 Subjects -> SOCIOLOGY (Total: 553 journals)
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- Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An
Ethical Analysis-
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Abstract: Abstract The behavior analytic literature on neurodiversity remains limited. This article aims to begin filling the lacuna. We will introduce the neurodiversity perspective and demonstrate an important congruence between the behavior analytic and neurodiversity perspectives on autism. Despite this congruence, applied behavior analysis is often targeted for criticism by proponents of the neurodiversity perspective. A central concern raises questions about the aims of behavior analytic interventions for clients with autism. Is it appropriate to teach clients with autism to behave as if they were neurotypical' Concerns about the aims of behavior analytic interventions mirror concerns that have been raised about the aims of language education in schools. Drawing on the literature regarding linguistically diverse classrooms, we will critically evaluate the abolitionist neurodiversity critique of ABA. We conclude by considering both concrete and theoretical implications for the ethics of behavior analytic work with autistic clients.
PubDate: 2023-03-02
- Correction to: Geographic Access to Registered Behavior Technicians among
Children with Autism Spectrum Disorder-
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PubDate: 2023-02-28
- An Evaluation of Virtual Training for Teaching Dance Instructors to
Implement a Behavioral Coaching Package-
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Abstract: Abstract Few dance instructors receive formal training on how to teach dance skills using behavioral coaching methods and may employ an authoritarian teaching style that utilizes coercive feedback, which can adversely affect dancers’ experiences. A behavior analytic approach to dance education may provide dance instructors with strategies that increase the accuracy of dance movements and positively affect dancers’ satisfaction with their dance classes. Using a concurrent multiple-baseline design across five dance instructors, we evaluated the outcomes of a virtual training informed by the behavioral skills training framework on dance instructors’ implementation of an introductory behavior analytic coaching package consisting of four strategies: task analyzing, emphasizing correct performance with focus points, assessing performance through data collection, and using behavior-specific feedback. We selected these strategies to provide dance instructors with a solid foundation to behavioral coaching methods. It is promising that all dance instructors who participated in virtual training met mastery criteria and maintained their performance at a 1-month follow-up. Future research may consider exploring virtual adaptations that promote more efficient training methods for teaching dance instructors to implement behavioral coaching methods.
PubDate: 2023-02-28
- Integrating Diversity, Equity, and Inclusion Readings within Coursework:
Suggestions for Instructors Teaching Behavior Analysis-
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Abstract: Abstract Behavior analysis graduate programs must train their students to be culturally responsive so that they are prepared to effectively serve a diverse clientele. One important strategy for helping students gain a culturally responsive repertoire is embedding diversity, equity, and inclusion materials into behavior analysis graduate course sequences. However, little guidance exists for selecting content related to diversity, equity, and inclusion within behavior analysis to include in behavior analytic coursework. This article provides suggested readings for diversity, equity, and inclusion within behavior analysis that can be embedded into typical course structures in behavior analysis graduate programs. Each course requirement in the Association for Behavior Analysis International’s Verified Course Sequence is given specific recommendations.
PubDate: 2023-02-24
- Empathy and Compassion as the Radical Behaviorist Views it: A Conceptual
Analysis-
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Abstract: Abstract Compassionate care and therapeutic relationships have been the subject of applied behavior analytic (ABA) research over the last few years (Rohrer et al., 2021; LeBlanc et al., 2020; Taylor et al., 2019). Although these are foundational values within ABA, there has been a renewed focus on them and interest in how they can be effectively taught and trained. The majority of this work has introduced and topographically analyzed component skills that embody the definition of compassion and empathy (Rohrer et al., 2021; Taylor et al., 2019). These discussions have provided much needed introspection and evaluation into an area not previously researched in ABA and provides some additional social validity and growth to the field. However, compassion and empathy have yet to be conceptually analyzed from a radical behavioral framework. This article analyzed these constructs using the concept analysis framework (Mager, 1997) to form a radical behavioral conceptualization that outlines critical attributes comprising both compassion and empathy. From this, we offer a distinct view of empathy and compassion as separate, but often yoked, contingencies. This refinement has the potential to further guide teaching and supervision to shape behavior analysts’ skill sets in compassionate care.
PubDate: 2023-02-23
- Prediction of Response Patterns during Conditional Discrimination Training
across Data Recording Methods-
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Abstract: Abstract The effectiveness of an intervention is tied to the degree to which a program is implemented as described and the behavior analyst’s ability to individualize the program based on client-specific factors. LeBlanc et al. (2020) found that training clinicians to use enhanced data sheets, which represent both the antecedent and response, resulted in greater procedural integrity when compared to standard data sheets. Additional benefits of enhanced data collection systems include the representation of potential error patterns, which may be used to modify the intervention program. The current study compared naïve participants’ accuracy in predicting a client’s performance when represented on standard and enhanced data sheets. Participants consistently identified error patterns on enhanced data sheets; however, performance did not differ across data collection methods when accurate responding or unpredictable controlling relations were shown. These findings suggest that enhanced measurement may facilitate the identification of error patterns during instruction for behavior analysts.
PubDate: 2023-02-21
- Snack Talk: Effects of a Naturalistic Visual Communication Support on
Increasing Conversation Engagement for Adults with Disabilities-
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Abstract: Abstract Adults with intellectual and developmental disabilities frequently experience poor life outcomes, with individuals reporting lower levels of social support, relationships, gainful employment, and satisfaction in their quality of life. To ameliorate these outcomes, social skills and social communication interventions aligned with the needs of adults are warranted. This study examined the efficacy of Snack Talk, a supplemental naturalistic visual communication support, with five adults with intellectual and developmental disabilities. Snack Talk was implemented during the midday mealtime, with the goal of increasing conversation engagement. A withdrawal design across participants was used. Results demonstrated increases in conversation engagement and showed meaningful gains for participants in the intervention and postintervention phase compared to baseline.
PubDate: 2023-02-06
- Using an App-Based Token Economy to Increase Engagement in Daily Living
and Vocational Tasks with Adults with Developmental Disabilities-
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Abstract: Abstract The token economy is an evidence-based practice that improves outcomes across populations, settings, and behaviors. Nonetheless, their complex nature frequently leads to ineffective implementation. In addition, little is known about the extent to which token economies are effective for increasing engagement in adults with disabilities. Therefore, we conducted a multiple probe across participants to evaluate the effectiveness of a token economy using an app (i.e., Class Dojo) to increase engagement with daily living and vocational tasks in adults with disabilities. All participants increased their engagement with tasks following the introduction of the intervention and maintained higher than baseline levels of engagement up to 6 weeks after the intervention ended. Staff members completed an anonymous survey to indicate their perception of the feasibility and effectiveness of the intervention. Social validity results indicated that some staff members found the intervention effective, but time-consuming and challenging.
PubDate: 2023-01-25
- Evaluating Preference for Functional and Nonfunctional Stimuli in the
Treatment of Destructive Behavior-
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Abstract: Abstract The effects of including nonfunctional stimuli that may appear in the natural environment during treatment remain unclear. The current study evaluated preference for differential reinforcement of communication (DRC) treatments with functional reinforcers only and a combination of functional and nonfunctional stimuli. Both treatment conditions resulted in a decrease in destructive behavior and an increase in the communication response for all participants. Two participants preferred the combined DRC condition, whereas one participant showed equal preference for the combined condition and one of the functional conditions.
PubDate: 2023-01-24
- Multiple Isolated Functions of Problematic Behavior: A Case Study
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Abstract: Abstract Multiple isolated functions of problematic behavior are distinct from synthesized functions. Limited research has focused on the considerations of assessing and treating multiple isolated functions of problematic behavior. This case study utilized traditional functional analysis procedures to identify the functions of the targeted problematic behavior and a multiple baseline across functional contexts design to evaluate a function-based treatment. The nuances of assessing and treating multiple isolated functions are discussed.
PubDate: 2023-01-19
- Dignity and Respect: Why Therapeutic Assent Matters
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Abstract: Abstract During therapeutic treatment and research in psychology and related fields, informed consent by the client or participant is required when they are over the age of 18; assent is required when a client or participant is under the age of 18 or a conserved adult. During both research and treatment, behavior analysts often work with neurodiverse individuals who have language deficits, and these clients may require unique assent procedures. This article will outline reasons behavior-analytic research and therapy require field-specific assent procedures. Furthermore, the goals of research and therapy are different and therefore assent may need to differ as well. This article will also argue that therapeutic assent during behavior-analytic treatment requires a unique set of guidelines and procedures that may differ from the behavior-analytic research.
PubDate: 2023-01-19
- Use of a Preassessment to Inform Treatment of Rapid Eating
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Abstract: Abstract Rapid eating is a common and potentially dangerous behavior among individuals diagnosed with autism spectrum disorder (ASD; Favell et al. Behavior Modification, 4, 481–492, 1980). Although limited research has shown efficacy in treating rapid eating using procedures that increase interresponse time between bites, the literature on preassessment methods to inform treatment remains limited. Therefore, the purpose of the present study was to replicate and extend procedures used by Page et al. Behavior Analysis in Practice, 10, 87–91 (2016) to effectively reduce the rapid eating of an adolescent male diagnosed with ASD through the incorporation of a preassessment and treatment package including a vibrating pager, vocal rule, and response blocking. Overall, results of the study demonstrated that the preassessment was effective in determining foods to be included in treatment, and the treatment package was effective in increasing average interresponse time between bites. Additions to the current literature as well as limitations to be addressed in future research are discussed.
PubDate: 2022-12-28
DOI: 10.1007/s40617-022-00771-z
- Teaching Children with Autism to Identify Known and Unknown Information
across Self and Others-
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Abstract: Abstract This study evaluated procedures for teaching three children diagnosed with autism spectrum disorder the perspective-taking skill of identifying known and unknown information by others based on what they were sensing across all five senses: see, taste, feel, hear, and smell. Using a multiple baseline across participants design, this study evaluated a training package consisting of rules, multiple exemplar training, error correction, and reinforcement. The treatment package successfully taught participants to identify known/unknown information based on what individuals sensed. Generalization across untrained stimuli and people was observed from baseline to posttraining for all participants.
PubDate: 2022-12-21
DOI: 10.1007/s40617-022-00768-8
- Evaluating Sources of Continuing Education and Professional Development
Used by Behavior Analysts-
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Abstract: Abstract Board certified behavior analysts (BCBAs) are required to accrue continuing education units (CEUs) every 2 years, and to regularly engage in professional development. Identifying sources of CEUs and professional development activities, what factors BCBAs consider when choosing them, and their preferences and opinions could help inform the provision of CEU and professional development activities. However, little is known about those collective sources nor the preferences of behavior analysts in obtaining them. We surveyed individuals certified as BCBAs or board certified assistant behavior analysts through the Behavior Analyst Certification Board mass e-mail service to identify trends in CEU accruement and professional development and factors driving individuals to certain sources over others. Respondents indicated they value and believe peer-reviewed articles, in-person conferences, and well-known speakers over less verifiable sources such as social media platforms (e.g., Facebook groups or podcasts). Implications for improving the accessibility of high-quality sources of CEUs and professional development are discussed.
PubDate: 2022-12-21
DOI: 10.1007/s40617-022-00769-7
- Using Relational Frame Theory to Examine Racial Prejudice: A Tool for
Educators and an Appeal for Future Research-
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Abstract: Abstract Canadian colleges and universities have begun to acknowledge systemic and institutionalized racism by developing equity statements and policies in support of diverse and accessible learning environments. To encourage these equitable statements and policies as actionable, analysis of racial bias and methods for reducing its occurrence are warranted. In this article, literature on relational frame theory in the context of racial prejudice is reviewed, including treatment approaches shown to be less effective and those that appear promising. The integration of a functional contextual approach into pedagogy is considered with an aim to better understand the origins of racial prejudice. Finally, recommendations on the examination of personal and sociocultural bias among educators and their students are provided.
PubDate: 2022-12-21
DOI: 10.1007/s40617-022-00767-9
- Ten Environmental Sustainability Initiatives for Implementation
in Human-Service Organizations-
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Abstract: Abstract Climate change is happening at an escalating rate. Every organization, including human-service organizations, needs to determine how their policies and practices positively and negatively affect the environment and enact a plan for reducing their negative impacts. There is no targeted guidance for leaders of human-service organizations, like applied behavior analysis organizations, to reduce their negative impact on the environment. This article provides 10 initiatives human service organizations can implement toward this goal.
PubDate: 2022-12-20
DOI: 10.1007/s40617-022-00770-0
- Using Telehealth to Program Generalization of Caregiver Behavior
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Abstract: Abstract Stokes and Baer, Journal of Applied Behavior Analysis, 10(2), 349–367 (1977) provided guidelines to assist practitioners with programming for the generalization of behavior change. Despite the suggestions provided in their seminal paper, generalization remains an often overlooked area within behavior analytic research and practice. In addition, few studies have described explicit strategies to program for the generalization of caregiver behaviors that are consistent with interventions to reduce child challenging behavior. In the current discussion, we describe how telehealth provides a potential avenue for practitioners to focus on generalization. Telehealth helps practitioners access behavior-change agents, materials, and contexts that they may not directly contact in educational and clinical environments. Using telehealth to target these areas early on, and throughout treatment for child challenging behavior, may facilitate more rapid treatment success and maintenance. We provide a case example to demonstrate the use of telehealth to program the generalization of a mother’s treatment plan implementation to reduce the severe challenging behavior of an adolescent. We report clinically and socially significant outcomes related to caregiver fidelity and challenging behavior reduction.
PubDate: 2022-12-20
DOI: 10.1007/s40617-022-00766-w
- A Survey of Staff Training and Performance Management Practices: An Update
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Abstract: Abstract The field of behavior analysis has experienced marked growth in the number of credentialed professionals over the last decade. This growth may have implications for the quality of staff training, performance management, and supervision practices provided in human service settings. The purpose of this survey was to extend DiGennaro Reed and Henley (2015) by surveying credentialed and aspiring behavior analytic professionals on the staff training, performance management, and supervision practices available at their current place of employment. Three main differences were observed in relation to the findings of DiGennaro Reed and Henley. The current findings indicate notable changes in the demographic characteristics of survey respondents. In addition, we observed modest increases in the use of best practices for initial and ongoing training and performance management. Results also indicate several areas of concern regarding the provision of supervisory skills training. • Results revealed improvements in the percentage of respondents who received initial or preservice training compared to DiGennaro Reed and Henley (2015). However, employers primarily rely on instructions and modeling to train their employees. • Findings revealed greater reliance on asynchronous and synchronous online training modalities compared to DiGennaro Reed and Henley (2015). • Results revealed a slight shift in the percentage of respondents who reported receiving ongoing training compared to DiGennaro Reed and Henley (2015). In the present study, BCaBAs and RBTs generally received ongoing training; however, fewer BCBAs reported receiving ongoing training. • The reported use of performance management practices improved compared to DiGennaro Reed and Henley (2015). That is, a higher percentage of respondents reported being observed at work while carrying out their job responsibilities. • Of the respondents who supervise staff, less than half of them reported receiving supervisory skills training. And only half of those respondents reported that their training prepared them to supervise others.
PubDate: 2022-12-14
DOI: 10.1007/s40617-022-00762-0
- The Ethics of Actually Helping People: Targeting Skill Acquisition Goals
That Promote Meaningful Outcomes for Individuals with Autism Spectrum
Disorder-
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Abstract: Abstract As a field that predominately supports individuals with autism spectrum disorder (ASD), we have an ethical duty as behavior analysts to ensure that the goals we write and interventions we prescribe promote best outcomes across the lifespan. This is critical, given that as it stands now, outcomes in adulthood for individuals with ASD are poor in every area assessed. The Ethics Code for Behavior Analysts can be interpreted to provide support for teaching the right goals, the right way, with respect to inherent rights of those we serve, in order to help affect positive changes in these outcomes. The present article highlights ethical themes that are relevant in order to affect these changes that are supported by the Code, as well as actionable steps to take next. The aim is to provide a resource for practitioners to use in clinical practice and in making ethical decisions that will help to improve outcomes for individuals with autism in adulthood. In addition, recommendations are made about integrating these values and approaches in terms of training, supervision, advocacy, and research.
PubDate: 2022-12-12
DOI: 10.1007/s40617-022-00757-x
- Teaching Mands: Correspondence among Acquisition, Recommendations of the
Essential for Living Communication Modality Assessment, and Preference-
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Abstract: Abstract Approximately 25% to 35% of individuals diagnosed with an autism spectrum disorder (ASD) do not acquire vocal speech and may require an augmentative and alternative communication (AAC) modality to express their wants and needs. There are various modes of AAC that individuals with limited vocal speech may use (e.g., manual signs, picture cards). However, the process used to identify the most appropriate communication modality for an individual is not always systematic. Thus, the acquisition of the specified AAC modality may be slow if the communication modality prescribed is inappropriate. To date, there are a few methods that may be used to select an AAC modality. However, these methods consider different variables. For example, McGreevy et al. (2014) included a communication assessment within the Essential for Living (EFL) manual that identifies and ranks appropriate AAC modalities for individuals. Nevertheless, to date, there is no research demonstrating that individuals will acquire the communication modality recommended by the EFL or comparing acquisition of this AAC modality to other frequently used AACs. Thus, this study aimed to compare acquisition of mands across three AACs, evaluate whether mands taught using the AAC modality recommended by the EFL were acquired in fewer sessions, and determine whether participants preferred the AAC modality acquired in fewer sessions. Four children diagnosed with ASD and limited vocal repertoires participated in this study. All participants acquired mands using the AAC modality recommended by the EFL. However, for all participants, rate of acquisition was similar across all three modalities of AAC and preference of AAC was idiosyncratic.
PubDate: 2022-12-07
DOI: 10.1007/s40617-022-00764-y
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