Behavior Analysis in Practice最新文献

There is a concerning lack of published smoking cessation research on people with intellectual and developmental disabilities (IDD). A Functional Assessment for Smoking Treatment Recommendations (FASTR) was recently developed to help personalize patients’ tobacco treatment. Adapting this tool to effectively identify putative environmental variables that maintain smoking for people with IDD is predicted to improve current treatments. The purpose of this study was to pilot the FASTR with people with IDD to understand modifications necessary to implement it in this population. During 1-hour interviews participants (n = 8) described the extent they agreed with each FASTR statement using a Likert scale, corresponding to one of five potential functions of smoking (i.e., Automatic Positive, Automatic Negative, Social Positive, Social Negative, and Antecedent). Participants gave input on potential modifications to make the assessment more inclusive for people with IDD. A quantitative approach was used to pilot the FASTR and participant narratives were used to understand difficulties and potential modifications. For each participant a function was endorsed if the average response to questions corresponding to that function was greater than 3 (neutral) or over 50% “yes” responses. The two most frequently endorsed functions were Automatic Negative (87.5% participants) and Social Negative (75% of participants). Participants recommended making the focus of each statement larger and in bold so respondents can understand the most important part of the statement. The FASTR was modified based on their feedback and will be distributed to a larger sample of people with IDD for further validation.

The present article details the data collection behavior of residential staff employed in community-based settings for adults with intellectual disabilities and significant behavioral challenges. The staff members who participated in the study were responsible for collecting behavioral data related to episodes of aggressive behavior that were observed in their residential settings. A descriptive analysis data collection system was in place for each of the residences in the study. Individualized preference assessments were performed with a representative staff member from each of the homes. Once a highly preferred item was identified by the staff person, they were able to earn the item that had been identified contingent upon data collection in the house meeting or exceeding 80% completion of their daily data expectations. The assessment and intervention were examined across all three of the residences in the study via a multiple baseline design with a reversal design embedded within one of the legs of the design. The results demonstrated increases in data collection across each of the residences in the study as the intervention was introduced at each of the sites.

The purpose of this study was to determine whether untrained visitors at a wolf sanctuary could collect behavioral data, within an acceptable range of interobserver agreement (IOA), using a freely available instrument on their smartphones. Two independent groups of untrained visitors continuously recorded one target behavior only or two target behaviors simultaneously. Observations occurred during a 50-min educational presentation with multiple wolves. Whereas IOA was at or above 80% for all participants, kappa was below the acceptable range of 0.6 or greater for some participants observing two target behaviors simultaneously.

• Clinicians may consider the use of untrained observers for limited data collection purposes

• Simple recording rules or pictures of conspicuous target behaviors may facilitate acceptable interobserver agreement

• Clinicians may consider the use of a similar smartphone data collection instrument for untrained observers

• Clinicians should be cautious of any competing smartphone behaviors that may interfere with the behavior of observing a target

Behavioral interventions are highly efficacious in reducing elopement. However, few studies explicitly examine elopement during transitions, and they typically do not discuss distance traveled during the transition. We report on a successful treatment consisting of functional communication to “go see” stimuli during transitions along with blocking and competing stimuli during reinforcer delays for a young boy whose elopement occurred during transitions and was maintained by positive reinforcement in the form of access to tangibles. During generalization, the distance of the transitions was gradually increased while maintaining low levels of elopement.

Active and empathic listening skills are considered crucial to the success of behavior analytic practitioners; however, minimal feasible, technological, and generalizable training methods and outcome data are available to guide the development of these skills in trainees. The current study evaluated the effects of a novel, peer-led behavioral skills training on increasing active and empathic listening skills in six behavior analytic trainees split into three dyads. A concurrent multiple baseline across participants design demonstrated the positive and generalized effects of this training across four of the six participants (i.e., two dyads). One additional, expert-led rehearsal and performance feedback session led to the immediate acquisition and generalization of the skills in the final two participants (i.e., one dyad). Results are discussed in terms of trainer feasibility and trainee acceptability, considerations when using peer-led BST, and the importance to the field of explicitly teaching socially valid interpersonal skills in various environments.

This pre/post-group design examined the efficacy of using competency-based assessments to teach students of behavior analysis to engage in ethical decision making. Students in the experimental group received feedback on identifying potential, ethical scenarios in quizzes and Behavior Skills Training (BST) on identifying all components of and developing potential action plans for the 11-step decision-making model (Behavior Analyst Certification Board, 2020) and for role plays that simulated meetings that people would encounter in practice to review concerns, gain additional information, and develop solutions-based plans with relevant parties. Students in the control group received treatment as usual. The findings were not statistically significant, and students only met criteria for role plays. The content was iterated, and Study 2 was developed. In Study 2, two students received feedback on the identification of examples and nonexamples of ethical dilemmas and behavior analyst’s best course of action in the situation and BST on identifying and creating actions plans of the decision-making model. Both students met criteria for mastery. Implications, based on this preliminary research, for evidence-based practice and future research are discussed.

The training of behavior analysts emphasizes scientific knowledge and expertise in implementing the principles of behavior analysis. Although knowledge of and skills in the implementation of behavior analysis are important, we argue that the way in which behavior analysis is practiced may be equally important. In many other helping professions (e.g., psychology, medicine), trainees are explicitly taught the skills needed to build a therapeutic alliance and a frequently used training modality is motivational interviewing. Originally developed for, and still used as an intervention component to facilitate client engagement in intervention, motivational interviewing has been demonstrated to be both highly effective in enhancing intervention outcomes and for strengthening rapport between a clinician and a client. We argue that motivational interviewing has relevance to the practice of behavior analysis and should be adopted within training programs.

Behavior analysis arrived in Brazil in the 1960s with Fred Keller's teachings. His demonstrations of the basic principles of behavior and their applications influenced undergraduate and graduate students who were instrumental in consolidating behavior analysis as a line of study and practice in Brazilian universities. Keller's followers spread across the country to different geographic regions of Brazil. In the South, the Universidade Estadual de Londrina (UEL) established its undergraduate psychology program rooted in behavior theory and the experimental analysis of behavior. As one of the first university programs formed by behavior analyst in Brazil, UEL was instrumental in the dissemination and consolidation of the science of behavior in the country. In Brazil, psychology programs often have a high representation of women, with 75% of students being female. This significant presence of women in the field emphasizes their influential role in the dissemination of behavior analysis. This article is an overview of the role of women faculty in developing and advancing the behavior analysis program at UEL. It provides a historical account from the establishment of UEL until the graduate programs in behavior analysis within the psychology program. The contribution of crucial women behavior analysts to the maintenance of the program and their efforts in training students are highlighted.