ABACS, LLC Online Program Development Resource

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Welcome to the ABACS, LLC Online Program Development Resource

The online PDR has been developed to change the operation of school-based, home-based, and center-based behavior intervention programs, by offering a cost-effective way for systematizing and simplifying the process of curriculum development for individualized educational programs.


This service is geared towards behavior analysts, teachers, senior therapists, or any appropriately qualified person responsible for developing program content for intensive behavioral intervention (IBI) programs, including discrete trial teaching (DTT), task analysis (TAs), and natural environment training (NET) or incidental teaching, inclusive of protocols for the acquisition of verbal behavior (VB).  Although completed and sequenced curricula are available online, members should have sufficient knowledge of target selection, and curriculum development for individuals with autism and other developmental disabilities.  


The curriculum format can accommodate many skills that will be taught using either of the aforementioned formats, across a number of domains: communication/verbal behavior (VB), social skills, academics/pre-academics, play, activities of daily living, gross/fine motor (OT/PT), and vocational/pre-vocational skills.


The PDR can be used on its own, or in conjunction with other resources for selecting goals and objectives, such as individualized education plans (IEPs), department of education frameworks, or popular autism and IBI manuals.  Though objectives listed in IEPs and other autism manuals specify what the student will learn, they often do not prescribe procedures to ensure consistency of program implementation across people, places, and time.  Teacher requests, prompts/cues, reinforcement, correction procedures, and data collection strategies tend to change when there is not a system in place to ensure consistent implementation.  The ABACS, LLC Online PDR currently provides a system in which to prescribe all key elements of curricula.  Listed below is a brief summary of the features currently available with the PDR.


Curriculum task list

1.      A versatile form for creating instructions specific to each objective

1.1.   Benefits

1.1.1.      Helps ensure consistent implementation of teaching procedures, and promote generalization of skills across different dimensions of the learner's environment. 

1.1.2.      Allows program developers to maintain the desirable components and teaching techniques of their current program (if present), as a result of the flexible nature of the main instruction document.  For example, curriculum for more advanced learners, or learners who have mastered out of a skill being taught in the context of discrete trials, may include special instructions to the educator to ‘mix and vary’ mastered skills with skills on acquisition, or to set up ‘natural opportunities’ to practice the skill by modifying the environment, and subsequently the student’s motivation, while still following systematic prompt fading procedures to maximize independence.

1.2.   Components (can identify each of the following)

1.2.1.      Learner's name

1.2.2.      Skill

1.2.3.      Objective

1.2.4.      Sub-skills

1.2.5.      Materials

1.2.6.      Teacher presentation and cue (or Sd)

1.2.7.      Definition of correct student response

1.2.8.      Special instructions (including)            Prompt hierarchy            Data sheet            Other special instructions

1.2.9.      Suggested prerequisites

2.      A bank of completed curriculum across a number of domains.  Curricula will continue to be added with member feedback.  Many curricula are sequenced, listing 1) multiple sub-skills within each program, 2) prerequisite skills, and 3) direction for more advanced skills upon mastery of selected skill sequence.  Currently posted curricula and classification system for curriculum bank is as follows:


Individual target sub-skills: These include each specific skill being trained or tested.  There may be multiple individual sub-skills (levels) targeted within a given skill sequence.  For example, the sub-skills required for ultimate mastery of colors would be matching skills, receptive skills, expressive skills, and randomization and application of the aforementioned skills in the natural environment setting.

There are currently approximately 315 such target sub-skills.  Approximate number is given as members may choose to teach certain skills together in DTT and NET, excluding the final skill (application of skill to NET with randomization) as a separate level.

Targeted areas and skill sequences: This is the primary classification system by which to locate a desired teaching protocol.  This classification depicts total number of skill specific sequences (such as color identification skill sequence, prepositions, etc.), generic sequences that can be applied to several skills (generic discrimination teaching sequence, stimulus equivalence protocols, etc.), as well as topics that are covered by one of the two aforementioned sequences, but do not have a separate sequence (such as the labeling program, which redirects to other discrimination protocols, or possessions, which redirects to pronouns).  Skill sequences are simply the curricula into which the above mentioned sub-skills are formatted.  The curricula are set up to accommodate the criteria system herein for testing, teaching, and mastery of sub-skills/levels, and movement between levels in a given targeted area.  Curricula are assembled in this manner to put the many individual sub-skills into a sequenced teaching context, allowing members to identify the sub-skills associated with a skill set, and select which sub-skills, if not using all, to teach the learner.

There are currently 95 such categories, several of which have multiple components, spread over 70 concrete skill sequences.

3.      Many prompting hierarchy forms with associated data collection systems

3.1.   Benefits

3.1.1.      By responding to a couple of simple questions, you can create individualized prompt hierarchies and associated data collection systems for your learner(s). 

3.1.2.      There are currently master templates for 30 different prompting strategies.

3.1.3.      Each of the 30 strategies can accommodate many student specific modifications for a countless number of individualized prompting hierarchies and associated data collection strategies. 

3.1.4.      In addition to the many response prompt strategies, the curricula are set up to accommodate the use of stimulus fading and shaping via the level-based Program Instructions form, for even more versatility.

3.1.5.      The information is presented as a flowchart or algorithm, simplifying the process of following instructions.

3.2.   Components

      3.2.1.      Procedure for transferring stimulus control

      3.2.2.      Response topography (kind of prompt being delivered)

      3.2.3.      Instructions for baseline

      3.2.4.      Instructions for acquisition

      3.2.5.      Instructions for maintenance

      3.2.6.      Criteria for increasing prompt level

      3.2.7.      Criteria for decreasing prompt level

      3.2.8.      Criteria for increasing skill level

      3.2.9.      Criteria for mastery

      3.2.10.  Criteria to obtain assistance from your consultant 

4.      A maintenance form

4.1.   Benefits

4.1.1.      This form allows you to track the learner’s maintenance of a particular skill, following a training sequence and mastery of that skill. 

4.1.2.      It allows you to prescribe a schedule for revisiting the skill and criteria to retrain if necessary.

4.2.   Components

4.2.1.      Field to specify target objective

4.2.2.      Fields to specify criteria for retraining:            Percentage            Number of sessions

4.2.3.      Field to specify other special instructions if any

5.      Numerous data sheets

5.1.   Benefits

5.1.1.      Numerous data sheets to accommodate the skill being targeted

5.2.   Components (as necessary, accommodates each of the following for thorough analysis of data)

5.2.1.      Program

5.2.2.      Target stimuli

5.2.3.      Date

5.2.4.      Teacher name or initials

5.2.5.      Randomized presentation

5.2.6.      Data collection

6.      Instructions on how to read curricula and associated data collection systems

6.1.   Benefits

6.1.1.      Makes the process of learning how to implement curriculum much easier.

6.2.   Components

6.2.1.      Step by step instructions for staff to follow when reading and implementing curricula.

7.      Procedural integrity forms to ensure accurate teacher implementation

7.1.   Benefits

7.1.1.      These document functions as task analyses or instructions sheets for educators regarding program preparation and implementation. 

7.2.   Components

7.2.1.      Step-by-step description of each step involved in the process of preparing and implementing curriculum.

7.2.2.      Data collection for analysis and feedback of teacher accuracy in the process of preparing and implementing curriculum.

8.      Spreadsheet and instructions for data summary and graphing

8.1.   Benefits

8.1.1.      This document is very versatile and can be used for each of the different hierarchies you might create using the online PDR. 

8.1.2.      A task analysis to guide you through the basics of using the spreadsheet for summarizing and graphing data. 

8.1.3.      For ease of use for beginner level members, defaults are set in the spreadsheet so that the first 100 sessions will automatically be graphed.

8.1.4.      Instructions for modifying defaults are provided.

8.2.   Components

8.2.1.      Session identifiers (date, number, etc.)

8.2.2.      Pre-specified fields for data

8.2.3.      Embedded formulas for automatic calculation of percentages

8.2.4.      Pre-formatted graphs

News (blog)

9.      The news blog addresses a variety of different issues and topics, but is primarily intended as a resource to convey information about the online PRD.  Topics may include, but are not limited to, strategies for using the PDR, program ideas, and a forum to answer common (and perhaps not so common) questions regarding the PDR. 

Discussion forum

10.  This is a place for members to post questions and ideas about the PDR, as well as read and comment upon other members' posts.  

List of articles

11.  A growing list of articles will be made available to members, on a variety of different topics.

List of links

12.  Links will be made available to members, on a variety of different topics.


13.  Receive email newsletters throughout the year about a variety of different topics in behavior analysis and autism (please contact admin@abaconsultation.com if you are interested in contributing to the newsletter). 

Regular updates will be made to the PDR.  Members can access all updates to the PDR during the period of their membership. 


If you would like a closer look at what the PDR has to offer, please contact info@abaconsultation.com to set up a guided tour of the service.

To maximize what you can take from this program, users will have participated in the training workshop series.  See the Events page for information on current trainings.  Additionally, one can choose to have a staff come to you, or, simply contact ABACS, LLC and let us know of interest and your area, and we can put on a workshop in your area with sufficient interest from clientele.

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