Modeling independent performance are separate conditions. A response after a live or video demonstration is modeled performance unless the written definition treats that example as an ordinary part of the real task. An independent probe usually presents the natural cue without the added teaching model. Families should ask how observation, model type, added prompts, response components, generalization, and maintenance are scored.
Define modeling independent performance conditions
Name the natural cue and whether a model is routinely available outside teaching. A cooking tutorial may be an ordinary support; a therapist demonstration inserted before every trial is an added prompt. Use definitions that reflect the actual goal.
Keep categories exclusive
Report independent before model, correct after model, correct after another prompt, partial response, error, no response, withdrawal, and invalid opportunity. A whole-task percentage can hide which components required demonstration.
Use concepts within scope
The ABAI page and BACB outline distinguish modeling, imitation, prompts, generalization, maintenance, and evaluation. They do not define independence for every routine. The Ethics Code supports accurate documentation.
Avoid causal conclusions
Improvement after a model may reflect the demonstration, practice, feedback, materials, time, or another change. Use matched probes or a stronger design when causation matters. Report descriptive evidence as descriptive.
Example and family questions
Across eight repair steps, Cole completes two before any model, four after a video segment, one after a gesture, and declines one. Ask: Which model is ordinary? What is the probe denominator? Are components and whole-task outcomes both visible?
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
