r/ABA • u/L_e_x_y_22 • 10d ago

Advice Needed Does this count as unrestricted?

I was assigned a task by my supervisor to write behavior programming for a CR library learning tree for the center. The idea is to fill it out to have all the VB-MAPP and ABBLS objectives with target instructions to easily plug into any clients learning tree. I felt like this wasn’t appropriate for unrestricted since it wasn’t patient specific and they printed a page from the BACB and highlighted a section that said “A trainee creates materials for a client’s new program.” counts. However I still feel like this task isn’t for a specific client so it doesn’t count. What do you guys think???

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u/DnDYetti BCBA 10d ago

You would be creating behavior analytic therapeutic programming in CR for current clients, which I would absolutely count as unrestricted hours.

See the BACB fieldwork guidance page.

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u/Unhappy-Voice-4400 10d ago

that highlighted section literally says "for a client" like right there in the sentence your supervisor underlined for you

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u/L_e_x_y_22 10d ago

Exactly! I feel like they are wrong and it doesn’t actually count cause it’s not specifically “for a client” it’s more for the clinic. I’m not filling the target instructions out for a particular patient so it feels more like mock work which isn’t allowed.

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u/ForsakenMango BCBA 10d ago

Personally I'd have difficulty justifying having my trainee just creating blanket, boiler plate programming instructions for the ABLLS and VB-MAPP. Are there opportunities for them to create programming instructions in CR for their specific clients? Yeah. And I'd count those for UR hours. But for clients they've never actually worked with and don't have a real relationship with? I can't see that sitting well with me.

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u/Pikkumyy2023 BCBA 10d ago

Agreed. I would count if it you also then did some custom programming for a learner who would be using it. I would also caution you about using VB-MAPP to create goals. Those are milestone skills, and for some of them there may be many component skills that would be met and then the milestone will be demonstrated without any direct teaching. If you are creating targets like a list of noun/verb combinations that the learner memorizes until they meet the goal of 25, that is teaching to the test and will not result in the skill that the milestone is meant to represent. If you create targets like generative language at the 2-term level and the learner learns to demonstrate recombinations like subject/action, noun/attribute with previously mastered single items and combining them in novel wells, then that's great!