ABA modeling data should name the model type, target components, access conditions, eligible opportunity, response after the model, added prompts, errors, withdrawal, invalid events, fidelity, independent probes, and plan version. Report raw counts with percentages. Watching, attempting, performing after a model, and performing independently are different outcomes. A short descriptive sample cannot establish that the model caused learning or that the response will generalize.
Structure the response record
Use categories that cannot overlap: independent before model, correct after model, correct after another prompt, partial response, error, no response, decline, and invalid opportunity. For multi-step skills, retain component-level results.
Lock denominators
Modeled accuracy equals correct responses after the defined model divided by eligible modeled opportunities. Independent probe accuracy uses only predeclared no-model opportunities. Fidelity uses teaching actions completed correctly divided by actions due.
Add access and experience
The ASHA guidance supports communication access. The Ethics Code supports documentation, client involvement, risk, and evaluation. Record whether the model was visible, audible, understandable, comfortable, and wanted.
Limit generalization claims
The four-child sharing study used a treatment package and found narrower within-category than across-category results. Its denominators and package do not transfer to another modeling plan. Test relevant people, materials, and settings directly.
Example and family questions
Across ten repair opportunities, Jae responds independently twice, after video five times, after gesture twice, and declines once. Ask: Which denominator supports each rate? Was access checked? What do later no-model probes show?
Sources
- Association for Behavior Analysis International, Basic Principles in Behavior Analysis
- Behavior Analyst Certification Board, BCBA Test Content Outline, 6th edition
- Council of Autism Service Providers, ABA Practice Guidelines Version 3.0 public summary
- Marzullo-Kerth and colleagues, Using Multiple-Exemplar Training to Teach a Generalized Repertoire of Sharing to Children With Autism
- Behavior Analyst Certification Board, Ethics Code for Behavior Analysts
- American Speech-Language-Hearing Association, Augmentative and Alternative Communication
Finni resources
