Pub Date : 2020-02-03DOI: 10.1080/15021149.2020.1719335
Victoria Markham, Aimee F. Giles, Richard J. May
ABSTRACT Prompt fading methods are widely used to teach conditional discriminations to learners with developmental disabilities. To date, very little research has investigated the relative effectiveness of the various prompt fading methods described in the literature. Furthermore, learner preference for these instructional tactics has rarely been evaluated. The present study compared the relative effectiveness of three prompt fading methods (most-to-least with an embedded constant time delay, least-to-most, and progressive time-delay) to a control condition. Three boys with autism participated in the study. Two met mastery during the prompt fading assessment (one in progressive time-delay, and one in least-to-most prompting). In a subsequent concurrent chains preference assessment, both participants indicated a preference for the fading method that had been most effective. Considerations for practitioners when selecting prompt fading methods as well as procedural parameters warranting further investigation are discussed.
{"title":"A systematic evaluation of prompt fading methods during conditional discrimination training","authors":"Victoria Markham, Aimee F. Giles, Richard J. May","doi":"10.1080/15021149.2020.1719335","DOIUrl":"https://doi.org/10.1080/15021149.2020.1719335","url":null,"abstract":"ABSTRACT Prompt fading methods are widely used to teach conditional discriminations to learners with developmental disabilities. To date, very little research has investigated the relative effectiveness of the various prompt fading methods described in the literature. Furthermore, learner preference for these instructional tactics has rarely been evaluated. The present study compared the relative effectiveness of three prompt fading methods (most-to-least with an embedded constant time delay, least-to-most, and progressive time-delay) to a control condition. Three boys with autism participated in the study. Two met mastery during the prompt fading assessment (one in progressive time-delay, and one in least-to-most prompting). In a subsequent concurrent chains preference assessment, both participants indicated a preference for the fading method that had been most effective. Considerations for practitioners when selecting prompt fading methods as well as procedural parameters warranting further investigation are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"18 1","pages":"255 - 270"},"PeriodicalIF":0.0,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75316069","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 : 2020-01-13DOI: 10.1080/15021149.2019.1710034
Carsta Simon
ABSTRACT Behavior interacts with its environment both during an organism’s lifetime and across generations through natural selection. Speech is a natural event that comes down to sounds that affect the behavior of conspecifics. Merging and enhancing Skinner’s work on selection as a cause of behavior change on the one hand and his work on verbal behavior on the other provides a theoretical basis for placing verbal behavior in an evolutionary framework. Data suggests that this interaction between behavior and the environment is best described without using the hypothetical concept of response strength. The article proposes a framework that helps us understand selection processes in conversations. After a brief introduction to the value of and the alternative to Skinner’s verbal behavior approach, the paper goes on to propose modifications to the conceptualization of verbal operants before concluding with an outline of the possible implications of these modifications for empirical investigations of verbal behavior.
{"title":"The ontogenetic evolution of verbal behavior","authors":"Carsta Simon","doi":"10.1080/15021149.2019.1710034","DOIUrl":"https://doi.org/10.1080/15021149.2019.1710034","url":null,"abstract":"ABSTRACT Behavior interacts with its environment both during an organism’s lifetime and across generations through natural selection. Speech is a natural event that comes down to sounds that affect the behavior of conspecifics. Merging and enhancing Skinner’s work on selection as a cause of behavior change on the one hand and his work on verbal behavior on the other provides a theoretical basis for placing verbal behavior in an evolutionary framework. Data suggests that this interaction between behavior and the environment is best described without using the hypothetical concept of response strength. The article proposes a framework that helps us understand selection processes in conversations. After a brief introduction to the value of and the alternative to Skinner’s verbal behavior approach, the paper goes on to propose modifications to the conceptualization of verbal operants before concluding with an outline of the possible implications of these modifications for empirical investigations of verbal behavior.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"17 1","pages":"364 - 381"},"PeriodicalIF":0.0,"publicationDate":"2020-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73621665","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 : 2020-01-02DOI: 10.1080/15021149.2019.1611130
J. E. Carr, Molli M. Luke, E. Arntzen
ABSTRACT In recent years, behavior analysts have increasingly used the term behavior science to describe the discipline behavior analysis. These “rebranding” efforts have not been concentrated in any particular domain of behavior analysis and appear to be decentralized in nature. We analyze the possible reasons for using this alternative term and describe some difficulties associated with this practice, such as the already extensive use of behavior science to describe a family of social sciences and the widespread development that has occurred under behavior analysis. We conclude the commentary by proposing several variables for behavior analysts to consider before using an alternative term to describe our discipline.
{"title":"On recent attempts to rebrand “behavior analysis” as “behavior science”","authors":"J. E. Carr, Molli M. Luke, E. Arntzen","doi":"10.1080/15021149.2019.1611130","DOIUrl":"https://doi.org/10.1080/15021149.2019.1611130","url":null,"abstract":"ABSTRACT In recent years, behavior analysts have increasingly used the term behavior science to describe the discipline behavior analysis. These “rebranding” efforts have not been concentrated in any particular domain of behavior analysis and appear to be decentralized in nature. We analyze the possible reasons for using this alternative term and describe some difficulties associated with this practice, such as the already extensive use of behavior science to describe a family of social sciences and the widespread development that has occurred under behavior analysis. We conclude the commentary by proposing several variables for behavior analysts to consider before using an alternative term to describe our discipline.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"40 1","pages":"20 - 25"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89205337","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 : 2020-01-02DOI: 10.1080/15021149.2019.1596653
Neil T. Martin, J. E. Carr
ABSTRACT There has been dramatic growth in the number of trained behaviour analytic practitioners over the last decade across the world. The growth in the profession has led to the need to identify individuals who have met specific criteria for professional credentialing either through government regulation (e.g. licensure) or private certification (e.g. by the Behaviour Analyst Certification Board – BACB). Most current licensure systems incorporate BACB credentials or standards as their primary eligibility requirement. There has also been growth in the number of university behaviour-analytic training programs, where either the coursework and content will have been verified and/or the complete program will have been accredited. A brief history of these developments will be provided, along with data to evidence the growth in the numbers of credentialed practitioners and university training programs, particularly across Europe. A case is made for the advantages of basing requirements for professional recognition on existing and internationally available credentials.
{"title":"Training and certification of behaviour analysts in Europe","authors":"Neil T. Martin, J. E. Carr","doi":"10.1080/15021149.2019.1596653","DOIUrl":"https://doi.org/10.1080/15021149.2019.1596653","url":null,"abstract":"ABSTRACT There has been dramatic growth in the number of trained behaviour analytic practitioners over the last decade across the world. The growth in the profession has led to the need to identify individuals who have met specific criteria for professional credentialing either through government regulation (e.g. licensure) or private certification (e.g. by the Behaviour Analyst Certification Board – BACB). Most current licensure systems incorporate BACB credentials or standards as their primary eligibility requirement. There has also been growth in the number of university behaviour-analytic training programs, where either the coursework and content will have been verified and/or the complete program will have been accredited. A brief history of these developments will be provided, along with data to evidence the growth in the numbers of credentialed practitioners and university training programs, particularly across Europe. A case is made for the advantages of basing requirements for professional recognition on existing and internationally available credentials.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"2018 1","pages":"19 - 9"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87801132","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 : 2020-01-02DOI: 10.1080/15021149.2019.1616988
G. McGee, M. Morrier, Shahla Ala’i-Rosales
ABSTRACT Lab schools provide a means to expand state-of-the-science advances in Applied Behavior Analysis (ABA). As an example, Walden School is showcased as a comprehensive intervention program, which aims to promote optimal language and social growth by children with autism at the youngest ages possible. Building upon earlier contributions by pioneers in the field of ABA, Walden is based on incidental teaching as a planned protocol of instruction that takes place in environments that have been engineered to engage children with autism among typically developing peers. Programmatic research conducted in development of an ABA treatment model is highlighted, along with illustration of the potential benefits of a lab school. In sum, lab schools such as Walden offer: (a) training sites for preparation of behavior analysts, (b) controlled settings in which research can expedite the evolution of an ever-improving science of human behavior, and (c) demonstrations that may promote dissemination of ABA findings from research to practice.
{"title":"Contributions of university lab schools to behavior analysis","authors":"G. McGee, M. Morrier, Shahla Ala’i-Rosales","doi":"10.1080/15021149.2019.1616988","DOIUrl":"https://doi.org/10.1080/15021149.2019.1616988","url":null,"abstract":"ABSTRACT Lab schools provide a means to expand state-of-the-science advances in Applied Behavior Analysis (ABA). As an example, Walden School is showcased as a comprehensive intervention program, which aims to promote optimal language and social growth by children with autism at the youngest ages possible. Building upon earlier contributions by pioneers in the field of ABA, Walden is based on incidental teaching as a planned protocol of instruction that takes place in environments that have been engineered to engage children with autism among typically developing peers. Programmatic research conducted in development of an ABA treatment model is highlighted, along with illustration of the potential benefits of a lab school. In sum, lab schools such as Walden offer: (a) training sites for preparation of behavior analysts, (b) controlled settings in which research can expedite the evolution of an ever-improving science of human behavior, and (c) demonstrations that may promote dissemination of ABA findings from research to practice.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"13 1","pages":"74 - 91"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90375243","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 : 2020-01-02DOI: 10.1080/15021149.2020.1758990
Lise Roll-Pettersson, A. Gena, Sigmund Eldevik, P. Moderato, Z. G. Sigurdardottir, K. Dillenburger, M. Keenan, Shahla Ala’i-Rosales
ABSTRACT Training of behaviour analysts for autism services, has improved notably within a European higher education context. However, regional discrepancies associated with economic, health care, social services, and institutional policies magnify the importance of creating appropriate unified training and consumer protection. Although the European Association for Behaviour Analysis (EABA) has endorsed the Behavior Analyst Certification Board’s (BACB) designations, the absence of European and national regulations, recognition, and accreditation remain significant barriers to quality training and implementation. These challenges are particularly pertinent in light of BACB decision to limit certification to residents in the USA and Canada after 2022. Advances, challenges, and future directions are discussed within the context of higher education in the United Kingdom, the Czech Republic, Greece, Iceland, Italy, Norway, and Sweden. The post-Bologna European agenda for higher education, globalization and opportunities for the training of behaviour analysts within European higher education are outlined.
{"title":"Higher education and behavior analysis in Europe: creating a unified approach for the training of autism professionals","authors":"Lise Roll-Pettersson, A. Gena, Sigmund Eldevik, P. Moderato, Z. G. Sigurdardottir, K. Dillenburger, M. Keenan, Shahla Ala’i-Rosales","doi":"10.1080/15021149.2020.1758990","DOIUrl":"https://doi.org/10.1080/15021149.2020.1758990","url":null,"abstract":"ABSTRACT Training of behaviour analysts for autism services, has improved notably within a European higher education context. However, regional discrepancies associated with economic, health care, social services, and institutional policies magnify the importance of creating appropriate unified training and consumer protection. Although the European Association for Behaviour Analysis (EABA) has endorsed the Behavior Analyst Certification Board’s (BACB) designations, the absence of European and national regulations, recognition, and accreditation remain significant barriers to quality training and implementation. These challenges are particularly pertinent in light of BACB decision to limit certification to residents in the USA and Canada after 2022. Advances, challenges, and future directions are discussed within the context of higher education in the United Kingdom, the Czech Republic, Greece, Iceland, Italy, Norway, and Sweden. The post-Bologna European agenda for higher education, globalization and opportunities for the training of behaviour analysts within European higher education are outlined.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"20 1","pages":"158 - 184"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74440039","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 : 2020-01-02DOI: 10.1080/15021149.2020.1729023
A. Prevedini, T. Hirvikoski, T. Holmberg Bergman, Bella Berg, Giovanni Miselli, F. Pergolizzi, P. Moderato
ABSTRACT Caregivers of children with disabilities experience reduced psychological wellbeing. In existing evidence-based treatments for parents, the parental emotional struggles are often poorly addressed. In this paper, we present Acceptance and Commitment Therapy (ACT) as a contextual cognitive behavioural model, based on behaviour analysis, which may be particularly helpful for parents of children with neurodevelopmental disabilities, such as autism. In fact, ACT may reduce the psychological inflexibility associated with parental distress, and unhelpful strategies for the management of reactive grief. We also present: a narrative review of the current literature about ACT in the field of parent support and ACT-intervention programs and study protocols from Italy and Sweden, which have been developed to support parents of children with ASD, ADHD and other disabilities. The importance of extending ACT interventions to parents of children with disabilities is discussed, and recommendations are made for future training and research in higher education.
{"title":"ACT-based interventions for reducing psychological distress in parents and caregivers of children with autism spectrum disorders: Recommendations for higher education programs","authors":"A. Prevedini, T. Hirvikoski, T. Holmberg Bergman, Bella Berg, Giovanni Miselli, F. Pergolizzi, P. Moderato","doi":"10.1080/15021149.2020.1729023","DOIUrl":"https://doi.org/10.1080/15021149.2020.1729023","url":null,"abstract":"ABSTRACT Caregivers of children with disabilities experience reduced psychological wellbeing. In existing evidence-based treatments for parents, the parental emotional struggles are often poorly addressed. In this paper, we present Acceptance and Commitment Therapy (ACT) as a contextual cognitive behavioural model, based on behaviour analysis, which may be particularly helpful for parents of children with neurodevelopmental disabilities, such as autism. In fact, ACT may reduce the psychological inflexibility associated with parental distress, and unhelpful strategies for the management of reactive grief. We also present: a narrative review of the current literature about ACT in the field of parent support and ACT-intervention programs and study protocols from Italy and Sweden, which have been developed to support parents of children with ASD, ADHD and other disabilities. The importance of extending ACT interventions to parents of children with disabilities is discussed, and recommendations are made for future training and research in higher education.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"101 1","pages":"133 - 157"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91216122","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 : 2020-01-02DOI: 10.1080/15021149.2019.1629781
Sigmund Eldevik, K. B. Titlestad, Hege Aarlie, R. Tønnesen
ABSTRACT We evaluated the outcome of early behavioral intervention for children with Autism Spectrum Disorders (ASD) as it was provided through public service providers in Norway. A group of 21 children received low-intensity intervention (11.1 weekly hours), a second group of 36 children higher intensity intervention (18.1 weekly hours), and a third group of 17 children received eclectic special education. Group assignment was based on independent referrals. We compared outccromes on adaptive behavior, ASD severity, and intellectual functioning after one year. The lower and higher intensity behavioral intervention groups received fewer hours than what is recommendedbut did significantly better than the eclectic group. Moreover, the higher intensity behavioral group did better than the lower intensity behavioral group. Nevertheless, gains in both groups were more modest than what is reported for intervention that is more intensive. W 3e describe the model of service delivery, discuss challenges with it, and propose improvements.
{"title":"Community Implementation of Early Behavioral Intervention: Higher Intensity Gives Better Outcome","authors":"Sigmund Eldevik, K. B. Titlestad, Hege Aarlie, R. Tønnesen","doi":"10.1080/15021149.2019.1629781","DOIUrl":"https://doi.org/10.1080/15021149.2019.1629781","url":null,"abstract":"ABSTRACT We evaluated the outcome of early behavioral intervention for children with Autism Spectrum Disorders (ASD) as it was provided through public service providers in Norway. A group of 21 children received low-intensity intervention (11.1 weekly hours), a second group of 36 children higher intensity intervention (18.1 weekly hours), and a third group of 17 children received eclectic special education. Group assignment was based on independent referrals. We compared outccromes on adaptive behavior, ASD severity, and intellectual functioning after one year. The lower and higher intensity behavioral intervention groups received fewer hours than what is recommendedbut did significantly better than the eclectic group. Moreover, the higher intensity behavioral group did better than the lower intensity behavioral group. Nevertheless, gains in both groups were more modest than what is reported for intervention that is more intensive. W 3e describe the model of service delivery, discuss challenges with it, and propose improvements.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"41 4 1","pages":"109 - 92"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89173652","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 : 2020-01-02DOI: 10.1080/15021149.2020.1760472
Lise Roll-Pettersson, K. Dillenburger, M. Keenan, Shahla Ala’i-Rosales, Z. G. Sigurdardottir
This special issue represents the cumulation of discussions at the 2 International Summit on Higher Education, Autism, and Behavior Analysis that was held in Stockholm, Sweden, January 2018. This summit followed the 1 International Summit that was held in Texas, USA, September 2009. At that time, the rapidly rising prevalence rates of autism worldwide and the urgency of consumer protection meant that the summit focused on developing suitable Higher Education programs for behaviour analysts. The proceedings of the 1 Summit were published in a special issue of the European Journal of Behavior Analysis (Ala’i-Rosales et al., 2010). Since then, the discipline has grown exponentially. We now have 306 Higher Education institutes that deliver verified course sequences (VCS) in Behaviour Analysis worldwide. However, most of these courses are located in the USA (n = 217), with only 34 of these courses located in Europe, and the quality of community-based support for families affected by autism remains a major concern (Keenan & Dillenburger, 2018; RollPettersson et al., 2016). The purpose of the 2 Summit was to discuss future directions, requirements, opportunities, and challenges for Higher Education in the field of Behaviour Analysis, specifically with regards to autism intervention.
本期特刊汇集了2018年1月在瑞典斯德哥尔摩举行的第二届高等教育、自闭症和行为分析国际峰会上的讨论成果。这次峰会是继2009年9月在美国德克萨斯州举行的第一次国际峰会之后举行的。当时，全球范围内自闭症患病率的迅速上升和消费者保护的紧迫性意味着峰会的重点是为行为分析师制定合适的高等教育计划。第一次峰会的会议记录发表在《欧洲行为分析杂志》的特刊上(Ala 'i-Rosales et al.， 2010)。从那以后，这门学科呈指数级增长。目前，全球有306所高等教育机构提供行为分析的认证课程序列(VCS)。然而，这些课程大多位于美国(n = 217)，其中只有34个课程位于欧洲，对自闭症家庭的社区支持质量仍然是一个主要问题(Keenan & Dillenburger, 2018;RollPettersson et al.， 2016)。峰会的目的是讨论行为分析领域高等教育的未来方向、要求、机遇和挑战，特别是在自闭症干预方面。
{"title":"Higher education, behaviour analysis, and autism: time for coalescence","authors":"Lise Roll-Pettersson, K. Dillenburger, M. Keenan, Shahla Ala’i-Rosales, Z. G. Sigurdardottir","doi":"10.1080/15021149.2020.1760472","DOIUrl":"https://doi.org/10.1080/15021149.2020.1760472","url":null,"abstract":"This special issue represents the cumulation of discussions at the 2 International Summit on Higher Education, Autism, and Behavior Analysis that was held in Stockholm, Sweden, January 2018. This summit followed the 1 International Summit that was held in Texas, USA, September 2009. At that time, the rapidly rising prevalence rates of autism worldwide and the urgency of consumer protection meant that the summit focused on developing suitable Higher Education programs for behaviour analysts. The proceedings of the 1 Summit were published in a special issue of the European Journal of Behavior Analysis (Ala’i-Rosales et al., 2010). Since then, the discipline has grown exponentially. We now have 306 Higher Education institutes that deliver verified course sequences (VCS) in Behaviour Analysis worldwide. However, most of these courses are located in the USA (n = 217), with only 34 of these courses located in Europe, and the quality of community-based support for families affected by autism remains a major concern (Keenan & Dillenburger, 2018; RollPettersson et al., 2016). The purpose of the 2 Summit was to discuss future directions, requirements, opportunities, and challenges for Higher Education in the field of Behaviour Analysis, specifically with regards to autism intervention.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"15 1","pages":"1 - 8"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88028342","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 : 2020-01-02DOI: 10.1080/15021149.2019.1673622
J. Todd
ABSTRACT I offer an interpretative recounting of my comments at the 2nd International Summit and Conference on Behaviour Analysis and Autism in Higher Education (Stockholm University, January, 2018). It is partially inspired by topics arising during the Summit, so is less straightforwardthan if expressly written on the same topics. I suggest that behaviour analysis has benefited greatly from its devotion to objectivity, and in turn benefitted many others through applied behaviour analysis. However, the field risks narrowness and isolation by devoting itself so greatly to autism and avoiding topics that do not easily fit its application-focused, contingency-based paradigm. I recount our history, give examples of sophisticated behavioural applications by others, and describe objective investigations of aspects of behaviour we do not emphasise. I argue that behaviour analysis would benefit by contacting certain non-behavioural areas, including requiring our students to take and attend non-behavioural courses and events.
{"title":"Some things you need to know to be a behavior analyst and other considerations: an informal recollection with examples","authors":"J. Todd","doi":"10.1080/15021149.2019.1673622","DOIUrl":"https://doi.org/10.1080/15021149.2019.1673622","url":null,"abstract":"ABSTRACT I offer an interpretative recounting of my comments at the 2nd International Summit and Conference on Behaviour Analysis and Autism in Higher Education (Stockholm University, January, 2018). It is partially inspired by topics arising during the Summit, so is less straightforwardthan if expressly written on the same topics. I suggest that behaviour analysis has benefited greatly from its devotion to objectivity, and in turn benefitted many others through applied behaviour analysis. However, the field risks narrowness and isolation by devoting itself so greatly to autism and avoiding topics that do not easily fit its application-focused, contingency-based paradigm. I recount our history, give examples of sophisticated behavioural applications by others, and describe objective investigations of aspects of behaviour we do not emphasise. I argue that behaviour analysis would benefit by contacting certain non-behavioural areas, including requiring our students to take and attend non-behavioural courses and events.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"108 1","pages":"110 - 132"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81235190","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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