Not Sure
behavior?
If this behavior is to be reduced
or eliminated from the client’s
repertoire, has an adaptive and Yes No Not Sure
functional behavior been
selected to replace it?
Does this behavior represent the
actual problem/goal, or is it only Yes No Not Sure
indirectly related?
Is this “just talk,” or is it the real
Yes No Not Sure
behavior of interest?
If the goal itself is not a specific
behavior (e.g., losing 20 lbs.),
Yes No Not Sure
will this behavior help achieve
it?
Summary notes/comments:





nd
Source: From Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2 ed.) (p. 57). Upper
Saddle River, NJ: Pearson.

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