Pub Date : 2018-12-05DOI: 10.1080/15021149.2018.1553379
Steffen Hansen, E. Arntzen
ABSTRACT Ocular observing response topographies, as duration and number of eye fixations, vary among conditional discrimination procedures. Such measures have yet to be accounted for as a function of different training structures as the many-to-one (MTO), one-to-many (OTM), or linear series (LS). The present experiment explored differential outcomes in eye movement topographies, as duration and number of eye fixations, during the potential formation of six 3-member equivalence classes—prepared simultaneously and in a sequential training arrangement. Nine college students participated. Results showed that one of three participants, prepared with MTO, OTM, and LS, respectively, formed equivalence classes. Participants who responded in accordance with stimulus equivalence revealed longer fixation durations to sample stimuli and shorter fixation durations to comparison stimuli and, furthermore, fixated longer and more often on correct comparison stimuli, regardless of equivalence classformation. These findings have implications with respect to eye movements predictive value of delayed emergence of equivalence classes.
{"title":"Eye movements during conditional discrimination training and equivalence class formation","authors":"Steffen Hansen, E. Arntzen","doi":"10.1080/15021149.2018.1553379","DOIUrl":"https://doi.org/10.1080/15021149.2018.1553379","url":null,"abstract":"ABSTRACT Ocular observing response topographies, as duration and number of eye fixations, vary among conditional discrimination procedures. Such measures have yet to be accounted for as a function of different training structures as the many-to-one (MTO), one-to-many (OTM), or linear series (LS). The present experiment explored differential outcomes in eye movement topographies, as duration and number of eye fixations, during the potential formation of six 3-member equivalence classes—prepared simultaneously and in a sequential training arrangement. Nine college students participated. Results showed that one of three participants, prepared with MTO, OTM, and LS, respectively, formed equivalence classes. Participants who responded in accordance with stimulus equivalence revealed longer fixation durations to sample stimuli and shorter fixation durations to comparison stimuli and, furthermore, fixated longer and more often on correct comparison stimuli, regardless of equivalence classformation. These findings have implications with respect to eye movements predictive value of delayed emergence of equivalence classes.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"56 1","pages":"4 - 21"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85048579","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 : 2018-11-27DOI: 10.1080/15021149.2018.1546795
Harley Lang, B. Witts
ABSTRACT Our understanding of culture and public policy can arguably become richer with additional research that makes use of behavioural perspectives and tools. In this manuscript, we provide an example of how behavioural assessments can be conducted at the meso-/macro-level for such analyses. In particular, we analyzed historical voting data with interrupted time series designs by using aggregated behaviour as the dependent measure. The first analysis used a multiple-baseline design and t-tests to evaluate compulsory voting laws on voter turnout, the second used scatterplots and regression analysis to evaluate the relation between registered voter density to polling stations and voter turnout, and the final used a repeated A-B design and t-tests to evaluate how party control duration influenced voting. We identified several factors that might prove influential over voter turnout. This research yields information related to electoral public policy and behavioural methodology for groups, and calls for more behaviour-analytic research and application in public policy and cultural design.
{"title":"Macro-level analyses of voter behaviour","authors":"Harley Lang, B. Witts","doi":"10.1080/15021149.2018.1546795","DOIUrl":"https://doi.org/10.1080/15021149.2018.1546795","url":null,"abstract":"ABSTRACT Our understanding of culture and public policy can arguably become richer with additional research that makes use of behavioural perspectives and tools. In this manuscript, we provide an example of how behavioural assessments can be conducted at the meso-/macro-level for such analyses. In particular, we analyzed historical voting data with interrupted time series designs by using aggregated behaviour as the dependent measure. The first analysis used a multiple-baseline design and t-tests to evaluate compulsory voting laws on voter turnout, the second used scatterplots and regression analysis to evaluate the relation between registered voter density to polling stations and voter turnout, and the final used a repeated A-B design and t-tests to evaluate how party control duration influenced voting. We identified several factors that might prove influential over voter turnout. This research yields information related to electoral public policy and behavioural methodology for groups, and calls for more behaviour-analytic research and application in public policy and cultural design.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"57 1","pages":"84 - 105"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89012175","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 : 2018-10-24DOI: 10.1080/15021149.2018.1539606
J. Leslie
ABSTRACT Behaviour analysis provides a functional definition of operant behaviour but at the same time often uses topographic definitions of classically-conditioned behaviour. This may be an ontological error, which would have serious consequences. Functional accounts of classical conditioning have been proposed, and they are part of a move towards locating all conditioning processes within behavioural ecology. It is recommended that behaviour analysts use a systematically functional account of all behaviour, which distinguishes between the roles of phylogenetic and ontogenetic functions, and which can embrace unconditioned behavioural repertoires as well as the behaviour changes produced by classical conditioning and operant conditioning in one framework.
{"title":"The ontology of behaviour","authors":"J. Leslie","doi":"10.1080/15021149.2018.1539606","DOIUrl":"https://doi.org/10.1080/15021149.2018.1539606","url":null,"abstract":"ABSTRACT Behaviour analysis provides a functional definition of operant behaviour but at the same time often uses topographic definitions of classically-conditioned behaviour. This may be an ontological error, which would have serious consequences. Functional accounts of classical conditioning have been proposed, and they are part of a move towards locating all conditioning processes within behavioural ecology. It is recommended that behaviour analysts use a systematically functional account of all behaviour, which distinguishes between the roles of phylogenetic and ontogenetic functions, and which can embrace unconditioned behavioural repertoires as well as the behaviour changes produced by classical conditioning and operant conditioning in one framework.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"23 1","pages":"160 - 165"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81241609","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 : 2018-10-14DOI: 10.1080/15021149.2018.1534771
J. L. Ferguson, Joseph H. Cihon, Justin B. Leaf, Sarah M. Van Meter, J. Mceachin, Ronald Leaf
ABSTRACT Montrose Wolf provided a definition and outline of the importance of the assessment of social validity as it applies to the field of applied behavior analysis. Since Wolf’s seminal paper, researchers have conducted analyses of the social validity trends of the first 31 years (1968-1998) of the Journal of Applied Behavior Analysis (JABA). The purpose of the current review is to extend the findings those analyses by assessing the trends of the assessment of social validity in JABA from 1999-2016. Overall, the results of the present review indicated that social validity measures were reported in an average of 12% of articles published within JABA that met the inclusion criteria. The results are discussed within the context of the potential implications for the field of applied behavior analysis as well as areas of future research to improve the reporting of the assessment of social validity.
{"title":"Assessment of social validity trends in the journal of applied behavior analysis","authors":"J. L. Ferguson, Joseph H. Cihon, Justin B. Leaf, Sarah M. Van Meter, J. Mceachin, Ronald Leaf","doi":"10.1080/15021149.2018.1534771","DOIUrl":"https://doi.org/10.1080/15021149.2018.1534771","url":null,"abstract":"ABSTRACT Montrose Wolf provided a definition and outline of the importance of the assessment of social validity as it applies to the field of applied behavior analysis. Since Wolf’s seminal paper, researchers have conducted analyses of the social validity trends of the first 31 years (1968-1998) of the Journal of Applied Behavior Analysis (JABA). The purpose of the current review is to extend the findings those analyses by assessing the trends of the assessment of social validity in JABA from 1999-2016. Overall, the results of the present review indicated that social validity measures were reported in an average of 12% of articles published within JABA that met the inclusion criteria. The results are discussed within the context of the potential implications for the field of applied behavior analysis as well as areas of future research to improve the reporting of the assessment of social validity.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"50 1","pages":"146 - 157"},"PeriodicalIF":0.0,"publicationDate":"2018-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76817629","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 : 2018-10-13DOI: 10.1080/15021149.2018.1535162
Joseph M. Lambert, Sarah E. Bloom, S. S. Kunnavatana, Megan A. Boyle, Andrew L. Samaha
ABSTRACT When problem behavior is dangerous, there is precedent in the literature for inferring its function by conducting a functional analysis (FA) of less severe response topographies that reliably precede it (e.g., FAs of “precursor” behavior). In such cases, it could be advantageous to target socially desirable responses (e.g., mands) rather than less severe problem behavior. In our study, we compared the results of FAs of problem behavior with two FAs (one with prompts and one without) of mands and found poor correspondence in both instances. Although we conclude that FAs of mands are not viable replacements for FAs of problem behavior, these analyses may possess some therapeutic utility. Potential alternative uses for this methodology are discussed.
{"title":"Correspondence between functional analyses of mands and functional analyses of problem behavior","authors":"Joseph M. Lambert, Sarah E. Bloom, S. S. Kunnavatana, Megan A. Boyle, Andrew L. Samaha","doi":"10.1080/15021149.2018.1535162","DOIUrl":"https://doi.org/10.1080/15021149.2018.1535162","url":null,"abstract":"ABSTRACT When problem behavior is dangerous, there is precedent in the literature for inferring its function by conducting a functional analysis (FA) of less severe response topographies that reliably precede it (e.g., FAs of “precursor” behavior). In such cases, it could be advantageous to target socially desirable responses (e.g., mands) rather than less severe problem behavior. In our study, we compared the results of FAs of problem behavior with two FAs (one with prompts and one without) of mands and found poor correspondence in both instances. Although we conclude that FAs of mands are not viable replacements for FAs of problem behavior, these analyses may possess some therapeutic utility. Potential alternative uses for this methodology are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"72 1","pages":"69 - 83"},"PeriodicalIF":0.0,"publicationDate":"2018-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91022777","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 : 2018-10-12DOI: 10.1080/15021149.2018.1531962
Ciara Gunning, Jennifer Holloway, O. Healy
ABSTRACT The Preschool Life Skills (PLS; Hanley et al., 2007) program is a preventive program targeting 13 important school readiness skills for preschool children. The PLS program addresses communication and social skill development and aims to prevent the development of problem behavior. These skills have been identified as core skills for success in later educational settings by kindergarten teachers and are the most commonly taught functionally equivalent and alternative skills in intervention for problem behavior. The current study evaluated the PLS program within an Irish educational context. Results indicated increases in target preschool life skills and decreases in problem behavior following intervention. Evidence of generalization and maintenance also were observed.
学前生活技能(PLS);Hanley et al.， 2007)项目是一项针对学龄前儿童13项重要入学准备技能的预防性项目。PLS计划解决沟通和社交技能的发展，旨在防止问题行为的发展。这些技能已被幼儿园教师确定为在以后的教育环境中取得成功的核心技能，并且是在问题行为干预中最常教授的功能等效和替代技能。目前的研究评估PLS程序在爱尔兰的教育背景下。结果表明，干预后目标学前生活技能增加，问题行为减少。还观察到泛化和维持的证据。
{"title":"Evaluating the preschool life skills program to teach school readiness skills: An irish pilot study","authors":"Ciara Gunning, Jennifer Holloway, O. Healy","doi":"10.1080/15021149.2018.1531962","DOIUrl":"https://doi.org/10.1080/15021149.2018.1531962","url":null,"abstract":"ABSTRACT The Preschool Life Skills (PLS; Hanley et al., 2007) program is a preventive program targeting 13 important school readiness skills for preschool children. The PLS program addresses communication and social skill development and aims to prevent the development of problem behavior. These skills have been identified as core skills for success in later educational settings by kindergarten teachers and are the most commonly taught functionally equivalent and alternative skills in intervention for problem behavior. The current study evaluated the PLS program within an Irish educational context. Results indicated increases in target preschool life skills and decreases in problem behavior following intervention. Evidence of generalization and maintenance also were observed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"89 1","pages":"48 - 68"},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90990205","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 : 2018-07-23DOI: 10.1080/15021149.2018.1501215
N. Alipov, Z. Qamar, Neil T. Martin
ABSTRACT Behavior Analysis is a relatively young but rapidly evolving scientific field, that requires a scientifically based and conceptually systematic vocabulary. Basic principles for translating behavior analytic terms have previously been established, concerning both the morphology (topography) of the terms and their content (function). In the present paper, and based on our experience of translating behavior analytic terms into Russian, we seek to expand consideration of the functional issues by adding some generalizations as an extension to previous established translation principles. Although the starting premise when selecting a behavior analytic term is that it belongs to a distinct and well-developed field with its own conceptual and theoretical basis, we also acknowledge the earlier academic roots and wide overlap with many other related disciplines. Thus, when selecting a term, it is essential to conduct a semantic and etymological analysis, addressing the following issues: 1) historical continuity; 2) links with related disciplines; 3) potential uniqueness of a term (use of specific neologism) within the field of behavior analysis.
{"title":"Translating behavior analytic terminology: semantic and etymological considerations from a Russian perspective","authors":"N. Alipov, Z. Qamar, Neil T. Martin","doi":"10.1080/15021149.2018.1501215","DOIUrl":"https://doi.org/10.1080/15021149.2018.1501215","url":null,"abstract":"ABSTRACT Behavior Analysis is a relatively young but rapidly evolving scientific field, that requires a scientifically based and conceptually systematic vocabulary. Basic principles for translating behavior analytic terms have previously been established, concerning both the morphology (topography) of the terms and their content (function). In the present paper, and based on our experience of translating behavior analytic terms into Russian, we seek to expand consideration of the functional issues by adding some generalizations as an extension to previous established translation principles. Although the starting premise when selecting a behavior analytic term is that it belongs to a distinct and well-developed field with its own conceptual and theoretical basis, we also acknowledge the earlier academic roots and wide overlap with many other related disciplines. Thus, when selecting a term, it is essential to conduct a semantic and etymological analysis, addressing the following issues: 1) historical continuity; 2) links with related disciplines; 3) potential uniqueness of a term (use of specific neologism) within the field of behavior analysis.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"19 2","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72596667","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 : 2018-07-03DOI: 10.1080/15021149.2018.1507087
Shane J. McLoughlin, I. Tyndall, Antonina Pereira
ABSTRACT Previous research suggests that training relational operant responding using the SMART (Strengthening Mental Abilities with Relational Training) program over several months can result in improved performance on cognitive intelligence tests. This study aimed to investigate whether engaging in a 3-week relational training program would improve (i) scores and (ii) reaction times on a standardised intelligence test, and (iii) to pilot a new multiple exemplar training procedure targeting complex analogical operant responding (SMARTA; SMART for Analogy). We administered the Kaufman Brief Intelligence Test (KBIT-2) to eight adults across four time points. Control: Time 1–4: No intervention. Experimental: Time 1–2: No intervention. Time 2–3: SMART relational operant training. Time 3–4: SMARTA analogical relational operant training. Experimental participants demonstrated greater improvements in terms of both (i) response latencies and (ii) response fluencies on the Verbal Knowledge subscale of the KBIT-2.
{"title":"Piloting a brief relational operant training program: analyses of response latencies and intelligence test performance","authors":"Shane J. McLoughlin, I. Tyndall, Antonina Pereira","doi":"10.1080/15021149.2018.1507087","DOIUrl":"https://doi.org/10.1080/15021149.2018.1507087","url":null,"abstract":"ABSTRACT Previous research suggests that training relational operant responding using the SMART (Strengthening Mental Abilities with Relational Training) program over several months can result in improved performance on cognitive intelligence tests. This study aimed to investigate whether engaging in a 3-week relational training program would improve (i) scores and (ii) reaction times on a standardised intelligence test, and (iii) to pilot a new multiple exemplar training procedure targeting complex analogical operant responding (SMARTA; SMART for Analogy). We administered the Kaufman Brief Intelligence Test (KBIT-2) to eight adults across four time points. Control: Time 1–4: No intervention. Experimental: Time 1–2: No intervention. Time 2–3: SMART relational operant training. Time 3–4: SMARTA analogical relational operant training. Experimental participants demonstrated greater improvements in terms of both (i) response latencies and (ii) response fluencies on the Verbal Knowledge subscale of the KBIT-2.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"72 1","pages":"228 - 246"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90138742","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 : 2018-07-03DOI: 10.1080/15021149.2018.1541205
P. Olsen, Linda S. Bailey, D. Gould
ABSTRACT The importance of cultural factors in Applied Behaviour Analysis has gained recent attention. In the present study, video modelling was used to teach participants with autism a culture-specific dressing skill, how to wear ghutra and agal, the traditional Emirati head garment. A multiple probe across participants design was used with baseline, video modelling training, and post-intervention phases. During training, participants watched a video model and then completed the skill according to a task analysis. No reinforcement or correction procedures were used. Two participants acquired the seven-step chain using video modelling. One participant failed to accurately complete one step. For this participant, a remediation procedure, including prompting and Teaching with Acoustical Guidance (TAGteachTM), was used to shape the response topography for this step. With the addition of remedial training, the participant met mastery criterion. A social validity survey showed that the skill was relevant and the video modelling procedure was acceptable.
{"title":"Using video modelling to teach culture-specific dressing skills","authors":"P. Olsen, Linda S. Bailey, D. Gould","doi":"10.1080/15021149.2018.1541205","DOIUrl":"https://doi.org/10.1080/15021149.2018.1541205","url":null,"abstract":"ABSTRACT The importance of cultural factors in Applied Behaviour Analysis has gained recent attention. In the present study, video modelling was used to teach participants with autism a culture-specific dressing skill, how to wear ghutra and agal, the traditional Emirati head garment. A multiple probe across participants design was used with baseline, video modelling training, and post-intervention phases. During training, participants watched a video model and then completed the skill according to a task analysis. No reinforcement or correction procedures were used. Two participants acquired the seven-step chain using video modelling. One participant failed to accurately complete one step. For this participant, a remediation procedure, including prompting and Teaching with Acoustical Guidance (TAGteachTM), was used to shape the response topography for this step. With the addition of remedial training, the participant met mastery criterion. A social validity survey showed that the skill was relevant and the video modelling procedure was acceptable.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"13 1","pages":"247 - 259"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88241845","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 : 2018-07-03DOI: 10.1080/15021149.2017.1404393
Traci M. Cihon, A. Kieta, S. Glenn
ABSTRACT Institutions of higher education have been increasingly encouragedto employ evidence-based practices in the classroom.Many faculty members continue to rely on more tradi- tional instructional methods, even those who arewell versed in evidence-based teaching techniques. We describe the evolutionand current status of a system that uses behavior analysis (BA)to teach BA. Changes over time in the system are described as results of several environmental factors.The system was recently revised and currentlyexists as the teaching science lab (TSL). The TSL is an example of how faculty memberscan integrate both teaching and research responsibilities while incorporating several behavioral technologies into undergraduatecourse design. Future directions of the TSL are discussed withrespect to the use of evidence-based practice in the college classroom.Lastly, the resources necessary to maintain such a systemand the barriers to success are described.
{"title":"Teaching behavior analysis with behavior analysis: The evolution of the teaching science lab at the University of North Texas","authors":"Traci M. Cihon, A. Kieta, S. Glenn","doi":"10.1080/15021149.2017.1404393","DOIUrl":"https://doi.org/10.1080/15021149.2017.1404393","url":null,"abstract":"ABSTRACT Institutions of higher education have been increasingly encouragedto employ evidence-based practices in the classroom.Many faculty members continue to rely on more tradi- tional instructional methods, even those who arewell versed in evidence-based teaching techniques. We describe the evolutionand current status of a system that uses behavior analysis (BA)to teach BA. Changes over time in the system are described as results of several environmental factors.The system was recently revised and currentlyexists as the teaching science lab (TSL). The TSL is an example of how faculty memberscan integrate both teaching and research responsibilities while incorporating several behavioral technologies into undergraduatecourse design. Future directions of the TSL are discussed withrespect to the use of evidence-based practice in the college classroom.Lastly, the resources necessary to maintain such a systemand the barriers to success are described.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"54 1","pages":"150 - 175"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75711688","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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