M1: Field Notes

JUDITH CHADWICK
Mary Lou Fulton Teachers College
Arizona State University
SPE 527: Behavior Analytic Assessment Section rrr
CI: Sarah Mathison
Jan 14, 2024
Throughout Module 1, the BCBA Tasklist (5th edition) F-3: Identify and Prioritize Socially
Significant Behavior-change Goals, was prioritized through all the readings as well as in the
Webinar. I began this week by reading chapters 1, 2, and 4 of Behavior Analysis for Lasting
Change by Mayer, which communicated the truth that each behavior-change goal must have
social significance in order to be of value to the client and their community.1 This concept was
further reinforced throughout the Webinar as Dr. Amanda Boutot communicated that selecting
socially significant behavior-goals begins with the assessment and continues throughout the
course of a clients care with a BCBA (Boutot, 2022).2 The concept of socially significant
behavior-change also aligns with E-2: Responsibility as a Professional, which will be discussed
further in this report. In my limited experience, I have witnessed how choosing a socially
insignificant goal led to an increase in behaviors of concern while compounding the concerns
expressed by caregivers upon the initial assessment. Throughout the readings and webinar, it
was clear to me that my previous engagement with said client was negatively impacted due to
the perpetuation of these goals. As was taught in Applied Behavior Analysis, Ch. 3, the purpose
of choosing socially-significant goals is to improve a clients daily life, which will be my guide
when selecting and creating goals for future clients.3

The seven components of applied behavior analysis are: applied behavioral, analytical,
technological, conceptually systematic, effective, and generality.4 I chose to focus on the applied
concept this week as it related to both F-3 and E-2. As previously stated, F:3: Identify and
Prioritize Socially Significant Behavior-changing Goals, relates to E-2: Responsibility of a
Professional, where I focused on 2.01 Providing Effective Treatment. This principle demands
that providers of ABA treat clients with dignity by creating goals that are effective and
scientifically backed, (Boutot, 2022).5 A BCBA can ensure the applied nature of a goal by first
conducting a Functional Behavior Assessment (FBA) and then using said FBA to make
conclusions regarding the social significance, as well as the functionality, of specific goals. In

1 Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2022). Behavior analysis for lasting change. Sloan
Publishing.
2 Boutot, A. (2022). SPE 527 writing goals and objectives [Webinar]. Arizona State University.
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type=bulb&bulb_id=1546489&section_id=1319085&resource_link_id=asucanvas.playposit.com_c425aefb
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3 Cooper, J. O., Heron, T. E., & Heward, W. L. (1987).Applied behavior analysis.Merrill Publishing Co.
4 Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2022). Behavior analysis for lasting change. Sloan
Publishing.
5 Boutot, A. (2022). SPE 527 writing goals and objectives [Webinar]. Arizona State University.
https://api.playposit.com/player_v2?
type=bulb&bulb_id=1546489&section_id=1319085&resource_link_id=asucanvas.playposit.com_c425aefb
b8134a4e8076d490a20d9fbe4dd9f345&render_path=play2**
my current position, I am able to work with a BCBA to determine goals for children with ASD in
an early-intervention preschool setting. When selecting these goals, we consistently create
goals that are going to engage our ASD students with their peers, therefore making them
socially significant. The challenge is in finding the proper balance of what our ASD children are
capable of, and what their typically developing peers are capable of in order to avoid placing
unatainable expectations through goal setting.