ABA Session Workspace

97153

Session entry

Client Date Therapist Setting Start time End time Caregiver present Caregiver training Session affect Transitions

Skill targets

Behaviors

Barriers to treatment Barrier details

Notes

Provider signature

Signature Credential

Access control

User management

Existing users

Practice setup

Client management

Selected client profile

Client Status Client name Date of birth Default setting Caregivers / family members School / setting Diagnosis

Communication profile Client notes

Authorization

Authorization number Funder Effective start date Effective end date

97153 hours approved 97153 units approved 97155 hours approved 97155 units approved 97156 hours approved 97156 units approved 97151 hours approved 97151 units approved

Authorization notes

Standardized assessments

Assessment type Assessment date Conducted by Assessment file

Assessment notes

Documents

BCBA caregiver training

Parent training

Client Date BCBA Caregiver trained Setting Start time End time Training focus

Parent training goals

Session note

Provider signature

Signature Credential

Client profile

Session history

97153

SOAP note

97155 note

97153 note

Progress review

Graphs

Behavior frequency

Accountability

Audit log

Client User Action Start date End date

Quality control

Data health

Six-month review

Funder report

Report start Report end Report prepared by Credential

Background information Medical concerns Reason for referral Impact of behaviors

The client’s maladaptive behaviors interfere with their ability to access learning opportunities and develop age-appropriate skills.
Behaviors such as [task refusal, tantrums, elopement, etc.] limit the client’s ability to participate in structured activities, complete tasks, and follow adult-directed instruction. As a result, the client requires increased prompting and support to engage in daily routines.
These behaviors also present safety concerns, particularly in [school/community] settings, where the client may [leave designated areas, fail to respond to directives, engage in unsafe actions].
Communication deficits further contribute to maladaptive behaviors, as the client may rely on problem behavior to express needs or escape demands.
Socially, these behaviors reduce opportunities for peer interaction and participation in group activities, impacting the development of appropriate social skills.
Overall, these behaviors significantly limit the client’s independence and ability to function across environments, supporting the need for continued intervention.

Client and family strengths Initial observations

The client was observed in a [clinic/home/school] setting during the initial assessment. The client presented as [alert, calm, active] and transitioned to the assessment environment with [minimal/moderate] prompting.
During the observation, the client engaged with [preferred items/activities] and demonstrated [increased/decreased] engagement during structured tasks. Participation decreased during [non-preferred tasks/transitions].
Communication was observed to consist of [single words/phrases/AAC use], with [limited/emerging] spontaneous language. The client required prompting to respond to questions and follow instructions.
Behaviorally, the client engaged in [task refusal, avoidance, elopement, etc.], particularly when demands were placed. These behaviors were managed with [redirection, reinforcement, visual supports].
The client demonstrated improved engagement when provided with structure and reinforcement. Overall, observations are consistent with deficits in communication, social interaction, and behavioral regulation, supporting the need for ABA services.

Functional assessment

Indirect assessment type Conducted by Date

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Behavior support plan

Standardized assessment

Assessment type Conducted by Date

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Progress summary Instructional goals information

The following skills will be taught utilizing the listed instructional methods in order to replace the client's problem behavior, increase social skills and independence, and achieve the quality of life outcomes that are the focus of this plan. These goals are derived from the ultimate outcomes desired through intervention and functional behavioral and curricular assessments, and include instruction in skills relevant to functional communication, tolerance and coping, social interaction, and daily living. The short term objectives will be addressed first during intervention, with additional targets being added as the client masters those listed. In order to develop the skills identified, the behavioral intervention professionals and caregiver will task analyze complex skills, develop routine-specific instructional plans, and use appropriate chaining, shaping, and prompting methods. Teaching plans will include the specific skills or skill sequences to be taught, environmental arrangements to promote skill use (e.g., token boards, timers, visual schedules), and other specific instructional procedures.

Integration, generalization, and maintenance Barriers to treatment

Implementation of this intervention plan could be affected by the following: lack of outings with family due to resources or time, and lack of socialization opportunities with peers. To overcome these barriers, we will provide times when we can assist parents in community outings, plan for outings that include opportunities to play with similar-aged peers, provide written materials with supportive strategies for behavior management in and out of the home, and provide parents with additional data sheets with planned targets that can be implemented when we are not present. Examples include changes to medications, changes to the home environment and dynamic, changes to family structure and routine, access to community resources, access to reinforcement, competing demands for caregivers and household, multiple caregivers, large family dynamic, language barriers, medical issues, and inconsistent schedules. Barriers do not include unavailable staff, caregiver resistance to training, cancellations, or similar administrative issues.

Discharge criteria

Discharge narrative

Communication Socialization Adaptive Executive functioning

Fade out plan

Recommendations

Service hours requested

Medical necessity and justification

BCBA supervision

Treatment plan review

97155

Session entry

Client Date BCBA Setting Start time End time Caregiver present RBT present Supervision focus

Notes

Provider signature

Signature Credential

Move targets between active, maintenance, mastered, and paused as the BCBA supervises.

RBT supervision

Performance feedback

0% fidelity

Set RBT present to Yes in the 97155 session entry when feedback is provided.

Area of performance Yes No Remove

Written feedback

Session workspace

Session entry

Skill targets

Behaviors

Provider signature

User management

Create user

Existing users

Client management

Selected client profile

Authorization

Standardized assessments

Documents

Add new client

Parent training

Parent training goals

Provider signature

Session history

SOAP note

97155 note

97153 note

Graphs

Behavior frequency

Audit log

Data health

Funder report

Functional assessment

Standardized assessment

Discharge criteria

Fade out plan

Service hours requested

Treatment plan review

Session entry

Provider signature

Performance feedback

Sign in

Session entry

Skill targets

Behaviors

Provider signature

User management

Create user

Existing users

Client management

Selected client profile

Authorization

Standardized assessments

Documents

Add new client

Parent training

Parent training goals

Provider signature

Session history

SOAP note

97155 note

97153 note

Graphs

Behavior frequency

Audit log

Data health

Funder report

Functional assessment

Standardized assessment

Discharge criteria

Fade out plan

Service hours requested

Treatment plan review

Session entry

Provider signature

Performance feedback