This day planner utilizes behavior analytic strategies to help people manage their time and behavior. Since its creation, it has been used by behavior analysts, parents, students lawyers, freelancers, and even as required material for college courses.
The most popular use for the Self Management Planner among behavior analysts is for tracking BCBA supervision hours as well as tracking billable hours at work. Some practices have even begun providing planners to their therapists as a tool to managing their schedules and tracking mileage and hours.
The Self Management Planner was created by Dr. Daniel B. Sundberg as a solution for college students who were overwhelmed with their packed schedules and never-ending task lists.
Experience Hours Tracking Sheets Video Tutorials
BCBA/BCaBA Tracking Sheets (1 Supervisor)
BCBA/BCaBA Tracking Sheets (1 Supervisor - Additional Years)
BCBA/BCaBA Tracking Sheets (Multiple Supervisors)
BCBA/BCaBA Tracking Sheets (Mult. Sups - Additional Years
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Practicing Behavior Analysts
Recommended research articles and supplemental discussion questions for meeting with supervisees.
Baer, D.M., Wolf, M.M., Risely, T.R. Some Current Dimensions of Applied Behavior Analysis. (1968) Journal of Applied Behavior Analysis. 91-97
- List and explain each of the 7 dimensions of applied behavior analysis as suggested by Baer, Wolf, and Risley.
- How are you currently applying each of these dimensions in your current practice?
- Select one dimension to improve upon in your practical work this week. Follow up on the changes next meeting.
Stokes, T.F., Baer, D.M., An Implicit Technology of Generalization. (1977) Journal of Applied Behavior Analysis. 349-367.
- How do Stokes and Baer define generalization?
- How do Stokes and Baer categorize generalization techniques
- What issues do Stokes and Baer bring up regarding the train and hope and sequential modification techniques?
- Describe and give examples of the remaining 7 generalization techniques.
Sundberg, M.L., Michael, J., The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism. (2001) Behavior Modification. 698-724.
- Explain the differences between typical ABA programming for teaching language versus using a verbal behavior approach to teaching children with autism.
- What are the issues with using the terms expressive and receptive to describe language?
- What are the functional benefits of classifying language into the verbal operants?
- What role does the EO play in teaching verbal behavior and what issues arise around using the EO?
- What role does automatic reinforcement play in language learning?
- What general instructional approaches should behavior analysts use when teaching verbal behavior programs?
Petursdottir, A. I., Olafsdottir, A. R., Aradottir, B. The effects of tact and listener training on the emergence of bidirectional intraverbal relations. (2008) Journal of Applied behavior analysis. 411-415.
- Previous studies have been conducted with young children to study derived, novel intraverbal relations from reinforcement of other relations. What have these studies shown?
- What were the independent variables in the current study?
- What were the dependent variables in the current study?
- What effect did tact training have on FNI? NFI?
- What effect did listener training have on FNI? NFI?
- What effect do the authors suggest that hierarchical structure might have on the emergence of untrained intraverbal relations?
- What conclusions might be drawn about the emergence of intraverbal relations?
Petursdottir, A. I., Daflidadottir, R. D., A Comparison of Four Strategies for Teaching a Small Foreign Language Vocabulary. (2009) Journal of Applied Behavior Analysis. 685-690.