Pub Date : 2023-09-05DOI: 10.1080/15021149.2023.2255460
G. Lee, Jiaqi Kan, Nicole Luke, Ke Xin Lin
ABSTRACT The purpose of this study was to investigate the effects of different instructional sequences when learning Chinese as a foreign language. Six English-speaking individuals (two male adults, three female adults, and one male student) participated in this study. Combined listener instruction consisted of auditory-visual matching for textual stimuli (i.e., “Point to [name of Chinese character]) and visual-visual matching for textual and picture stimuli (i.e., “Match [name of Chinese character]). Combined speaker instruction consisted of textual and tacting responding in Chinese. The researcher taught six stimulus sets (a total of 30 Chinese vocabularies), with each set randomly assigned to either the Listener-Speaker or Speaker-Listener instructional sequence. Results indicated that four participants required fewer trials to criterion with Speaker-Listener instruction; the other two participants’ learning trials between the two instructional methods were comparable. Five participants demonstrated greater emergent listener responses for stimulus sets taught with combined speaker instruction than emergent speaker responses for stimulus sets taught with combined listener instruction. One participant’s emergent speaker and listener responses were at a high level and not differentiated between the two instructional methods.
{"title":"A preliminary analysis of the effects of listener-speaker and speaker-listener sequences on learning Chinese as a foreign language","authors":"G. Lee, Jiaqi Kan, Nicole Luke, Ke Xin Lin","doi":"10.1080/15021149.2023.2255460","DOIUrl":"https://doi.org/10.1080/15021149.2023.2255460","url":null,"abstract":"ABSTRACT The purpose of this study was to investigate the effects of different instructional sequences when learning Chinese as a foreign language. Six English-speaking individuals (two male adults, three female adults, and one male student) participated in this study. Combined listener instruction consisted of auditory-visual matching for textual stimuli (i.e., “Point to [name of Chinese character]) and visual-visual matching for textual and picture stimuli (i.e., “Match [name of Chinese character]). Combined speaker instruction consisted of textual and tacting responding in Chinese. The researcher taught six stimulus sets (a total of 30 Chinese vocabularies), with each set randomly assigned to either the Listener-Speaker or Speaker-Listener instructional sequence. Results indicated that four participants required fewer trials to criterion with Speaker-Listener instruction; the other two participants’ learning trials between the two instructional methods were comparable. Five participants demonstrated greater emergent listener responses for stimulus sets taught with combined speaker instruction than emergent speaker responses for stimulus sets taught with combined listener instruction. One participant’s emergent speaker and listener responses were at a high level and not differentiated between the two instructional methods.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88807820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15021149.2023.2275090
H. S. Steingrímsdóttir, Elva Ósk Vilhjálmsdóttir, E. Arntzen
ABSTRACT The purpose of the current study was to (1) compare the acquisition of baseline conditional discriminations in younger and older adults, (2) study the effect of the differential outcome procedure (DOP) on the establishment of baseline conditional discriminations, and (3) compare equivalence class formation in younger and older adults. Twenty-four participants, 12 younger adults (20–30 years old) and 12 older adults (67+ years old), participated in the study. In the conditional discrimination training, we gave the participants a break following 180 training trials, and the experimenter evaluated their progress. Participants with overall 50% correct responses or more after those 180 trials continued with the study as planned, with baseline conditional discrimination presented in accordance with the one-to-many (OTM) training structure and serialized training, followed by thinning of programmed consequences across training blocks before a test for the emergence of equivalence classes. If a participant was still training AB-conditional discriminations when the break was presented, with overall correct responses below 50% correct, the participant was exposed to a DOP to evaluate whether such a procedure may facilitate the establishment of the baseline conditional discrimination. Five participants in the older adult group received additional DOP training trials. The results show that two out of the five participants receiving DOP training established the AB baseline conditional discrimination. Neither of those responded in accordance with stimulus equivalence. Two out of the other seven participants in the older adults group and six out of 12 participants in the younger group formed equivalence classes.
{"title":"Discrimination and equivalence class formation in adults using non-differential and differential consequences","authors":"H. S. Steingrímsdóttir, Elva Ósk Vilhjálmsdóttir, E. Arntzen","doi":"10.1080/15021149.2023.2275090","DOIUrl":"https://doi.org/10.1080/15021149.2023.2275090","url":null,"abstract":"ABSTRACT The purpose of the current study was to (1) compare the acquisition of baseline conditional discriminations in younger and older adults, (2) study the effect of the differential outcome procedure (DOP) on the establishment of baseline conditional discriminations, and (3) compare equivalence class formation in younger and older adults. Twenty-four participants, 12 younger adults (20–30 years old) and 12 older adults (67+ years old), participated in the study. In the conditional discrimination training, we gave the participants a break following 180 training trials, and the experimenter evaluated their progress. Participants with overall 50% correct responses or more after those 180 trials continued with the study as planned, with baseline conditional discrimination presented in accordance with the one-to-many (OTM) training structure and serialized training, followed by thinning of programmed consequences across training blocks before a test for the emergence of equivalence classes. If a participant was still training AB-conditional discriminations when the break was presented, with overall correct responses below 50% correct, the participant was exposed to a DOP to evaluate whether such a procedure may facilitate the establishment of the baseline conditional discrimination. Five participants in the older adult group received additional DOP training trials. The results show that two out of the five participants receiving DOP training established the AB baseline conditional discrimination. Neither of those responded in accordance with stimulus equivalence. Two out of the other seven participants in the older adults group and six out of 12 participants in the younger group formed equivalence classes.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"103 1","pages":"213 - 233"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1080/15021149.2023.2191078
Yukinobu Ban, P. McGill
ABSTRACT The concept of the establishing operation/motivating operation (MO) provides a useful approach for understanding motivational variables in operant conditioning. Since Michael elaborated the concept of the conditioned motivating operation (CMO), three CMO subtypes (i.e., surrogate, reflexive, transitive) have been applied in the analysis of behaviour. The aims of the current review are (a) to identify the types of CMO used in mand training, (b) to identify the stimuli functioning as CMOs in the MO manipulation procedures, and (c) to analyse the effectiveness of MO manipulation procedures in mand training. The current systematic review identifies, between 1982 and 2022, 61 studies using MO manipulation procedures to teach new mand responses to children with autism spectrum disorder. All studies used transitive CMOs in mand training. Various stimuli functioned as CMOs in a range of procedures, the most common being hiding an item from view. The evaluation of effect sizes showed that mand training using CMOs had medium to strong effects in 66% of the participants in increasing their independent mand responses. Implications for practitioners and suggestions for future research on mand training using CMOs are discussed.
{"title":"The use of conditioned motivating operations (CMOs) in mand training for children with autism spectrum disorder: A systematic review","authors":"Yukinobu Ban, P. McGill","doi":"10.1080/15021149.2023.2191078","DOIUrl":"https://doi.org/10.1080/15021149.2023.2191078","url":null,"abstract":"ABSTRACT The concept of the establishing operation/motivating operation (MO) provides a useful approach for understanding motivational variables in operant conditioning. Since Michael elaborated the concept of the conditioned motivating operation (CMO), three CMO subtypes (i.e., surrogate, reflexive, transitive) have been applied in the analysis of behaviour. The aims of the current review are (a) to identify the types of CMO used in mand training, (b) to identify the stimuli functioning as CMOs in the MO manipulation procedures, and (c) to analyse the effectiveness of MO manipulation procedures in mand training. The current systematic review identifies, between 1982 and 2022, 61 studies using MO manipulation procedures to teach new mand responses to children with autism spectrum disorder. All studies used transitive CMOs in mand training. Various stimuli functioned as CMOs in a range of procedures, the most common being hiding an item from view. The evaluation of effect sizes showed that mand training using CMOs had medium to strong effects in 66% of the participants in increasing their independent mand responses. Implications for practitioners and suggestions for future research on mand training using CMOs are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78917585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-14DOI: 10.1080/15021149.2023.2189805
Ryan M. Zayac, Jessica E. Van Stratton, Amber L. Paulk
ABSTRACT Identifying potential qualities and corresponding behaviors that contribute to effective behavior analytic service delivery may assist practitioners in strengthening their behavioral repertoire and overall client/family/staff outcomes. Credentialed (Board Certified Behavior Analyst – Doctoral or Board Certified Behavior Analyst) individuals practicing outside of the United States of America, and award-winning behavior analysts in the field, were presented with the Exemplary Behavior Analyst Checklist (EBAC; Zayac et al., 2021) and rated the extent to which they believed exemplary behavior analysts display each quality and engage in the associated behaviors. Respondents also selected a “top 10” list of the qualities they believe are important to being/becoming an exemplary behavior analyst. Comparisons of these rankings are made to prior research on the EBAC along with a discussion about the implications for training and continued applications of the EBAC in the field. Limitations of the current studies are identified as well as useful recommendations for future research.
{"title":"An assessment of the qualities and behaviors of exemplary practitioners: Perspectives from international and award-winning behavior analysts","authors":"Ryan M. Zayac, Jessica E. Van Stratton, Amber L. Paulk","doi":"10.1080/15021149.2023.2189805","DOIUrl":"https://doi.org/10.1080/15021149.2023.2189805","url":null,"abstract":"ABSTRACT Identifying potential qualities and corresponding behaviors that contribute to effective behavior analytic service delivery may assist practitioners in strengthening their behavioral repertoire and overall client/family/staff outcomes. Credentialed (Board Certified Behavior Analyst – Doctoral or Board Certified Behavior Analyst) individuals practicing outside of the United States of America, and award-winning behavior analysts in the field, were presented with the Exemplary Behavior Analyst Checklist (EBAC; Zayac et al., 2021) and rated the extent to which they believed exemplary behavior analysts display each quality and engage in the associated behaviors. Respondents also selected a “top 10” list of the qualities they believe are important to being/becoming an exemplary behavior analyst. Comparisons of these rankings are made to prior research on the EBAC along with a discussion about the implications for training and continued applications of the EBAC in the field. Limitations of the current studies are identified as well as useful recommendations for future research.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79236688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1080/15021149.2023.2170954
Danielle M. Staropoli, Christopher R. Colasurdo, K. Reeve, Adrienne M Jennings, Sharon A. Reeve, Meghan A. Deshais
ABSTRACT To establish baseline conditional relations during equivalence class formation, an opportunity to immediately respond a second time to the same trial following an error is typically not provided in studies with adults of typical development. Rather, the entire trial block is repeated until a specified mastery criterion is met. The present study is the first to compare immediately repeating a trial to not repeating that specific trial when baseline relations training errors occur. In this study, adults of typical development learned two different sets of two 4-member equivalence classes of abstract stimuli. A within-subjects design was used to compare the effects of immediately repeating or not repeating an incorrect trial. Results showed that equivalence classes were learned with similar accuracy and efficiency regardless of condition. However, maintenance of classes was significantly higher for participants in the repeating a trial condition, and participants strongly preferred this condition. Implications of these findings are discussed.
{"title":"Effects of repeating or not repeating trials immediately when errors occur during training of equivalence classes with college students","authors":"Danielle M. Staropoli, Christopher R. Colasurdo, K. Reeve, Adrienne M Jennings, Sharon A. Reeve, Meghan A. Deshais","doi":"10.1080/15021149.2023.2170954","DOIUrl":"https://doi.org/10.1080/15021149.2023.2170954","url":null,"abstract":"ABSTRACT To establish baseline conditional relations during equivalence class formation, an opportunity to immediately respond a second time to the same trial following an error is typically not provided in studies with adults of typical development. Rather, the entire trial block is repeated until a specified mastery criterion is met. The present study is the first to compare immediately repeating a trial to not repeating that specific trial when baseline relations training errors occur. In this study, adults of typical development learned two different sets of two 4-member equivalence classes of abstract stimuli. A within-subjects design was used to compare the effects of immediately repeating or not repeating an incorrect trial. Results showed that equivalence classes were learned with similar accuracy and efficiency regardless of condition. However, maintenance of classes was significantly higher for participants in the repeating a trial condition, and participants strongly preferred this condition. Implications of these findings are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88467042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.1080/15021149.2022.2164827
Sheri Kingsdorf, Karel Pančocha
ABSTRACT Prior to 2016 applied behavior analysis (ABA) was relatively unknown in the Czech Republic. However, the region’s ABA community has grown exponentially over the last six years. This growth may be attributed to the work of families and professionals linked to the region’s autistic community. This progress has not been without challenges. Along the way, there have been numerous vocal opponents across various fields. Despite pushback, the headstrong ABA community has managed to: establish ABA professional organizations, hold ABA conferences, train various professionals in ABA, and pass laws surrounding the profession and its practice. Through efforts such as holding free community-based workshops, creating ABA-centric continuing education trainings for other helping professions, recruiting local media coverage, collaborating with other organizations, presenting multiple exemplars of case studies using ABA-based methods across disciplines, and lobbying the government for change, ABA is on its way to becoming a more available option for supporting those with autism in the area. This paper shares the trials and tribulations of the region, hoping that the experiences and actionable points here can help move similar nations towards ABA dissemination and professional establishment.
{"title":"Learning from the Czech Republic’s experiences with growing applied behavior analysis services for children with autism","authors":"Sheri Kingsdorf, Karel Pančocha","doi":"10.1080/15021149.2022.2164827","DOIUrl":"https://doi.org/10.1080/15021149.2022.2164827","url":null,"abstract":"ABSTRACT Prior to 2016 applied behavior analysis (ABA) was relatively unknown in the Czech Republic. However, the region’s ABA community has grown exponentially over the last six years. This growth may be attributed to the work of families and professionals linked to the region’s autistic community. This progress has not been without challenges. Along the way, there have been numerous vocal opponents across various fields. Despite pushback, the headstrong ABA community has managed to: establish ABA professional organizations, hold ABA conferences, train various professionals in ABA, and pass laws surrounding the profession and its practice. Through efforts such as holding free community-based workshops, creating ABA-centric continuing education trainings for other helping professions, recruiting local media coverage, collaborating with other organizations, presenting multiple exemplars of case studies using ABA-based methods across disciplines, and lobbying the government for change, ABA is on its way to becoming a more available option for supporting those with autism in the area. This paper shares the trials and tribulations of the region, hoping that the experiences and actionable points here can help move similar nations towards ABA dissemination and professional establishment.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88467046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.1080/15021149.2022.2164828
Christopher R. Colasurdo, K. Reeve, Adrienne M Jennings, Jason C. Vladescu, Leif K. Albright, Sharon A. Reeve
ABSTRACT Equivalence classes are typically established by teaching arbitrary conditional discriminations with discrete single stimuli as samples and comparisons. The current study was the first to use compound stimuli as both samples and comparisons during training of conditional relations. We compared compound-to-compound stimuli MTS training with the more typical single-to-single stimuli training to establish two 4-member arbitrary stimulus classes with adults. A pretest-train-posttest between-groups experimental design was used. Compounds consisted of side-by-side pairs of individual (single) abstract symbols. A pretest and posttest consisting of MTS trials evaluating all single-to-single, single-to-compound, compound-to-single, and compound-to-compound relations were used to compare the effectiveness of the two training procedures. In addition, participants sorted cards depicting all single stimuli into piles both before and after MTS training. Results showed that stimulus classes were established with similar accuracy regardless of the training used. However, the compound-to-compound group participants required significantly fewer trials and training blocks to demonstrate class emergence than participants in the single-to-single group. In addition, the compound-to-compound group participants emitted significantly fewer errors during MTS training. We discuss how these results may inform use of stimulus equivalence procedures in mainstream settings (e.g., teaching academic content).
{"title":"Comparing compound pairs and single stimuli during match-to-sample to establish arbitrary stimulus classes with adults of typical development","authors":"Christopher R. Colasurdo, K. Reeve, Adrienne M Jennings, Jason C. Vladescu, Leif K. Albright, Sharon A. Reeve","doi":"10.1080/15021149.2022.2164828","DOIUrl":"https://doi.org/10.1080/15021149.2022.2164828","url":null,"abstract":"ABSTRACT Equivalence classes are typically established by teaching arbitrary conditional discriminations with discrete single stimuli as samples and comparisons. The current study was the first to use compound stimuli as both samples and comparisons during training of conditional relations. We compared compound-to-compound stimuli MTS training with the more typical single-to-single stimuli training to establish two 4-member arbitrary stimulus classes with adults. A pretest-train-posttest between-groups experimental design was used. Compounds consisted of side-by-side pairs of individual (single) abstract symbols. A pretest and posttest consisting of MTS trials evaluating all single-to-single, single-to-compound, compound-to-single, and compound-to-compound relations were used to compare the effectiveness of the two training procedures. In addition, participants sorted cards depicting all single stimuli into piles both before and after MTS training. Results showed that stimulus classes were established with similar accuracy regardless of the training used. However, the compound-to-compound group participants required significantly fewer trials and training blocks to demonstrate class emergence than participants in the single-to-single group. In addition, the compound-to-compound group participants emitted significantly fewer errors during MTS training. We discuss how these results may inform use of stimulus equivalence procedures in mainstream settings (e.g., teaching academic content).","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76738563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15021149.2022.2134960
Brian H. Hess, Seth G. Walker, Tyra P. Sellers
ABSTRACT The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool used to assess performance issues in human service settings by identifying performance barriers and suggest matched interventions. There are few applications of the PDC-HS assessing performance in populations with intellectual disabilities. We used the PDC-HS to assess inaccurate book-shelf cleaning by three participants with intellectual disabilities in supported employment services at a library. We identified insufficient training and prompting as barriers to accurate and timely performance. We evaluated behavioral skills training, video modeling with voice-over instruction, and prompting on accuracy for all participants and timeliness for one participant. All participants exhibited increased accuracy on the shelf-cleaning task. One participant showed an increase in timeliness of completion, and one participant maintained and generalized performance after the training phase. Participants indicated positive experiences with the intervention. We discuss limitations and future directions of using the performance diagnostic checklists with individuals with intellectual disabilities.
{"title":"Evaluating the performance diagnostic checklist-human services to address performance issues of adults with intellectual disabilities","authors":"Brian H. Hess, Seth G. Walker, Tyra P. Sellers","doi":"10.1080/15021149.2022.2134960","DOIUrl":"https://doi.org/10.1080/15021149.2022.2134960","url":null,"abstract":"ABSTRACT The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool used to assess performance issues in human service settings by identifying performance barriers and suggest matched interventions. There are few applications of the PDC-HS assessing performance in populations with intellectual disabilities. We used the PDC-HS to assess inaccurate book-shelf cleaning by three participants with intellectual disabilities in supported employment services at a library. We identified insufficient training and prompting as barriers to accurate and timely performance. We evaluated behavioral skills training, video modeling with voice-over instruction, and prompting on accuracy for all participants and timeliness for one participant. All participants exhibited increased accuracy on the shelf-cleaning task. One participant showed an increase in timeliness of completion, and one participant maintained and generalized performance after the training phase. Participants indicated positive experiences with the intervention. We discuss limitations and future directions of using the performance diagnostic checklists with individuals with intellectual disabilities.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"206 1","pages":"181 - 195"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74149796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15021149.2022.2137654
Michelle P. Kelly, Irene Trifyllis
ABSTRACT In order to help promote the future growth of behavior analysis, it is incumbent on behavior analysts around the world to develop country-specific standards. National Occupational Standards (NOS) are concise and readable documents that specify the knowledge an individual requires and the standard of performance that must be achieved when carrying out a specific function in the workplace. NOS are used as benchmarks of good practice across professions internationally. The current paper provides an overview of a model with 20 discrete actionable steps across five phases for developing standards: (i) preparation, (ii) development, (iii) review, (iv) validation, and (v) endorsement. A case example is provided for the development of NOS for Applied Behavior Analysts in the United Arab Emirates in the Middle East.
{"title":"Developing National Occupational Standards for Behavior Analysis","authors":"Michelle P. Kelly, Irene Trifyllis","doi":"10.1080/15021149.2022.2137654","DOIUrl":"https://doi.org/10.1080/15021149.2022.2137654","url":null,"abstract":"ABSTRACT In order to help promote the future growth of behavior analysis, it is incumbent on behavior analysts around the world to develop country-specific standards. National Occupational Standards (NOS) are concise and readable documents that specify the knowledge an individual requires and the standard of performance that must be achieved when carrying out a specific function in the workplace. NOS are used as benchmarks of good practice across professions internationally. The current paper provides an overview of a model with 20 discrete actionable steps across five phases for developing standards: (i) preparation, (ii) development, (iii) review, (iv) validation, and (v) endorsement. A case example is provided for the development of NOS for Applied Behavior Analysts in the United Arab Emirates in the Middle East.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"39 1","pages":"196 - 214"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90775414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15021149.2022.2146884
Jose M. Fernández-Mateos, Niall J. Conlon, Clodagh M. Murray, O. Healy
ABSTRACT When providing support for people with intellectual or developmental disabilities (IDD), it is important that evidence-based strategies are utilised in an ethical manner with the wellbeing of the individuals supported at the centre of all decision-making. Proponents of Applied Behaviour Analysis (ABA) and Positive Behaviour Support (PBS) have been known to engage in discussions that can be polarising, and the overlap between the two disciplines is not always clear. The current paper reviews the literature around the sometimes-strained relationship between PBS and ABA over the past 40 years, with a view to understanding the current position and discourse. Arising from this, we outline ways in which this current position may result in negative outcomes for the people supported, individuals in need of support and their families. The aim of this paper is to create a starting point to discuss how we can work together to create better outcomes for all.
{"title":"A review of the historical and current relationship between positive behaviour support and applied behaviour analysis: impact and future directions","authors":"Jose M. Fernández-Mateos, Niall J. Conlon, Clodagh M. Murray, O. Healy","doi":"10.1080/15021149.2022.2146884","DOIUrl":"https://doi.org/10.1080/15021149.2022.2146884","url":null,"abstract":"ABSTRACT When providing support for people with intellectual or developmental disabilities (IDD), it is important that evidence-based strategies are utilised in an ethical manner with the wellbeing of the individuals supported at the centre of all decision-making. Proponents of Applied Behaviour Analysis (ABA) and Positive Behaviour Support (PBS) have been known to engage in discussions that can be polarising, and the overlap between the two disciplines is not always clear. The current paper reviews the literature around the sometimes-strained relationship between PBS and ABA over the past 40 years, with a view to understanding the current position and discourse. Arising from this, we outline ways in which this current position may result in negative outcomes for the people supported, individuals in need of support and their families. The aim of this paper is to create a starting point to discuss how we can work together to create better outcomes for all.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"27 1","pages":"215 - 233"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83345445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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