Table 4 ABA Quality Assessment Form (Sundberg, 2015)

Dimension Items	Contents
Application	• Includes “Completion of Behavioral Deficit Assessment: Barriers, FBA” and “Does the daily curriculum align with assessments and IEP goals?” (Sundberg, 2015, p. 1).
Behavior	• Includes “Is a data collection system in place?” and “Are the goals definable, observable, and measurable?” (p. 1).
Analysis	• Includes “Does the program demonstrate prediction and control of skills and problem behaviors?” and “Are sources of control for barriers inhibiting language, social, and learning skills identified and addressed?” (p. 2).
Skills	• Includes “Are staff correctly using basic ABA methodology?” and “Have staff established clear instructional control?” (p. 2).
Conceptual System	• Includes “Do staff use behavioral terminology?” and “Can staff identify relevant concepts and principles underlying instructional procedures?” (p. 3).
Effectiveness	• Includes “Are students acquiring appropriate and meaningful skills?” and “Are negative behaviors significantly decreasing?”
Generalization	• Includes “Is programming for daily generalization in place?” and “Is a parent training program established?” (p. 3).