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Abstract: Sociological researchers have made immense strides in understanding systemic racism, privilege, and bias against Black people. Relational frame theory provides a contemporary account of human language and cognition that intersects within complex external contingency systems that may provide a provisionally adequate model of racial bias and racism. We propose a reticulated model that includes nested relational frames and external contingency systems that operate at the level of the individual (implicit), communities (white privilege), and system policies (systemic racism). This approach is organized from within the framework of critical race theory as an area of sociological scholarship that captures racial disadvantages at multiple levels of organization. We extend this model by describing avenues for future research to inform anti-racism strategies to dismantle this complex and pervasive sociobehavioral phenomenon. At all levels, police violence against the Black community is provided as a case example of negative social impact of racism in our society. PubDate: 2022-05-04
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Abstract: Discrete-trial training (DTT) is a common method of instruction used in early intervention amongindividuals with autism spectrum disorder and related neurodevelopmental disorders and is an effective method of teaching different skills such as tacting, listener responding, and matching. Delivery of effective reinforcers is a key component of DTT. Although general recommendations have been made for effective reinforcement delivery in DTT, no review has synthesized the available research on the efficiency of various reinforcer parameters on efficiency of acquisition. The current systematic review assessed the efficiency of various reinforcer parameters on acquisition in DTT. Results were idiosyncratic, and a general paucity of repeated measures examining specific reinforcer parameters within and across studies was observed. In general, (1) maintaining high levels of treatment integrity, (2) delivery of tangible (i.e. leisure items) or edible reinforcers in comparison with contingent praise as a reinforcer, and (3) delivery of edible reinforcers in comparison with other topographies of reinforcement were the most successful reinforcer parameter manipulations and always resulted in more efficient skill acquisition. The results of this review provide clinicians with information regarding what reinforcer parameter manipulations may be more or less likely to support efficient acquisition. The present review also provides considerations and makes recommendations for future research. PubDate: 2022-05-03
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Abstract: Despite the vast amount of research on increasing independence for individuals with autism spectrum disorder, there is a lack of research on techniques for fostering independent on-task behavior and accuracy in the absence of an instructor. Though increasing distance of the instructor and altering reinforcer delivery have been shown in a few studies to produce independence in the absence of an instructor, no study to date has compared the effects of systematic fading and complete removal of an instructor. In the current study, we evaluated the effects of three conditions on the on-task behavior and accuracy of adolescents with autism spectrum disorder: instructor present (instructor with participant and conditioned reinforcers delivered within session ), instructor absent (instructor not with the participant and no within-session conditioned reinforcers), and instructor fading (gradual, systematic fading of instructor and thinning of within-session conditioned reinforcers). Across all three participants, the intervention was effective in maintaining criterion levels of on-task behavior and accuracy. Responding generalized to novel instructors and remained high during maintenance evaluations for all participants. Clinicians rated the procedures as having high social validity. PubDate: 2022-05-02
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Abstract: Abstract Recent data indicate that BACB certificants are largely homogenous with respect to racial and gender identity. There is also evidence that many practitioners do not receive training in culturally responsive service delivery (CSRD). Applied behavior analysis (ABA) graduate programs would therefore benefit from incorporating training on diversity and CSRD. In this pilot investigation, a pre/post design was used to evaluate the effects of providing ABA faculty members with a supplemental diversity/CRSD curriculum on the presence of diversity/CRSD content in course syllabi. Six faculty members, who were collectively responsible for teaching courses in an ABA master’s program, participated in this study. All participants were provided with a general list of resources related to diversity/CRSD in ABA. The supplemental curriculum included tailored diversity course objectives and supporting resources for courses assigned to the intervention group. Results suggest that the provision of tailored objectives and supporting resources to faculty may lead to increases in diversity/CRSD content in course syllabi. Despite the methodological shortcomings of this pilot investigation, this study represents a preliminary step toward the development of a line of empirical research on ABA graduate training and diversity/CRSD. Implications for graduate training programs in ABA and future research in this area are discussed. PubDate: 2022-04-28
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Abstract: Abstract This was the first study to evaluate procedures for teaching leg shaving to individuals with disabilities. Using a video prompting teaching package in a concurrent multiple baseline design across participants with different diagnoses (i.e., paraplegia, Down Syndrome, and intellectual disability), all participants learned to shave their legs and maintained responding two weeks post-intervention. PubDate: 2022-04-27
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Abstract: Abstract Functional communication training (FCT) is an effective and widely used procedure to reduce problem behaviors. The purpose of FCT is to replace a problem behavior with a socially appropriate and communicative behavior – the functional communication response (FCR), which produces the same reinforcer as the problem behavior. Recent reviews of FCT have focused on providing overall recommendations for how the procedure should be implemented. A relatively small body of literature has been devoted to the selection of the FCR. The purpose of this article is to propose a set of considerations for practitioners in selecting FCRs. PubDate: 2022-04-12
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Abstract: Abstract Improving quality of life (QoL) is the goal of behavior analytic services, but there can be barriers to assessing the QoL of autistic children due to characteristics inherent in the condition. Given that happiness is a fundamental element of QoL, previous research has relied on behavioral indicators of mood (e.g., smiling, crying) to evaluate the overall QoL of disabled individuals. However, the use of these traditional indices may not accurately reflect the emotional well-being of autistic individuals, who are known to engage in idiosyncratic mood indicators. The current study replicated selected procedures from Parsons et al. (2012) to identify and validate the unique mood indicators of young autistic children. The study showed that individualized indices of happiness and unhappiness could be operationally defined and reliably measured among these children. Key findings and limitations of this study are discussed, and the implications of these findings are presented. PubDate: 2022-04-12
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Abstract: Abstract Therapy animals have been frequently included in interventions for children with autism spectrum disorder (ASD); however, direct and systematic procedures such as assessing preference for and reinforcing efficacy of the animals are rarely conducted. Assessing preference for stimuli is valuable when determining how to make interventions for children with ASD most effective. We conducted paired-stimulus preference assessments and follow-up reinforcer assessments to determine if a therapy dog might be an effective reinforcer. We found one third of participants preferred the dog the least, one third of participants moderately preferred the dog, and one third of participants highly preferred the dog relative to other stimuli. Furthermore, we found preference predicted reinforcing efficacy for five of six participants. We suggest clinicians systematically conduct assessments to clearly identify the role of the therapy animal, to improve quality of, and demonstrate efficacy of interventions including animals for clinical populations. PubDate: 2022-04-11
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Abstract: Abstract The persisting issue of racial injustice within disciplinary action referred to as the school-to-prison pipeline has been frequently examined and studied across multiple disciplines spanning education, public policy, criminal justice, and others. The racial school discipline crisis is the disproportionate and differential use of exclusionary action against Black children in school. While disproportionate exclusion occurs throughout the educational continuum, early childhood expulsions and suspensions are a growing concern and are linked to further problems in kindergarten and beyond. With national attention from civil rights organizations drawing eyes to the injustices, educational systems are looking to solve the over-use of suspension and expulsion to address student behavior. Behavior analysts are often tasked with addressing and reducing the behavioral concerns of students; however, there is a gap in the behavior analytic literature on racism in schools. Bringing awareness to anti-Black racism in American schooling is an initial step for behavior analysts to take toward dismantling oppressive systems within education. PubDate: 2022-04-11
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Abstract: Abstract Promoting an inclusive culture can be critical to the progression of diverse groups. Practicing inclusive behavior is one important step toward fostering inclusion. Applied behavior analysis can contribute much to this topic given its use of practical methods to encourage socially significant behavior change (Baer et al., 1968). Proper pronoun use is one inclusive behavior that helps support gender minorities. Whereas self-assessment has been recommended to increase cultural awareness, this has not been confirmed through research. Thus, the purpose of the present study was to assess the effects of a specific approach to self-assessment (behavioral self-monitoring; BSM) on the percentage of correct pronouns used by graduate students during a simulated work task. Results indicate that BSM was effective in promoting proper pronoun use when it followed BSM training, and the effects maintained over time. PubDate: 2022-04-06
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Abstract: Abstract The field of applied behavior analysis (ABA) has produced powerful changes and improvements to the lives of many. However, the field is not immune from criticism. One criticism from those outside the field is that the goal of ABA therapy is to make Autistic people appear “indistinguishable” from their peers. This paper examines “indistinguishability” and its implications by defining “indistinguishable” in behavior analytic terms, exploring how the term was used in two notable studies in the field (Lovaas, 1987, Journal of Consulting and Clinical Psychology, 55[1], 3–9; Rekers & Lovaas, 1974, Journal of Applied Behavior Analysis, 7[2], 173–190), and providing a review of the social validity and ethical implications of having “indistinguishability” as an explicit or implied goal. This is partially accomplished by incorporating concerns from the Autistic self-advocate community. We argue that the Autistic self-advocate community’s concerns surrounding “indistinguishability” as a goal have a degree of legitimacy and need to be given due consideration. Suggestions for addressing these concerns in ABA degree programs and research are discussed, emphasizing the importance of considering stakeholder values, taking criticisms seriously, and making changes when necessary. PubDate: 2022-04-06
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Abstract: Abstract Educators continue to experience stress and burnout, both of which have been negatively impacted by the COVID-19 pandemic, and there continues to be a need to develop interventions that support not only educators’ well-being, but a climate within school buildings that fosters psychological well-being for students and school staff alike. Acceptance and Commitment Therapy (ACT) is one promising approach to interventions for both educator and student psychological well-being. The present study sought to evaluate the effect of a low-dosage, online, and remotely delivered ACT intervention for educators on self-reported burnout, psychological flexibility, ACT knowledge, and frequency of use of ACT-consistent language while teaching in an alternative educational setting. The ACT-based intervention targeted the development of educator psychological flexibility, but the analysis provided an evaluation of non-targeted participants’ use of ACT-consistent language in the classroom, as well. Results suggest an overall improvement in participants’ self-reported burnout and psychological flexibility, an increase in participants’ ACT knowledge following each phase of the study, and an increase in the frequency of ACT-consistent language for all participants following the onset of a feedback component. We discuss potential implications of practical ACT-based interventions for educators in an applied setting and related increases in ACT-consistent verbal stimuli within the classroom setting. PubDate: 2022-04-06
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Abstract: Abstract Pay equity is the practice of minimizing employee wage inequalities based on gender, race, and other criteria. The goal of this practice is to ensure equitable compensation for comparable work and experience. Pay discrepancies have existed in a wide range of professional fields for many years; however, the degree to which equal and fair pay occurs among practicing applied behavior analysts is currently unknown, and represents an important step for ensuring parity in the field of applied behavior analysis (ABA). We conducted an online survey to gather pay information from certified behavior analysts and analyzed pay equity across race and gender for each level of certification. Findings suggest that some level of pay inequity exist across all levels of certification. However, female minority groups tend to be affected by pay inequity the most, both in terms of average salary earned and increase in pay across levels of certification. Findings also indicate that a large proportion of ABA employers are female nonminorities. We discuss the implications of these findings and provide suggestions for improving pay equity in ABA. PubDate: 2022-04-06
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Abstract: Abstract Tarbox, Szabo, and Aclan (Behavior Analysis in Practice, 1-22, 2020) provide a compelling rationale for the inclusion of Acceptance and Commitment Training (ACTraining) within the scope of behavior analytic practice to address experiential avoidance in clients and parents. We agree with the main tenets of the authors’ argument, and suggest that ACTraining may be particularly beneficial if applied with frontline staff in behavior analytic service settings. We provide a brief overview on the precedent for ACT in the workplace, but conclude by underscoring the need for considerable curricular development in graduate training programs so that behavior analysts can implement ACT with integrity. PubDate: 2022-04-04
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Abstract: Abstract Behavior analytic supervisees need to master technical and conceptual skills in their fieldwork and training. Recently, the profession has recognized the need for cultural responsiveness to be emphasized and woven throughout clinical practice and supervision. However, findings from research within applied behavior analysis (ABA) yield limited information on specific methods to increase one’s cultural responsiveness, as well as few tools to identify areas of development. This paper highlights challenges BCBA®s face in providing culturally responsive supervision. The authors also make recommendations for specific areas of focus in the pursuit of culturally responsive training and skill development through the introduction of the Culturally Responsive Supervision Self-Assessment (CRSS) tool. Cultural constructs that could be addressed using the CRSS tool include, but are not limited to, race, religion, gender conformity, and intersectional paradigms of culture. PubDate: 2022-04-01
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Abstract: Abstract In 1974, Rekers and Lovaas published an article in the Journal of Applied Behavior Analysis (JABA) wherein the authors coached a 4-year-old child’s parents to ignore and physically abuse him when he engaged in behaviors that were identified by the authors as inappropriate for a child whose sex assigned at birth was male. In October 2020, a Statement of Concern regarding Rekers and Lovaas (1974) was published in JABA (SEAB & LeBlanc, 2020), which described concerns regarding the paper and then provided justification for the journal’s decision to not retract this paper. In this current response, I provide a counterpoint to the Statement of Concern, arguing that (a) the available evidence strongly suggests that the original study was unethical and misaligned with the principles of Applied Behavior Analysis (ABA), and (b) the evidence presented to support its contemporaneous ethicality is insufficient. I end with an argument that Rekers and Lovaas (1974) should be retracted and discuss the critical role of ethics and social significance for the field of ABA. PubDate: 2022-03-31
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Abstract: Abstract Research has found equivalence-based instruction (EBI) to be effective and efficient, with recent research extending these finding to individuals diagnosed with autism spectrum disorder (ASD). EBI has also been compared with more traditional approaches to teaching, such as traditional lectures, reading assignments, and video lectures. However, the authors are unaware of any comparisons of EBI to other similar behavior analytic approaches such as discrete trial teaching (DTT). The purpose of the first experiment was to compare EBI to progressive DTT using an adapted alternating treatments design with typically developing adults. Experiment 2 compared the two teaching methods with children diagnosed with ASD. The teaching approaches were evaluated with respect to mastery of trained relations, emergence of untrained relations for the EBI condition, and participant preferences. Results of the two experiments found that both teaching methods were effective, progressive DTT was found to be more efficient for six participants, EBI was found to be more efficient for two participants, and overall progressive DTT was found to be more preferred by participants. PubDate: 2022-03-31
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Abstract: Abstract Applied behavior analysis (ABA) has featured an increasing concern for understanding and considering the cultural diversity of the populations behavior analysts serve in recent years. As an expression of that concern, the new BACB’s Ethics Code for Behavior Analysts is more explicit and comprehensive in its inclusion of ethical obligations concerning cultural diversity. The purpose of this paper is to offer a discussion on the limitations of both our capacity and willingness to know and overcome our ignorance about our own and other cultures. We examine different ways in which our ignorance of other cultures plays out even in willful compliance with the BACB ethics code. We suggest part of the problem is that the BACB ethics code seems to operate under the assumption that practitioners are always aware or can be aware of what they do not know and of their biases. In contrast, we offer a reflection on a more complex picture of our understanding of ourselves and other cultures, where we cannot assume people are aware of what they ignore and of their biases. Ethically, we find that in some cases these blindspots are accounted for by the BACB ethics code and should be foreseen and addressed by the behavior analyst (BA). But in other cases, when a person is not aware of what they ignore, understanding the connection between cultural diversity ignorance and professional behavior requires a different approach. Our analysis suggests an attitude of being thoughtfully diligent and humble while learning about cultural diversity issues and examining the areas where we might be ignorant and not aware of our ignorance. We argue that BAs’ obligations to respect the dignity of clients and their families and to provide effective treatment call for this attitude of diligence and humility that goes beyond mere compliance. PubDate: 2022-03-31
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Abstract: Abstract Dementia often leads to behavior changes such as deficits in communication and social interaction; one effective antecedent strategy for improving communication involves rearranged or supplemental stimuli. In the present study, researchers placed individualized textual prompts on the dinner table of three women at an assisted-living facility. Textual stimuli included prompts such as "Debbie, ask Pat where she liked to travel," and led to increases in conversation duration. The results suggest that antecedent interventions can improve social interactions for individuals with dementia with minimal involvement of caregivers. Textual prompts may improve social communication between individuals with dementia. Salient stimuli, such as participants' names, may be necessary to facilitate conversation. The textual intervention requires minimal training and response effort from caregivers and care staff. Improvements in conversation duration maintained at 6 months post-study. PubDate: 2022-03-31
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