A comprehensive intervention plan follows a formal functional analysis or assessment (i.e., Toward a functional analysis of self-injury. B.A. Iwata, et al. 1994).
Additionally, skill deficit assessments that diagnose maladaptive development of necessary skills and other diagnostic tools (i.e., QABF) are often utilized in combination, to create a full, comprehensive treatment plan.
The individualized plan includes evidence-based strategies and tactics for teaching replacement behavior, addressing skill deficits and excesses, behavior reduction, precursor intervention, safety, antecedent control and prevention.
Often several assessment tools are used concurrently to identify strengths, weaknesses, skill gaps and/or challenges related to an individual learners current communication, language, social, academic, life and functional skill repertoires.
Each important skill domain identified in the treatment plan is formally addressed through visual analysis of data by the licensed professional.
The effects of independent variables (treatment) are assessed after each session is completed to assess ongoing progress.
Evaluation of the effects of the independent variables upon the dependent variables (behavior) are conducted after each session by the licensed professional.
Therefore, completion of the assessment and treatment plan initiates the teaching component of services that is monitored closely through comprehensive data analysis.
Direct 1:1 sessions are implemented by a Registered Behavior Technician (RBT) or designated professional who operates only under the close supervision of a BCBA, LBA or related licensed professional.
Treatment planning is a formal complex process that involves the whole family and sometimes the micro-community.
This process results in building an effective program to help individuals that exhibit various degrees of behavioral strengths and weaknesses, so they can become a contributing part of their own communities and enjoy independence and happiness.