Behavior Analysis in Practice最新文献

Despite widespread use, the effectiveness of specialized fonts like Dyslexie in improving reading outcomes for individuals with dyslexia remains contentious. This study evaluated the impact of Dyslexie and other font types on adult reading accuracy, efficiency, and social acceptability. Results indicated no significant differences in reading accuracy or efficiency across font types, although participants reported varying levels of satisfaction and preference. The study highlights the importance of considering font type in reading interventions for adults with dyslexia, suggesting that font choice may influence user experience beyond traditional reading metrics. • Offers insights into the impact of font types on reading outcomes, aiding clinicians in selecting appropriate interventions for individuals with dyslexia. • Highlights the potential role of user satisfaction and preference in font selection, emphasizing the importance of personalized interventions. • Raises awareness of the limitations of specialized fonts like Dyslexie, prompting clinicians to critically evaluate their efficacy in practice. • Encourages future research to explore alternative interventions aligned with empirical evidence, such as phonological awareness training, to improve reading outcomes for individuals with dyslexia.

Historically, open-ended interviews have been used to assist in the design of functional analyses. Currently, there are scant resources teaching clinicians how they can conduct more culturally responsive and trauma-informed interviews to assist in their design of functional analyses. The purpose of this tutorial is to teach clinicians why they should and how they can align their interviews with the commitments of cultural responsiveness and trauma-informed care by providing clinicians with actionable steps. We provide a sample interview to demonstrate our recommendations and offer a ready-to-use tool for clinicians.

We replicated and extended Gover et al. International Journal of Developmental Disabilities 69:53-65, (2023) by applying an intervention to improve the food selectivity of three adolescents and adults on the autism spectrum in a congregate care setting. All participants had limited diets that consisted of low-nutritional snack foods, and exhibited challenging behavior when asked to consume nonpreferred, more nutritious foods that were served in their residences. Following a comprehensive assessment, we provided synthesized reinforcers contingent on completion of participant-selected, successive food-related behaviors toward consumption. The treatment led to the three participants consuming 80%, 60%, and 100%, respectively, of their targeted foods in the absence of challenging behavior.

Most outcome research on Applied Behavior Analysis (ABA) treatment suggests that high intensity yields the best outcomes for patients with autism spectrum disorder (ASD). However, little is known about what impacts the determinations behavior analysts make regarding individualized treatment intensity recommendations. We conducted a cross-sectional survey of behavior analysts with experience developing and overseeing behavior analytic treatment for individuals with ASD (N = 559). We asked participants to report how 36 patient, familial, and logistical factors impact their treatment intensity recommendations using a 7-point Likert scale (ranging from significantly decrease to significantly increase recommended treatment intensity). Results indicated variation in the factors that impact recommendations as well as the direction of impact, with the greatest agreement that patient diagnosis and skills deficits lead to increased treatment intensity recommendations. Although the data reveal patterns and areas of seemingly greater consensus, the significant variability in clinicians' approaches to individualizing treatment intensity recommendations indicates a need for future research on training and standards for clinicians to ensure appropriate treatment intensity recommendations are provided to all patients receiving ABA treatment.

Immigrant families of neurodivergent children face unique challenges when receiving special education services in the United States (U.S.). As a result, practitioners who provide services based on applied behavior analysis (ABA) in school settings should learn how to collaborate with and support immigrant families to improve their child's educational and behavioral outcomes. The purpose of the present paper was to provide a preliminary framework for school-based ABA practitioners to support immigrant families of neurodivergent children within the school setting. First, we discussed the barriers that immigrant families of neurodivergent children face in accessing special education services in the U.S., based on a review of qualitative studies. Second, we introduced an adapted version of Epstein (2010) collaborative framework to provide a supportive framework for school-based ABA practitioners working with immigrant families of neurodivergent children. Finally, we provided recommendations, along with a call to action for school-based ABA practitioners and ABA organizations, to improve the quality of life of immigrant families of neurodivergent children.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-025-01041-4.

This study investigated the effects of the teach-back method for training instructional staff to conduct a multiple stimulus without replacement (MSWO) preference assessment. The teach-back method was applied with three instructional staff participants in a center-based program where ABA-based services were provided. A single-subject nonconcurrent multiple probe across participants experimental design was used to assess procedural fidelity. A social validity measure was also used to assess participants' perception of the teach-back method. Results demonstrated that all participants' procedural fidelity improved following teach-back instruction, with one participant requiring additional feedback. Follow-up data were collected on average 8.5 weeks (range 36-74 days) after their last observation with 87.9% fidelity across participants (range 73.6-100%). Social validity measures indicated that instructional staff found the teach-back method acceptable, feasible, and appropriate for learning how to conduct the preference assessment. Overall, findings suggest that the teach-back method may be a viable alternative to traditional training methods in ABA, warranting further investigation into its applicability and potential modifications for enhanced effectiveness.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-025-01042-3.

Supporting people with neurodevelopmental disabilities often requires interdisciplinary collaboration and effective partnerships with clients and their families. Behavior analysts receive intensive training and supervision in a variety of domains; however, expanding interdisciplinary training for behavior analysts is needed. Interdisciplinary training programs, such as the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs, offer trainees the opportunity to hone their skills as advocates for people with neurodevelopmental disabilities and collaborators as part of an interdisciplinary team. Historically, many LEND programs have not offered training positions specifically to behavior analysis students or professionals, although some behavior analysts have participated as trainees in other disciplines such as psychology or special education. The benefits, barriers, and possible future directions of interdisciplinary training for behavior analysts within a LEND program are discussed through the experience of the University of Cincinnati LEND Program which added an Applied Behavior Analysis (ABA) training track in 2020.

In the U.S., approximately 13 million individuals identify as part of a sexual and gender minority (SGM). This broad spectrum includes sexual orientation identities such as gay, lesbian, bisexual, queer, pansexual, and same-gender-loving, as well as gender identities such as transgender, gender non-conforming, bigender, and two-spirit. As behavior analysts heed the call to engage in culturally competent practices that address diverse sexual orientation and gender identities (SOGI), they will likely consider collecting SOGI data as part of their practice. The benefits of SOGI data collection certainly exist. However, the historical oppression and increased vulnerability of SGM populations require a careful and thorough evaluation of ethical data collection practices to avoid harm and to ensure respectful and inclusive practices. The present tutorial aims to begin the discussion of ethical and effective SOGI data collection practices within behavior analysis by offering initial guidelines and considerations. We highlight methods that improve cultural sensitivity, and caution against traditional methods that could harm respondents or contribute to a non-inclusive environment.

These procedures examined the impact of teacher-student ratios on staff and student behavior in a therapeutic day school. Ratios (teacher:student) of 5:4, 4:4, 3:4, and 2:4, involving the teacher, paraprofessionals, and four junior high students with autism were measured. Using momentary time sampling, environment, organization, student, and staff activity data were collected. Higher ratios correlated with increased student engagement and fewer behavioral interventions, while lower ratios led to decreased staff-student interactions and more behavioral interventions. • Authors discussed the impacts of teacher-student ratios in educational settings for children with autism. • State guidelines need revision to be sensitive to classroom composition. • Researchers have focused on academic outcomes and teacher perceptions. • Momentary time sampling is a practical approach for clinicians to use when objectively assessing variables in the classroom setting.

Behavior analysis has a long tradition in academic institutions in Mexico. However, Applied Behavior Analysis (ABA) remains an underdeveloped component of public policies in healthcare, education, and welfare. This paper aims to assess the current state of ABA in Mexico, including its practice, recognition, regulation, and integration into public policies. An overview of the Mexican healthcare and education systems is provided as ABA services should be integrated into these structures. There is a specific focus on the management of developmental disabilities (DD) and autism spectrum disorder (ASD), for which ABA has been historically used. Recent advancements in Mexican legislation regarding the protection of people with DD and ASD and their right to receive effective attention and treatment are discussed. Also discussed are recent efforts for the creation of a professional association aimed at recognizing the effectiveness of ABA when designing empirically validated interventions. The potential impact of ABA services on public policies regarding healthcare and education in Mexico is highlighted. Finally, challenges are identified and recommendations are made to expand the reach of ABA in Mexico.