A.

Measurement
A-1: Prepare For Data Collection
Data Collection-​ ​The process of ​recording​ information regarding behaviors. These
behaviors can include behaviors we want to decrease (aggression, screaming, tantrums,
pinching, self- injury, etc.) or behaviors we want to increase (requests, reading, counting,
etc.)
Cumulative Records- T ​ he ​cumulative record​, used in operant experiments, is a graphic
record​ which emphasizes the rate of performance or its frequency.
Mass Trials-​ ​ ​Asking the target multiple times in a repetitive manner.
A-2: Implement Continuous Measurement Procedures
Continuous Measurement-​ ​Records every possible behavioral occurrence.
Frequency-​ ​Cycles per unit time, or a count (usually of behavior) divided by the time
during which it occurred.
Duration-​ ​A measure of the total time that the behavior occurs.
Rate-​ ​The number of times something occurs within a specified time period. ​Rates​ of
behavior are often reported in "responses per minute," "responses per hour," or "responses
per day."
Latency- ​The elapsed time from the onset of a stimulus to the time that the response
started
Inter Response Time (IRT)-​ ​The amount of time between consecutive occurrences of
a response.

A-3: Implement Discontinuous Measurement Procedures

Discontinuous Measurement-​ ​dividing an observation into intervals and recording
whether a behavior occurred during some or all of each interval (i.e., interval recording) or at
the exact time of observation (i.e., momentary time sampling; MTS)
Partial Interval Recording-​ ​Record whether the behavior happened at any time during
the ​interval​. Tends to underestimate high-frequency behavior and overestimate duration.
Whole Interval Recording-​ ​At the end of each ​interval​, it is ​recorded​ if the behavior
happened during the ​whole interval​.
Momentary Time Sampling-​ ​you look up immediately at pre-designated points and
notice whether the behavior is occurring at that precise moment.
A-4: Implement Permanent-Product Recording Procedures
Permanent Product-​ ​The real or concrete objects or outcomes that result from a
behavior
A-5: Enter Data and Update Graphs
Accelerating Trend-​ ​Overall increase in responding, which will be reflected by an
increased value being recorded on the Y axis (dependent variable) on the most recent data
points.
Decelerating Trend-
Validity-​ ​Directly relevant to what is being measured and to the reasons for
measuring it
Reliability-​ ​A measure of the degree to which observers are consistently applying a
valid and accurate system.
 Graphs are used:
1. To track client progress.
2. To engage in data-based decision making.

x-axis = time
y-axis = what your measuring (the data)
A-6: Describe Behavior and Environment in Observable and Measurable Terms
Response Definition-​ ​Refers to environmental conditions or stimulus changes that
exist or occur prior to the behavior of interest.
Topography:​ What the behavior looks like? *​Behaviors will look different from
person-to-person.​*

Make sure behavior is observable and measurable where everyone can understand.
-duration
-criterion
-behavior definition

Example: Learner engaged in kicking (making contact with an object or individual) for 2
minutes during 2 hour home session.

B. Assessment
B-1: Conduct Preference Assessments
Preference Assessments-​ ​A structured method to identify highly ​preferred​ items or
actions that can be used as reinforcers to keep motivation levels high
Multiple Stimulus (MS) Preference Assessment-
Multiple Stimulus Without Replacement (MSWO) Preference Assessment-
Generates a ranked order list of ​preferences​ for a specific. individual. MSWO ​assessments
allow the student to rank stimuli that are most ​preferred​ among an array of options.
Free Operant (FO) Preference Assessment-​ ​ A brief ​assessment​ involving
free​ access to a variety of stimuli. Several items are placed in the environment and the
duration of engagement with each item is recorded as an index of relative ​preference​.
Paired Choice (PC) Preference Assessment- ​ The teacher places two items
(usually toys or edibles) in front of the child, and allows him or her to select one. After the
child plays with or consumes the item, the teacher presents another trial of two items.
B-2: Assist with Individualized Assessment Procedures
Social Skills Assessment-​ ​Identify ​skills​ that will be the direct target of the
intervention and to monitor the outcomes of the ​social skills​ program. The ​evaluation
details both the strengths and needs of the individual related to ​social​ functioning.
Curriculum Based Assessment-​ ​An ​evaluation​ process that makes use of academic
content selected directly from the material taught. This is a form of criterion-​referenced
assessment​ that connects ​evaluation​ with instructional programs by informing teachers of
both student progress and learning challenges.
Developmental Assessment-​ ​ ​For children under age 3 is an attempt to ​assess
various aspects of the child's functioning, including areas such as cognition, communication,
behavior, social interaction, motor and sensory abilities, and adaptive skills.
 ABLLS-R-​ ​The ​Assessment​ of Basic Language and Learning Skills- Revised (The
ABLLS​-​R​) is a skills-based system of ​assessment​, curriculum, and tracking system that
addresses the basic language and functional skills of an individual with autism and other
developmental delays.
B-3: Assist with Functional Assessment Procedures
Functional Analysis-​ ​Used to identify the environmental context in which aberrant
behavior is likely and unlikely to occur. Similar to a descriptive ​analysis​, ​functional
analyses​ evaluate the antecedents and consequences that maintain problem behavior.
5 phases of functional assessment:
1. Screening and general disposition
2. Defining and generally quantifying problems or desired achievement criteria
3. Pinpointing the target behaviors to be treated
4. Monitoring progress
5. Following up

Types of functional assessments:​ interviews, checklists, standardized tests, direct

observations

Reinforcer Assessment-​ ​Sometimes called a preference ​assessment​, is a strategy

that can be used by classroom teachers to determine the items, activities, and events that a
student finds reinforcing.
Types of Reinforcement:
Fixed Ratio-​ R​einforcement should be delivered after a constant or “​fixed​”
number of correct responses. For ​example​, a ​fixed ratio​ schedule of 2 ​means
reinforcement is delivered after every 2 correct responses.
Fixed Interval-​ ​The first behavior is reinforced after a specific or “​fixed​”
amount of time has passed.
Variable Ratio-​ ​An average number of behaviors must occur before
reinforcement is provided.
Variable Interval-​ ​A response is rewarded after an unpredictable amount of
time has passed, which is the opposite of a ​fixed​-​interval​ schedule. This schedule produces
a slow, steady rate of response.

C. Skill Acquisition
C-1: Identify the essential Components of a Written Skill Acquisition Plan
Skill Acquisition Plan-​ ​Written ​plan​ which is developed by the Behavior Analyst that
contains information about behavior programming for the purposes of teaching certain ​skills​.
Essentials:
Materials
Long Term Goal
Short Term Goal
Learn Unit
Response Definition
Antecedent
Consequence
C-2: Prepare for the Session as Required by the Skill Acquisition Plan
Verbal Behavior-​ ​A method of teaching language that focuses on the idea that a
meaning​ of a word is found in their functions.
Tact-​ ​The ​tact​ is a form of verbal behavior where the speaker sees, hears,
smells, tastes something and then comments about it. The ​tact​ is often associated with
expressive labels.
Mand-​ ​A request for something wanted or needed, or a request to end
something undesirable.
Echoic-​ ​A form of verbal behavior where the speaker repeats the same
sound or word that was said by another person, like an echo.
Intraverbal-​ ​A form of verbal behavior where the speaker responds to
another's verbal behavior (e.g. like in a conversation). ​Intraverbal​ behavior is the most
complex verbal behavior to teach.

C-3: Use Contingencies of Reinforcement

ABC’s
Antecedent-​ ​The events, action(s), or circumstances that occur immediately
before a behavior.
Behaviors-​ ​Refers to skills and actions needed to talk, play, and live.
Consequences- T ​ he action(s) or response(s) that immediately follows the
Behavior
Intermittent Reinforcement Schedule (INT)- ​When reinforcement is delivered ONLY
some of the time the target behavior is displayed.
Continuous Reinforcement Schedule (CRF)- ​When reinforcement is delivered EACH
time the target behavior is displayed.
Ex: Maggie gets a sticker each time she responds to a question correctly.
Fixed Ratio- ​Reinforcement occurs after a certain number of times a behavior is
displayed. Example: Josh is on a FR4 reinforcement schedule for completing discrete trials.
He gets to watch a video clip after 4 correct responses.
Fixed Interval- ​Reinforcement for a behavior after a fixed amount of time has passed.
Example: Sergio gets to play a video game for 5 minutes after 10-minute intervals (FI10) he
studies his math.
Variable Ratio- R​ einforcement after the behavior is displayed an average number of
times. Example: Jasmine is on a VR5 schedule for matching colored objects. She got
reinforcement after 3 correct responses, then 7, then 5.
Variable Interval-​ Reinforcement after behavior is displayed an average length of
time. Example: Jack is on a VI4 schedule for reinforcement for sustained play interactions
with a peer. He got reinforcement after playing for 2 minutes, then 6 minutes, then 4 minutes.
C-4: Implement Discrete-Trial Teaching Procedures
Discrete Trial Training (DTT)-​ ​A method of teaching in simplified and structured
steps. Instead of teaching an entire skill in one go, the skill is broken down and “built-up”
using discrete trials that teach each step one at a time
C-5: Implement Naturalistic Teaching Procedures
 Incidental Teaching (IT)-​ ​A strategy to provide structured learning opportunities in the
natural environment by using the child's interests and natural motivation. Also known as
naturalistic teaching.
Pivotal Response Training (PRT)-​ P ​ lay based therapy
C-6: Implement Task Analyzed Chaining Procedures
Task Analysis-​ ​The process of breaking a skill down into smaller, more manageable
components.
Total/Whole Task Teaching-​ ​Completing the entire sequence and receiving
reinforcement at the end of the completed ​task chain​.
Forward Chaining- T ​ he child learns how to complete the first step of the task
independently. Then, the parent or ​ABA​ therapist prompts the child for each subsequent
task.
Backwards Chaining-​ ​You start with requiring the learner to complete the last step of
the task analysis. This ​means​ that you will perform all the preceding steps either for or with
the learner and then begin to fade your prompts with the last step only.
C-7: Implement Discrimination Training
Discrimination Training-​ ​Reinforcing a behavior (e.g., pecking) in the presence of one
stimulus but not others.
C-8: Implement Stimulus Control Transfer Procedures
Stimulus Control Transfer-​ ​Techniques in which prompts are discontinued once the
target behavior is being displayed in the presence of the discriminative ​stimulus​ (Sd).
Prompt fading and prompt delay are used in ​stimulus control transfer​ procedures.
C-9: Implement Prompt and Prompt Fading Procedures
Prompting-​ ​Providing assistance or cues to encourage the use of a specific skill.
Verbal- I​ nvolves telling the learner the answer, giving a ​verbal​ cue, such as,
the beginning sound of the answer, and/or giving the direction more than once.
Gestural-​ ​Any type of ​gesture​, such as nodding the head or pointing to an
object, is considered a ​gestural prompt​.
Modeling-​ involves the teacher demonstrating the ​prompt​ first and then
asking the client to repeat the task or skill.
Positional-​ ​Involves the instructor placing the correct response closest to the
learner or in a manner that assists in giving information about the answer.
Visual- ​A picture or cue that the student sees which provides information
about the correct answer.
Full Physical-​ ​Also known as hand-over-hand assistance, involves physically
guiding the client's hands to ​complete​ the skill.
Partial Physical-​ ​Still provides guided assistance, but only when necessary.
Prompt Fading-​ ​The process of systematically reducing and removing ​prompts​ that
have been paired with an instruction, allowing the student to independently respond
correctly.
Stimulus Fading-​ ​Introducing or altering a new element, such as color, intensity, or
size, to the target ​stimulus​, which is gradually ​faded​ by reducing its intensity or components
Satiation-​ ​Refers to having too much. If the same reinforcer is used over and over
again, it will lose it's reinforcing value.
 Deprivation-​ An establishing operation that increases the effectiveness of the
reinforcer and the rate of behavior that produced that reinforcer in the past
C-10: Implement Generalization and Maintenance Procedures
Generalization-​ ​The ability for a student to perform a skill under different conditions
(stimulus ​generalization​), the ability to apply a skill in a different way (response
generalization​), and also to continue to exhibit that skill over time (maintenance).
Environment
People
Situations
Position Bias-​ ​The tendency of users to interact with items on top of a list with higher
probability than with items in a specific location or position, regardless of the items' actual
relevance.
Maintenance-​ Being able to keep a skill over time especially after the skill is no
longer being targeted in treatment or intervention.
C-11: Implement Shaping Procedures
Shaping-​ ​A ​process​ used in teaching in which a behavior or skill is gradually taught
by differentially reinforcing successive approximations to the behavior that the teacher wants
to create.
C-12: Implement Token Economy Procedures
Token Economy-​ ​A ​system​ of contingency management based on the systematic
reinforcement of target behavior. The reinforcers are symbols or ​tokens​ that can be
exchanged for other reinforcers.

D. Behavior Reduction
D-1: Identify Essential Components of a Written Behavior Reduction Plan
​ escribes what the behavior or behaviors
Operational definitions of target behaviors- d
of interest look like in a way that is observable, measurable, and repeatable. A behavior has
validity only if it enables observers to capture what the behavior is and what it is not.
Antecedent modifications- ​Also referred to as ​antecedent​-based intervention, is to
decrease the likelihood of problem student behavior by making adjustments to the learning
environment prior to the occurrence of problem behavior and clearly ​defining
appropriate/expected behaviors.
Hypothesis of the Function of Behavior
Replacement behaviors- A ​ ​behavior​ you want to ​replace​ an unwanted target
behavior​. Focusing on the problem ​behavior​ may just reinforce the ​behavior​,
especially if the consequence (reinforcer) is attention. It also helps you teach the
behavior​ that you want to see in the target ​behavior's​ place.
Consequence modifications-
Create Crisis Intervention Plan
Implementation Procedures
Generalization Procedures
Maintenance Procedures

1) Operational definitions of target behaviors

2) Antecedent modifications
 3) Replacement behaviors
4) Consequence modifications
5) Persons responsible
6) Emergency measures
7) Function of behavior

ORACPEF
D-2: Describe Common Functions of a Behavior
Tangible-​ ​The function any time a behavior is reinforced by an individual engaging in
behavior to gain access to something physical. Tangibles can be toys, food, or even
something that doesn't seem very fun.
Escape-​ ​Behavior that is reinforced by getting out of an aversive situation.
Attention-​ T
​ he individual behaves to get focused ​attention​ from parents, teachers,
siblings, peers, or other people that are around them. EXAMPLE: Child whines until parent
attends to them.
Sensory Stimulation

SEAT

Undifferentiated-
Social Positive- g​ etting attention or access to something
Social Negative-e ​ scaping or avoiding someone/task/activity
Automatic Positive- s​ timulating the senses (without social attention)
Automatic Negative- ​attenuating pain (without social attention)
D-3: Implement Interventions Based on Modification of Antecedents such as
Motivation Operations and Discriminative Stimuli
Antecedent Interventions- i​ nvolves altering the environment before the behavior of
concern occurs, with the goal of preventing it from occurring.
Reinforcement-​ ​Occurs when a behavior increases because of a consequence of
either adding or subtracting something from the environment.
Conditioned Reinforcement-​ ​Occurs when a stimulus reinforces, or
strengthens, set behaviors through its association with a primary ​reinforcer​.
Unconditioned Reinforcement-​ ​Also called a primary ​reinforcer​. These are
reinforcers​ that do not need to be learned, such as food, water, oxygen, warmth and sex.
Positive Reinforcement-​ ​Involves the addition of a ​reinforcing​ stimulus
following a behavior that makes it more likely that the behavior will occur again in the future.
When a favorable outcome, event, or reward occurs after an action, that particular response
or behavior will be strengthened.
Negative Reinforcement-​ ​Occurs when a certain stimulus (usually an
aversive stimulus) is removed after a particular behavior is exhibited. The likelihood of the
particular behavior occurring again in the future is increased because of removing/avoiding
the ​negative​ consequence.
Punishment-​ ​The chances of a behavior happening again have decreased as a result
of an event that followed the behavior.
 Positive Punishment-​ ​When something is added after the behavior occurs,
and the behavior decreases.
Negative Punishment-​ ​When a certain reinforcing stimulus is removed after a
particular undesired behavior is exhibited, resulting in the behavior happening less often in
the future.
Motivating Operation-​ ​Environmental variables that: alter the effectiveness of some
stimulus, object, or event as a reinforcer, and. alter the current frequency of all behavior that
has been reinforced by that stimulus, object, or event.
Behavior Altering Effect of a Motivating Operation-​ ​Occurs when the
effectiveness of a reinforcer on the frequency of a ​behavior​ is changed by the same
motivating operation​ that maintained the current frequency of ​behavior
Discriminative Stimulus (SD)-​ ​A specific environmental event or
condition in response to which a child is expected to exhibit a particular behavior.
S-delta (SΔ)​ - ​Stimulus​ in the presence of which the behavior is not
reinforced. At first during discrimination training, the animal often responds in the presence of
stimuli​ that are similar to the SD.
Behavior Altering Effect-​ ​Occurs when the effectiveness of a reinforcer on the
frequency of a ​behavior​ is changed by the same motivating operation that maintained the
current frequency of ​behavior
Value Altering-​ ​When the effectiveness of a reinforcing stimulus, event or tangible
object is changed to either be more or less effective based on the surrounding situations, or
the result of a motivating operation.
Establishing Operations (EO)-​ ​Increases the current effectiveness of some
stimulus, object, or event as reinforcement.
Abolishing Operations (AO)-​ ​Decrease the current effectiveness of some
stimulus, object, or event as reinforcement
D-4: Implement Differential Reinforcement Procedures
Differential Reinforcement-​ ​The implementation of ​reinforcing​ only the appropriate
response (or behavior you wish to increase) and applying extinction to all other responses.
Differential Reinforcement of Incompatible Behavior (DRI)-​ ​Is a procedure in
which the teacher would identify a ​behavior​ that's ​incompatible​ with, or cannot occur at the
same time as, the problem ​behavior​. The focus is on replacing ​negative behaviors​ with
positive behaviors​.
Differential Reinforcement of Alternative Behavior (DRA)-​ ​Is the
reinforcement​ of ​behaviors​ which serve as ​alternatives​ to problem or inappropriate
behavior​, especially ​alternative​ means of communication.
Differential Reinforcement of Other Behavior (DRO)-​ ​Is a ​reinforcement
procedure in which ​reinforcement​ is delivered for any response ​other​ than a specific target
behavior​. ... ​Other​ names for this procedure include ​differential reinforcement​ of zero
occurrences or omission training.
Differential Reinforcement of Higher Rates (DRH)-​ ​Is a procedure in which a
reinforcer​ is given following a specified period of time whereby the identified targeted
behavior occurred at or above a prespecified level.
 Differential Reinforcement of Lower Rates (DRL)-​ ​Is a procedure in which the
implementer can ​lower​ the ​rate​ of a response by ​reinforcing​ fewer incidents of that
response or by ​reinforcing​ longer time intervals between incidents of the response.
D-5: Implement Extinction Procedures
Extinction-​ ​The discontinuing of a ​reinforcement​ of a previously reinforced behavior.
Extinction Burst- ​ a predictable, temporary increase in the rate and intensity of a
behavior when an extinction procedure is first used.
Spontaneous recovery-​ a behavior reappears after it has decreased or stopped
entirely during extinction procedures
D-6: Implement Crisis/Emergency Procedures According to Protocol
Prevention
Reaction
Restraints- ​ last resort when a person is a danger to self or others, discontinue
quickly as soon as safe, report to supervisor and HR department
Incident- ​anything that causes an employee or client damage, report to supervisor
immediately and contact HR department
E. Documentation and Reporting
E-1: Effectively Communicate with a Supervisor in an Ongoing Manner
-Understanding boundaries in relation to your supervisor's time and responsibilities (knowing
when it is appropriate to talk with your supervisor and when you should allow your supervisor
time to observe, analyze data, or complete other tasks).
-Knowing what situations should result in immediate or more urgent communication with your
supervisor and knowing what situations can wait until your supervisor attends session for
observation or has a meeting with you to discuss the case or client.
-Speaking respectfully and professionally.
-Accepting feedback and responding appropriately to feedback and communication from
your supervisor.
-Expressing ideas and professional opinions with healthy assertiveness while also
understanding your role in complying with your supervisor's treatment planning.
E-2: Actively Seek Clinical Direction from Supervisor in a Timely Manner
-If ABA concepts are unclear, it is important to ask the supervisor for advice and additional
training on concepts.
-Any clinical questions that need clarification or answering should be directed to the
supervisor.
E-3: Report Other Variables that Might Affect the Client in a Timely Manner
-Any new behaviors or dangerous behaviors should be documented and reported to the
supervisor and the client's parent/guardian.
-Report any incidents to the supervisor and to the client's parent/guardian.
-Consult with the client's parent/guardian (with the supervisor) about any program changes
or modifications.
-Keep clear and honest communication with the client's parent/guardian.
E-4: Generate Objective Session Notes for Service Verification by Describing what
Occurred During the Sessions, in Accordance with Applicable Legal, Regulatory, and
Workplace Requirements
 Objective Session Notes-​ ​Describing what occurred during sessions in measurable
and descriptive terms.
-Complete session notes objectively (disclosing only facts and actual
information/observation) and professionally.
-Mention setting events or factors that may have influenced the client's behaviors throughout
the session.
-Generate objective session notes so that others can be aware of what occurred during the
session.

Example: SOAP Note

S (subjective) - What the parent, guardian, or client reports. ("Parent reports that client has
not been sleeping through the night.")
O (objective) - Specifics observed during treatment. ("Client had 10 instances of
aggression.")
A (assessment) - How session went and anything that was changed during the session.
("Ran 2-hour session with DTT and NET. Lowered frequency demands due to illness and
lack of sleep.")
P (plan) - Plan for session. ("Continues with targets as directed by BCBA/ABA Supervisor.")
E-5: Comply with Applicable Legal, Regulatory and Workplace Data Collection,
Storage, Transportation, and Documentation Requirements
-Must comply with all HIPAA policies and regulations. HIPAA requires that a client's data and
paperwork and identifying information be kept confidential and protected.
-You should store client data sheets, session notes, and paperwork in a secure location. You
should always put them back after a session so that they are kept in that safe location.
-If you provide home-based services, it is imperative that you be careful when traveling with
client documentation. Be mindful of confidentiality laws.
-Carry as little client data and documents as you need while you travel. Whatever you do
travel with should be carefully stored such as by locking it in a travel briefcase and possibly even in
your truck (think of it as locking the data twice - once in the briefcase and once in the trunk).
-Important to be familiar with all state and federal laws
-Important to report any incidents that you think abuse or neglect could occur.
-No need to investigate a possible occurrence of neglect/abuse, but to report to responsible
authority agency.
-Be sure to document your observations in a professional manner in all necessary locations.
F. Professional Conduct and Scope of Practice
F-1: Describe the BACB’s RBT Supervision Requirements and the Role of RBTs in the
Service-Delivery System
B.F. Skinner-​ T ​ he experimental branch of ​behavior analysis​ began in 1938 with the
publication of ​B. F.​ ​Skinner's​ book, The Behavior of Organisms. ​Skinner​ used operant
conditioning, which uses the consequences of behavior to shape future behavior.
HIPAA-​ ​The Health Insurance Portability and Accountability Act (1996), is a ​law​ that
was developed as a ​means​ by which to protect the health care information of individuals.
Supervision-​ must occur at least 5% of 40 hours worked (about 2 hours)
 RBT Role-​ For the direct implementation of skill-acquisition and behavior-reduction
plans developed by the supervisor. May also collect data and conduct certain types of
assessments (e.g., stimulus preference assessments).
F-2: Respond Appropriately to Feedback and Maintain or Improve Performance
Accordingly.
RBT's should have active listening skills which involve listening to and
comprehending what information the supervisor provides.
Feedback is essential to ensuring that each clinical team member knows exactly
where they are excelling, and areas that they would benefit from additional support and
practice
F-3: Communicate with Stakeholders as Authorized
Focus on implementing your client's clinical program as specified by your supervisor.
You are not expected to communicate with stakeholders about anything else.
Ethical Communication:
1. Know that confidential information about the clients that you are working with will
not be given to you in order to successfully work with your client each day.
2. Extremely important for you to avoid discussing topics beyond those which are
defined in your client's Log Book; this helps to protect you!
3. It is your supervisor's job to answer any session related questions, and you should
always refer to any interested individuals to contact your supervisor.
F-4: Maintain Professional Boundaries
Avoid:
1. Dual relationships
2. Conflict of interest
3. Social media contacts

Keep professional by:

1. Never interacting in any capacity beyond your duties as an RBT.
2. Must be cautious not to develop personal relationships that cross professional boundaries.
F-5: Maintain Client Dignity
1. Informed consent - All patients, to the extent capable, have the responsibility to participate
in decisions about their health care.
2. Timely access to specialty care - All patients have the right to a reasonable choice of
providers and useful information about their provider option. We/You have to provide high
quality of services to maintain our clients.
3. Confidentiality protections - Their identity, diagnosis and treatment are protected
information under federal HIPAA laws.

Examples:
1) Never making light of a client's situation or skills, especially during
teaching situations that are personal or private (e.g. toileting, sex education).
2) Speaking respectfully of your work and client's progress.
3) Maintaining calm and professional demeanor during high-stress work activities (e.g.
working through tantrums, working on hot days).
4) Using manners and polite behaviors during session.
Questions to ask self:
1. Do I provide adequate space for privacy?
2. Do I look beyond the disability and treat the person with respect?