 Subjects -> SOCIOLOGY (Total: 553 journals)
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- Effects of a Technology-Based Self-Management Intervention on Social Media
Use in a College Student-
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Abstract: Abstract Social media use has become a growing concern and an emerging public health crisis, with an increasing body of research suggesting adverse effects on the psychological, social, and mental well-being of its users. We evaluated the effectiveness of a technology-based self-management intervention consisting of self-monitoring and delays in a college student’s daily social media use. Results showed a reduction of social media use to zero and near-zero levels and maintenance up to 30 days postintervention.
PubDate: 2024-08-09
- Disseminating Ethical Applied Behavior Analysis within a Human-Service
Organization: A Tutorial-
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Abstract: Abstract The Behavior Analyst Certification Board (BACB) Ethics Code for Behavior Analysts (2020) guides our practice and our professional responsibilities, and some certificants of the BACB may experience possible conflict between engaging in ethical practice and organizational policies at their place of employment (Greeny et al. Behavior Analysis: Research & Practice, 22(4), 368–381, 2022). An ethics coordinator (Brodhead & Higbee, Behavior Analysis in Practice, 5(2), 82–88, 2012), ethics committee (Cox, Behavior Analysis in Practice, 13(4), 939–949, 2020), or ethics network (LeBlanc et al., Behavior Analysis in Practice, 13(4), 905–913, 2020) could help mitigate such conflict. In this article, we described the formation of our organizational ethics network, based on the network developed by LeBlanc et al. (Behavior Analysis in Practice, 13(4), 905–913, 2020). We also reported on the use of our ethics hotline during the first year of the network, showcasing the possible cross-level and cross-departmental collaboration with occasional organizational change that occurred related to situations submitted to the ethics hotline. We concluded with our reflections and considerations for other practitioners or organizations who want to establish an ethics network.
PubDate: 2024-08-09
- Differential Effects of Peer Presence Variations during Embedded
Instruction for Preschoolers with Intensive Needs-
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Abstract: Abstract A single-case parallel treatments design was used to compare the effects of embedded instruction when provided with peers present and peers absent in an inclusive preschool classroom. Three children exhibiting delays across multiple domains of development participated. Results indicated that both peer presence variations were effective, and neither was consistently superior for any examined outcome measure. Implications of this finding suggest that when teachers plan for embedded instruction, concerns and considerations about the presence of peers may not be warranted. For teachers working in classrooms with high staff to child ratios, this finding may be particularly welcomed given assumed difficulties in planning for and conducting one-on-one instruction with limited adult support to oversee large numbers of children engaged in other activities (osf.io/9yv37/).
PubDate: 2024-08-08
- A Preliminary Investigation of Long-Term Maintenance of a
Parent-Implemented Physical Activity Intervention for Adolescents
Diagnosed with ASD-
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Abstract: Abstract Many adolescents, particularly those diagnosed with autism spectrum disorders (ASD), fail to get ≥ 60 min/day of moderate- to vigorous-intensity physical activity (MVPA), in line with the World Health Organization’s guidelines. Whole-day interventions (i.e., interventions implemented throughout the day) can increase physical activity (PA) levels throughout the day to meet these guidelines. However, there are no known behavior-analytic studies examining the effectiveness of whole-day interventions for increasing PA levels in adolescents diagnosed with ASD in both the short- and long-term. Two adolescent boys diagnosed with ASD and their mother tested the effectiveness of a parent-implemented multicomponent intervention package comprising progressive goal setting, feedback, reinforcement, and self-monitoring to increase whole-day step count. The participants increased their daily step counts to 14,000 steps (which translates to ≥ 60 min/day of MVPA) by the conclusion of the intervention, thus meeting or exceeding PA guidelines. The family then adjusted the procedure to better meet their lifestyle needs, resulting in long-term maintenance of PA above baseline levels at 6- and 11-months post-intervention for one participant, and 11-months post-intervention for the other participant. This study therefore shows the importance of tracking long-term changes in outcomes and understanding factors influencing the sustainability of these outcomes.
PubDate: 2024-08-06
- On the Use and Benefits of Electronic Data Collection Systems: A Tutorial
on Countee-
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Abstract: Abstract Objectivity in behavior measurement is a defining feature of behavior analysis. With the increased accessibility of technology, there has been an increase in electronic data collection methods, which carry several advantages, such as ease of data transformation and transfer from electronic outputs (e.g., Microsoft Excel files). Countee is an electronic data collection application that has been named in over 30 articles in behavior-analytic journals. It is available for free on both iOS- and Android-based smartphones in multiple countries. The application allows for the programming of both frequency and duration keys, which can be used to derive additional measures. Despite its use in behavior analytic research and practice, a tutorial has not yet been published on the application. Therefore, the purpose of this article is to outline its features, provide instructions on its use, data transformations and calculations, and describe its benefits to ease replication and disseminate its use.
PubDate: 2024-08-06
- "Everybody Needs to Take Breaks": A Qualitative Analysis of
Registered Behavior Technicians' Experiences with Taking Breaks at Work-
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Abstract: Abstract In 2023, the Behavior Analyst Certification Board (BACB) reported that there were over 160,000 registered behavior technicians (RBTs) certified to deliver behavior analytic services. Previous research suggests that RBTs experience varying levels of burnout and turnover intention. Providing employees breaks at work is one strategy that may decrease burnout and turnover. We conducted semi-structured interviews with 15 RBTs working in clinics, schools, and homes to inquire about their experiences with taking breaks at work. The results of the thematic analysis yielded the following themes: (1) breaks are important and necessary; (2) break conditions vary; and (3) support for taking breaks is mixed. The implications of these findings and recommendations for employees, supervisors, and organizations are discussed.
PubDate: 2024-08-02
- Trauma-Informed Care (TIC) of Persons with Intellectual and Developmental
Disabilities: A Pilot Survey of Board Certified Behavior Analysts at a
Human Services Organization-
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Abstract: Abstract We conducted an online survey of board certified behavior analysts (n = 67) at a human services organization to assess their attitudes and opinions about trauma-informed care (TIC) of persons with intellectual and developmental disabilities (IDD) and compatibility with behavior analytic practice. Survey respondents indicated they had no to minimal college level/graduate school coursework, training, supervision, and implementation experience in TIC. They largely agreed that TIC should be considered for persons with IDD, provides knowledge that can improve behavior analytic services, should be emphasized in training, and is within the scope of behavior analyst practice. However, there was strong agreement that TIC is not defined or practiced consistently and is not well-researched by behavior analysts. We discuss the implications of these findings and present survey informed recommendations for advancing TIC within the behavior analytic professional community.
PubDate: 2024-08-01
- A Caregiver Survey on Medical and Behavior Analytic Treatments for
Idiopathic Toe Walking-
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Abstract: Abstract Toe walking, which is defined as walking with a bilateral toe-to-toe gait, is common among children with intellectual and developmental disabilities and can result in a number of medical problems. Both medical and behavioral treatments for toe walking have been evaluated. In the current study, we surveyed caregivers of individuals who engage in toe walking about their use of various medical and behavioral treatments. Results suggest that the use of medical treatments is more common, and most respondents reported that they were unaware that behavioral treatment of toe walking is an option. Most respondents reported that the hypothesized function of toe walking by their child is automatic positive reinforcement, although more than half attributed toe-walking to a disorder (e.g., autism spectrum disorder), a physical cause (e.g., tight muscles), or reported they did not know why their child engaged in toe walking. Surgery and increased response effort via weighted boots were the medical and behavioral treatments, respectively, perceived to be most effective in treating toe walking. To assist the behavior analytic community in managing toe-walking cases, we also provide some specific recommendations for practitioners, including a description of the advantages and disadvantages of behavioral treatments for toe walking and a decision tree for behavior analysts unfamiliar with the literature on this topic.
PubDate: 2024-07-31
- Scoping Review: Caregiver Training to Reduce Challenging Behaviors
Displayed by Children on the Autism Spectrum-
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Abstract: Abstract Effective intervention for children on the autism spectrum who engage in challenging behavior is critical. To ensure meaningful behavior change, caregiver training to support intervention implementation in the natural environment is often required. It is fortunate that both behavioral interventions and caregiver training are considered evidence-based for the reduction of challenging behavior. However, behavioral interventions may be comprised of an idiosyncratic combination of behavior-change strategies that require caregivers to accurately implement several strategies simultaneously or sequentially. The complexity of these interventions may affect parents’ ability to implement interventions accurately and consistently in the natural environment, which may in turn affect child outcomes. However, no review has synthesized the evidence from single-case design studies that evaluate the effects of caregiver training on a variety of caregiver-mediated interventions for autistic children who engage in challenging behavior. Given the complexity of caregiver training and caregiver-mediated interventions, and their increasing popularity, a greater understanding of the related evidence is warranted. We identified trends in participant demographics, caregiver training approaches implemented, child challenging behavior addressed, and behavioral intervention approaches employed. We propose recommendations for interpreting and applying results in practice, and avenues for future research directions.
PubDate: 2024-07-31
- Virtual Reality Training of Safety and Social Communication Skills in
Children with Autism: An Examination of Acceptability, Usability, and
Generalization-
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Abstract: Abstract Individuals with autism spectrum disorder (ASD) can struggle to acquire social, communication, and safety skills. Many of these skills can be targeted in individualized behavior analytic instruction. However, some skills can be challenging to teach given the difficulties associated with reconstructing a real-world scenario within a learning session. Virtual reality (VR) has emerged as a promising technology that can help people with ASD practice these types of skills in an immersive environment. VR is an emerging technology, and more research is needed to determine its efficacy as well as its impact on variables such as client indices of happiness and social validity. In this study, we successfully taught three children with ASD three different skills using a VR treatment package that consisted of VR, prompts, and reinforcement. Prior to teaching these skills, we included a cooperation phase with the intent to increase acceptance of VR equipment as needed. We found that each of the three participants accepted the equipment and VR sessions without the need for additional training. In all cases, the skills the participants acquired in the VR platform were maintained and generalized to the natural environment. Participants demonstrated indices of happiness when engaged with the VR software and parents and clinical staff ranked the VR software positively. Results are discussed in terms of the use of the VR treatment package in intervention and future research for similar technologies.
PubDate: 2024-07-24
- An Electronic Bracelet for Self-Monitoring of Nail Biting in Habit
Reversal Procedures-
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Abstract: Abstract Nail biting has been successfully reduced using habit-reversal procedures. Two important components of these procedures are self-monitoring, which includes self-recording using pen and paper, and emitting behavior incompatible with nail biting. In this study, an electronic bracelet was tested as an aid during these components. Three habit-reversal treatments were conducted with undergraduate students. In the first, participants used the bracelet to record nail biting and to record incompatible behavior of pressing a sensor. Nail biting decreased relative to baseline. In the second treatment, preference for a traditional (pen and paper) method or the electronic bracelet was assessed during baseline an intervention conditions but in many cases, participants preferred pen and paper. In the third treatment the bracelet generated a prompt for the occurrence of the incompatible behavior of making a fist. Nail biting was reduced to near-zero levels within 10 days and preference for the bracelet over the paper data collection was observed in all participants.
PubDate: 2024-07-22
- Adapting a Functional Assessment of Cigarette Smoking for People with
Intellectual and Developmental Disabilities-
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Abstract: Abstract There is a concerning lack of published smoking cessation research on people with intellectual and developmental disabilities (IDD). A Functional Assessment for Smoking Treatment Recommendations (FASTR) was recently developed to help personalize patients’ tobacco treatment. Adapting this tool to effectively identify putative environmental variables that maintain smoking for people with IDD is predicted to improve current treatments. The purpose of this study was to pilot the FASTR with people with IDD to understand modifications necessary to implement it in this population. During 1-hour interviews participants (n = 8) described the extent they agreed with each FASTR statement using a Likert scale, corresponding to one of five potential functions of smoking (i.e., Automatic Positive, Automatic Negative, Social Positive, Social Negative, and Antecedent). Participants gave input on potential modifications to make the assessment more inclusive for people with IDD. A quantitative approach was used to pilot the FASTR and participant narratives were used to understand difficulties and potential modifications. For each participant a function was endorsed if the average response to questions corresponding to that function was greater than 3 (neutral) or over 50% “yes” responses. The two most frequently endorsed functions were Automatic Negative (87.5% participants) and Social Negative (75% of participants). Participants recommended making the focus of each statement larger and in bold so respondents can understand the most important part of the statement. The FASTR was modified based on their feedback and will be distributed to a larger sample of people with IDD for further validation.
PubDate: 2024-07-22
- Teaching Caregivers to Use Graduated Guidance Using Video Modeling
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Abstract: Abstract We evaluated the effects of a video modeling training package on the implementation of graduated guidance instruction for three caregivers of young children with autism spectrum disorder. The video model was narrated and featured a generic model of graduated guidance that was different from the tasks used in the study. One of the caregiver–child dyads participated via telehealth during the COVID-19 pandemic. During baseline, caregivers performed the teaching procedure with low accuracy. In the last two training sessions, caregivers performed each activity with few or no errors.
PubDate: 2024-07-22
- Development of the Values-Centered Assessment Tool (VCAT) to Inform
Culturally Responsive Behavioral Services-
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Abstract: Abstract Taking an individualized approach to cultural responsiveness is essential when collaborating with families to deliver behavior-analytic services. One way behavior analysts can start this process is by asking caregivers and other relevant individuals informed and targeted questions that would allow behavior analysts to make cultural adaptations to services that are provided. However, there is a lack of well-developed resources that are specific to behavior-analytic practice and designed to assist behavior analysts in facilitating conversations regarding values and cultures of clients and their families. Therefore, the purpose of this study was to develop the Values-Centered Assessment Tool (VCAT) to offer a way for behavior analysts to assess a wide range of potential adaptations that may be incorporated into the process of behavioral assessment, training, and intervention. To develop the tool, rigorous standards were adopted, including an extensive review of the literature, in-depth interviews with service providers (behavior analysts), and evaluation by an expert panel. The final version of the VCAT included questions about stakeholders, cultural practices, communication, client–professional relationship, accessibility, and parenting/behavior management. Results showed that the VCAT was representative of the content being assessed (S-CVI = .89) and demonstrated high content validity indexes for relevance (I-CVI = .99) and clarity (I-CVI = .98) of items. The VCAT was determined to be a content-valid tool that can be used to design individualized behavioral services with consideration of values and cultures of families who are from diverse cultural backgrounds.
PubDate: 2024-07-15
- Blending Staff Preference Assessments and Contingent Reinforcement to
Enhance Data Collection in a Residential Facility for Adults with Severe
Aggressive Behavior-
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Abstract: Abstract The present article details the data collection behavior of residential staff employed in community-based settings for adults with intellectual disabilities and significant behavioral challenges. The staff members who participated in the study were responsible for collecting behavioral data related to episodes of aggressive behavior that were observed in their residential settings. A descriptive analysis data collection system was in place for each of the residences in the study. Individualized preference assessments were performed with a representative staff member from each of the homes. Once a highly preferred item was identified by the staff person, they were able to earn the item that had been identified contingent upon data collection in the house meeting or exceeding 80% completion of their daily data expectations. The assessment and intervention were examined across all three of the residences in the study via a multiple baseline design with a reversal design embedded within one of the legs of the design. The results demonstrated increases in data collection across each of the residences in the study as the intervention was introduced at each of the sites.
PubDate: 2024-07-12
- Correction: Behavior Analysts' Use of Treatments for Individuals with
Autism: Trends within the Field-
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PubDate: 2024-07-11
- Interobserver Agreement among a Staff Member and Visitors at a Wolf
Sanctuary-
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Abstract: Abstract The purpose of this study was to determine whether untrained visitors at a wolf sanctuary could collect behavioral data, within an acceptable range of interobserver agreement (IOA), using a freely available instrument on their smartphones. Two independent groups of untrained visitors continuously recorded one target behavior only or two target behaviors simultaneously. Observations occurred during a 50-min educational presentation with multiple wolves. Whereas IOA was at or above 80% for all participants, kappa was below the acceptable range of 0.6 or greater for some participants observing two target behaviors simultaneously. • Clinicians may consider the use of untrained observers for limited data collection purposes • Simple recording rules or pictures of conspicuous target behaviors may facilitate acceptable interobserver agreement • Clinicians may consider the use of a similar smartphone data collection instrument for untrained observers • Clinicians should be cautious of any competing smartphone behaviors that may interfere with the behavior of observing a target
PubDate: 2024-07-11
- Using Peer-Led Behavioral Skills Training to Teach Trainees Active and
Empathic Listening Skills in a Virtual Environment-
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Abstract: Abstract Active and empathic listening skills are considered crucial to the success of behavior analytic practitioners; however, minimal feasible, technological, and generalizable training methods and outcome data are available to guide the development of these skills in trainees. The current study evaluated the effects of a novel, peer-led behavioral skills training on increasing active and empathic listening skills in six behavior analytic trainees split into three dyads. A concurrent multiple baseline across participants design demonstrated the positive and generalized effects of this training across four of the six participants (i.e., two dyads). One additional, expert-led rehearsal and performance feedback session led to the immediate acquisition and generalization of the skills in the final two participants (i.e., one dyad). Results are discussed in terms of trainer feasibility and trainee acceptability, considerations when using peer-led BST, and the importance to the field of explicitly teaching socially valid interpersonal skills in various environments.
PubDate: 2024-07-09
- Using Functional Communication and Competing Stimuli to Gradually Increase
the Distance of Transitions in the Treatment of Tangibly Maintained
Elopement-
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Abstract: Abstract Behavioral interventions are highly efficacious in reducing elopement. However, few studies explicitly examine elopement during transitions, and they typically do not discuss distance traveled during the transition. We report on a successful treatment consisting of functional communication to “go see” stimuli during transitions along with blocking and competing stimuli during reinforcer delays for a young boy whose elopement occurred during transitions and was maintained by positive reinforcement in the form of access to tangibles. During generalization, the distance of the transitions was gradually increased while maintaining low levels of elopement.
PubDate: 2024-07-09
- Practice Makes Progress: Evaluating Ethics Instruction Using
Competency-Based Assessments-
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Abstract: Abstract This pre/post-group design examined the efficacy of using competency-based assessments to teach students of behavior analysis to engage in ethical decision making. Students in the experimental group received feedback on identifying potential, ethical scenarios in quizzes and Behavior Skills Training (BST) on identifying all components of and developing potential action plans for the 11-step decision-making model (Behavior Analyst Certification Board, 2020) and for role plays that simulated meetings that people would encounter in practice to review concerns, gain additional information, and develop solutions-based plans with relevant parties. Students in the control group received treatment as usual. The findings were not statistically significant, and students only met criteria for role plays. The content was iterated, and Study 2 was developed. In Study 2, two students received feedback on the identification of examples and nonexamples of ethical dilemmas and behavior analyst’s best course of action in the situation and BST on identifying and creating actions plans of the decision-making model. Both students met criteria for mastery. Implications, based on this preliminary research, for evidence-based practice and future research are discussed.
PubDate: 2024-06-28
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