Behavior Analysis in Practice最新文献

[This corrects the article DOI: 10.1007/s40617-023-00796-y.].

Facilitating quality activities, interactions, and classroom management requires preschool teachers to engage in frequent physical movement. Infrequent physical movement (i.e., stationary behavior) may decrease engagement and interactions between teachers and children, which may increase the likelihood of challenging behavior. Thus, teachers who engage in extended periods of stationary behavior may inadvertently cause classroom disruptions. The current study used an indicated intervention (i.e., graphic feedback) yielded from the Performance Diagnostic Checklist-Human Services to successfully decrease stationary behavior exhibited by practicum teachers in an inclusive preschool classroom.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-025-01059-8.

Informing the selection of a performance criterion for discrete trial training has been the subject of a growing body of empirical research, but an explicit framework has not yet been established. This paper proposes a tool for selecting a performance criterion that uses individualized assessment characteristics and mastery level goals and is grounded on sound probability theory. This tool is demonstrated to provide results that are consistent with existing research outcomes, and its use is advocated to better inform practitioners and researchers on the implications of their performance assessment choices. A tutorial with ready-to-use software is provided. Practitioners can use the tool to evaluate their assessment strategies and outcome expectations. Practitioners can use the tool to help make judgments about whether to continue with a teaching strategy or switch to another one. Researchers can use the tool to account for bias between observed performance and actual mastery level at the end of instruction, which is a confounder to observed performance during maintenance or generalization. Researchers and practitioners can use the tool to make better-informed decisions.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-025-01058-9.

[This corrects the article DOI: 10.1007/s40617-025-01047-y.].

In the United States school system, there is an increasing number of students who need behavioral support. Board Certified Behavior Analysts (BCBAs) utilize the science of applied behavior analysis and are uniquely qualified to provide such support. However, for many reasons, BCBAs may not have the knowledge and skills to capitalize on their services in schools, including collaboration skills that can result in goals, intervention procedures, and outcomes that are not socially and ecologically valid. The current article provides a transdisciplinary model of school-based collaboration for BCBAs to maximize the effectiveness of behavioral interventions in schools. Adapted for school-based BCBAs from Boyer and Thompson's (2014) transdisciplinary model, the current model includes the elements of (a) extending BCBAs' knowledge regarding school systems, (b) establishing rapport with team members, (c) enriching team members' understanding of everyone's role and expectations, and (d) exchanging feedback and praise.

Functional analysis (FA) is often considered an integral component of treating severe challenging behavior (e.g., aggression, self-injury). Given its essential nature, there are a growing number of publications aimed at supporting clinicians' understanding of FA design and methodological refinements for addressing barriers to implementation. The current paper builds on previous work by offering a guide for clinicians new to FA implementation. In particular, guidance is provided on when and under what conditions to include specific FA test conditions and how to select a given methodology for a case. In addition, we provide an in-depth discussion on best practices for safe and ethical FAs, regardless of the chosen setting, implementer, or methodology.

Group contingencies have an extensive literature base indicating their effectiveness in alternative education. Of the three types of group contingencies, interdependent and independent are the most researched in alternative education. A recent systematic literature review indicates that, to date, there has not been a published evaluation of a dependent group contingency in alternative education. The current study is a clinical demonstration of a dependent group contingency effectively reducing challenging behavior in an elementary alternative education classroom.

Behavior analysts continually assess the needs of clients and the community at large. Some behavior analysts have educated themselves and become public policy advocates at the local, state, national, and international levels. Across the world, behavior analysts are meeting with legislators to educate them on behavior analytic solutions to societal problems, including but certainly not limited to why people need behavior analytic services. Incorporating a behavior analytic perspective into policies supports best practices in many areas and creates a more humane, positively reinforcing environment for all. Papers published in this special issue of Behavior Analysis in Practice on public policy advocacy demonstrate how such work has positively affected society across the globe. Such work has involved credentialing and regulation of behavior analysts, funding for ABA services, and increasing service capacity. Authors discuss their public policy advocacy efforts, share lessons learned, and discuss implications for future efforts. Many behavior analysts may be unaware of the importance of being involved in public policy and advocacy and how they can make a difference for the benefit of society. Behavior analysts are urged to learn from the work described and adapt and apply it in their community.